Spring 2021      Volume 49, Number 2

Planning and Preparing for Read-Alouds
By Katy E. Hisrich and Megan McCaffrey

Document: Article

Introductory Paragraph:  This article addresses three of the survey questions on lesson planning taken from a larger survey on read-aloud practices, focusing specifically on the preparation of read-alouds in the classroom: (1) How many minutes per week do you spend preparing for one read-aloud?, (2) How often do you read the book prior to reading it aloud to students (within a week before reading it)?, and (3) What (skill or strategy) do you focus on when preparing for a read-aloud? Read-alouds should be viewed as much more than simply an activity. Research shows that “good read-alouds do not just happen by chance” but, rather, “are created through conscientious planning” to optimize its full potential (McCaffrey & Hisrich, 2015). According to Shedd and Duke (2008), implementing specific practices as part of a read-aloud maximizes the activity as a literacy learning tool. When proper preparation is devoted to the activity, tremendous literacy learning can take place across a host of literacy skills and knowledge. The question is how much time and effort were put into planning for a read-aloud and what skill(s) or content was selected to prepare. Generally, educators feel that preparation yields fruit in having more effective instruction.

DOI:    https://doi.org/10.33600/IRCJ.49.2.2021.12

Page Numbers:   12-20