7 About the Author Providing students with information about the author, where appropriate, can deepen understanding and enliven conversation.
8 Key Understandings These reveal the heart of the instruction for every title and tie directly to information on the rest of the card, including stopping points for discussion as well as a deep analysis of the author’s craft. 9 Suggested Stopping Points to Invite Thinking These stopping points reinforce the Key Understandings and can be important moments for you to model citing textual evidence to support thinking within, about, and beyond the text. 10 Introduce the Book Provide students with a very brief introduction to the story and set a purpose for reading without giving away any of the deep thinking and analysis students are about to undertake as interactive listeners. During the Read-Aloud: Reading the Text and Using the Shared Talk Routine When a read-aloud is done well, it is a performance. In our view, reading aloud is an art akin to storytelling; the telling is as crucial to the listeners as is the tale itself. When reading aloud, your voice reflects and supports the meaning of the story. 11 Use the Stopping Points and Prompts Briefly comment, ask a question, or invite your students to share their thinking. Monitor comprehension, noting possible responses. Continue reading to the end of the book. • Think about the book together, citing textual evidence to back up each observation and opinion. Your students may want to turn and talk with partners or share whole-group comments. • Connect the book to other read-alouds or book club titles you’ve read and enjoyed together; note similarities and differences as well as recurring themes, big ideas, genres, text features, language and literary features, and vocabulary reflected across the text set.
14 Comprehension Clubs Grades K–5 Implementation Guide
Interactive Read-Aloud
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