Selecting a Book to Read Aloud
Posted by Barb on September 29, 2011
Earlier this week, a teacher in one of my trainings told me that even though she understands the value of reading aloud to her students daily that with all the other academic demands put on her that she just didn’t have time. She is not alone as I hear this often from educations. However, my response is always the same, “How do you not have time to read aloud daily?”
As the conversation with this particular teacher continued, I realized that she along with the other teachers who share this sentiment need some guidelines on selecting an appropriate book to read aloud. If the read aloud book supports the teacher’s curriculum, then maybe they will find 15 or 20 minutes to read to their students.
There are two considerations to keep in mind when selecting read aloud materials. This first is should we read fiction or nonfiction. Jim Trelease says it best in The Read-Aloud Handbook (2006, p 18-19).
Literature is considered such an important medium – more than television, more than films, more than art or overhead projectors – because literature brings us closest to the human heart. And of the two forms of literature (fiction and nonfiction), the one that brings us closest and presents the meaning of life most clearly is fiction. … The suggestion here is that all reading helps us get better at reading, but fiction forces us to concentrate the most in order to find meaning, and therefore deepens our “engagement” and helps comprehension.
However, keep in mind that in an academic setting it is important to read aloud an equal amount of nonfiction as well. This will help to build background knowledge or activate prior knowledge to topics that are in the curriculum. A knowledgeable media specialist can help you find just the right book.
The second consideration is whether to read a picture book or a novel.
Before you decide on either types of text, ask yourself some more questions like:
What is my purpose for reading aloud?
Can the novel cover several concepts that are tied to my curriculum?
Are my students able to follow the story if it read over several days or weeks?
Are my students good at visualizing on their own if there are limited or no pictures?
Is there a picture book that encompasses the concept I want to convey?
Will the illustrations help the students understand the concept?
Are the illustrations large enough for the whole class to see?
Once you consider whether to read fiction or nonfiction and have narrowed it down to a picture book or novel, it is important to read the book before sharing with with your students. As you are deciding if this is a good book for a read aloud, use these questions to help you:
Do I love this book? Chances are if you do, you students will also. Your enthusiasm is contagious.
Does the story have an interesting plot, frequent dialogue, some suspense or adventure, suitable emotional content for your grade level? These features help to keep students engaged in the story and are less likely to wander off.
Is the length of the story appropriate for your grade level? Your students’ attention span and listening skills should be considered.
Does the book shed light on children with special needs or represent a different culture? These books can help explain how we are all alike and different. It can be a time to celebrate our world’s many customs and traditions.
Is it a book or story they have heard before? It doesn’t really matter. Even if it is a book that they have heard many times it can be read with a different purpose in mind depending on where the students are developmentally. For example, in the younger grades you read Dr. Seuss stories because their plots are funny with silly looking characters and filled with words that rhyme. However with older students, they can listen for the social message that was often woven throughout.
So if you have taken the read aloud out of your daily schedule, please put it back. It is an invaluable teaching tool and time well spent!
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