Modes of Read-Aloud  

Teacher Support | Modes of Read-Aloud  

One of the primary goals of education in the early grades is learning how to read for understanding. By about third grade, students transition into reading for content knowledge. Reading is a skill that takes time and energy to develop. No matter the subject, all teachers are reading teachers. It is important to teach and model the process. Social studies teachers can support this instruction by reading early, often, and in various modes with students. This integration of literacy into the social studies classroom improves outcomes for students in both literacy and social studies classrooms.  

This document describes various types of reading and typical scenarios where these types of reading may be useful in the classroom. They are organized from most teacher support, to least teacher support. However, all these reading modes are suitable to use anytime students are reading to mix up their daily routine and support emerging readers. These types of reading can be replaced or substituted in many of our elementary curriculum resources as needed by teachers based on student needs.  

Teacher read-aloud 

Teacher read-aloud is a form of reading where the teacher reads a text to their students. The teacher might have a large version of the text for the class to look at together like a big book or a board, or the students might have their own copy of the text to follow along on. This style of reading provides the most support for students and allows them to experience a text without the burden of decoding. Teacher read-aloud builds student vocabulary, lessens anxiety, and provides examples of reading fluency and prosody.  

This type of reading is useful in all grades and with all lengths of passages. The text chosen should be 2 to 3 grade levels above student reading levels to provide the most benefits for students.  

This method is simple to use–simply open a book and begin reading! Students of all ages love to be read to. If students have their own copy of the text the teacher is reading aloud, you may want to tell them, “Read your own text as I read aloud”.   

Teacher Read-Aloud and Modeling

Teacher read-aloud can also be enhanced with modeling. In this form of reading, teachers read a text aloud and stop to model thinking skills as they read. This style of reading helps students identify the skills of a strong reader such as making connections, drawing conclusions, and questioning. 

This type of reading can be used with all grades and passage lengths. The text chosen should be 2 to 3 grade levels above student reading levels to create meaningful modeling situations for students.  

To use this method, it is essential to plan ahead. Before reading, identify places in the text where students may struggle. Then during reading, stop in those places and model for students how they might support themselves. For instance, a teacher may choose to stop on an unfamiliar vocabulary word to define it. Additionally, teachers may read a complex sentence, stop, acknowledge the complexity, and re-read it for more clarity.  

Choral reading

Choral reading is a type of read aloud where a teacher reads in unison with a whole class or group of students. This form of reading sounds like a chorus or chanting. Choral reading helps build students’ fluency and self-confidence. When students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support. It also engages students’ senses and memory as they see and hear the text at the same time.  

This type of reading is useful in the early grades (K-2), with short passages, or with passages you really want to stick in student’s memory. Use this kind of reading when a passage is just above your student’s ability to read independently, or you want to support students who read more slowly/quickly learn appropriate reading speed.  

To use this method with a class, first tell students “We will be reading in a new way, called choral reading. In choral reading, you read all together aloud, just like a chorus or choir sings aloud together. We will read at the same time, with the same speed. Our volume and voices are different, but when we choral read, we read as one.” Then, begin reading your text aloud. If the text is short, it can help to repeat the activity. Students will become more comfortable the more opportunities they have to use choral reading.  

Echo reading

Echo reading involves the teacher reading aloud a text line by line or sentence by sentence. After reading each line, the students echo back the reading of the line with the same rate and prosody. This way of reading models appropriate fluency through modeling and supports students who may ordinarily feel self-conscious reading aloud.  

This type of read aloud works well with all elementary students (K-5), with short to medium-length passages, and with impactful, memorable passages.   

To use this method with a class, first tell students “We will be reading in a new way, called echo reading. In echo reading, I read a section of a passage and then you all read it together back to me in the same way that I read it, like an echo! Let’s practice.” Next, have students practice. Read each sentence in the way it is described then pause for students to repeat it. “This sentence is loud. This sentence is soft. This sentence is very choppy. This sentence is high. The sentences is low. Now we are ready to go!” Then, begin reading your text aloud with students echoing.  

Partner reading

Partner reading involves two students reading independently aloud to each other. Students can take turns reading, alternating sentences, paragraphs, or pages depending on the length of the text. This style of reading allows students independence, support and comradery in reading. Students who learn well from peers or are more social will enjoy this style of reading.  

This type of reading works well for older elementary students (3-5) and can be used with any length text. It is a great alternative to independent silent reading in the classroom.   

To use this method, you will need a method for pairing students. You can number students off, pair based on a trait (find a partner with the same color shirt) or write numbers on piece of paper and have students draw randomly. Once students are seated with their partner and their reading material, tell students “Today, you will be reading with a partner. You and your partner will have a time limit to complete the reading assignment. Each partner must read an equal amount. You can choose to alternate sentences, paragraphs, or pages. You and your partner are a team, so offer help and ask for help from your partner as needed.” Then students begin the reading.  

Independent Reading

Independent reading is perhaps the most common form of reading. When students imagine reading, this is often what they envision. Independent reading involves a student reading to themselves aloud or silently. This style of reading allows students flexibility, independence, and ownership of their reading experience.  

This type of reading is appropriate for older elementary students and younger students with support. It can be used with any length text the student can read on their own.  

To use this method, distribute reading materials to all students in the classroom and ensure a distraction free setting. Some students enjoy reading independently with background music, dimmed lights or outside in the sunshine. Then tell students “Today, you will be reading independently. You will complete the assigned reading in the time limit provided. If you get stuck or have questions, you can raise your hand and I will come to you quietly, so we don’t disturb your neighbors.” Then students begin reading.  

Talk, Read, Talk, Write  

Talk, Read, Talk, Write (TRTW) is an engaging classroom strategy to help students access content. Students read an academic text with structured opportunities to talk and write about content and their understanding of it. This reading method encourages critical thinking and reflection.  

This reading method is best used with older students. It can be used with short to medium length texts at or slightly above students reading level. Students must be able to decode, read the text and draw conclusions independently.   

To use this strategy, plan for the four parts of this strategy based upon the text students are reading: 

Talk #1 

Students engage in a short (2-5 minutes) conversation with other students and the teacher to engage in the topic of the reading, build context, and define purpose.  

Read 

Students read the text independently or in small groups, which provides the information students need to meet the content goal of the lesson.  

Talk #2 

A dialogue is created among students to process what they read and prepare for the following writing section. This phase is very flexible. You can provide prompts or questions to guide student thinking. You can also increase or decrease questions to fit the length of time you can allow students to talk.  

Write 

Students write about the reading to deepen their understanding of the content.  

Jigsaw Reading

Jigsaw is an organization technique that breaks up longer texts into smaller chunks (1-2 paragraphs), and students work together in groups to become experts. Each student then moves into a new group, where every member is an expert on a different part of the text. This style of reading allows students to practice teamwork, interdependence, and summarizing.   

This strategy is best used with older students who are confident, independent readers. This method requires a longer text that can be broken into chunks. The text should be at or slightly above student reading levels, but should contain ideas complex enough for students to grapple with. 

To use this method, prepare by selecting your text and segmenting it into 3 to 5 pieces. The pieces should be short enough to be accessible to students and long enough to present a complete thought for students to obtain from their reading. Then, create enough copies for each student to have a copy of one of the pieces of the text. There will be multiple students with the same text. Those students will be in a group together to begin the activity. Instruct the students to read the text together or independently and then discuss the meaning. You might also provide groups with questions to consider to help guide discussion. Then students move into a new group with one representative from each of the former groups. Now each student represents each piece of the full text. Students present a summary of their reading and the big take away. Then, the group can combine their summaries to create one summary of the full text or consider discussion questions that require knowledge of the full text. In this method, students rely upon each other’s expertise to understand the full text. 

Text Annotation 

Annotating text is an independent reading activity that facilitates reflective reading. Using an annotation guide, students draw symbols to represent questions, connections, and important ideas as they read. The practice of text annotation is commonly used in English Language Arts classes and can be an effective way to support cross-curricular instruction. 

This strategy is commonly used with older students but can be modified for younger learners by adapting the number of categories students are annotating. Any text length can be used if students can independently read it. Students can also be partnered and tasked with annotating a text together.  

To use this strategy, the teacher must select an annotation guide before class begins. To support cross-curricular instruction, you might choose to use the same annotation guide as your teacher colleagues. BRI Jr. also has an annotation guide.  

When class begins, model for students how to use your chosen annotation guide with a think aloud. Read a portion of the selected text aloud to your students. Stop in places that allow you to show students how to use the annotations on their guide. For example, read a sentence with a tough vocabulary word then stop and say “I noticed a word that I didn’t know, I am going to mark it with a star so that I can remember it for later.” Then allow students time to read and annotate their text.  

Once students have finished reading and annotating, provide time for discussion or a group debrief to address student’s annotations. For this strategy to be effective, students must use their annotations for some purpose whether that is defining new words, comparing themes identified, or justifying their choices based on the annotation guide you have chosen.  

Color-coding

Color-coding is an interactive reading technique that helps students visualize themes and recurring topics in a text. Students use highlighters or colored markers to identify words or sentences that fit topics chosen by the teacher. By doing so, students see connections of ideas throughout a text.  

This method of reading is effective for helping students to read a text analytically. It supports students in understanding larger themes in a text rather than viewing each sentence or paragraph as distinct. This type of reading is helpful when you want to assist students in coming to their own conclusions based on themes or ideas identified in a text, or you want students to slow down and analyze an important text, like a primary source. This activity is best used by individual students or in partners with individual papers.  

Before class begins, select the text that students will be reading and identify 2-3 themes or ideas that you would like students to come away from reading with. Then create a color-coding key and create copies for each student, or post it on a central place in the classroom that all students can see and reference while reading.  

When class begins, tell students “Today while reading, you will be color-coding the text.” Then describe the themes they are looking for and what color corresponds to each theme. It can help to provide students with an example from the assigned text or an example text so students can understand how a theme might present. For instance, if students are looking for the theme of justice, you might use an example text that mentions fairness, consequences, or civil rights and illustrate how those relate to the theme.  

Text, Head, Heart

Text, Head, Heart is a reading technique that balances text analysis with personal reflection. Students use prompts to identify text structures and author’s purpose, how the text impacted their thinking or learning, and how it affected them personally or can impact their lives.  

This reading method can be used with any group of learners by modifying the prompts to fit the group and the selected text. It is best used with texts that illicit emotions in students such as primary sources like picture books, longer fiction stories, or primary sources like journals, songs, or poems. 

To use this strategy, you must plan ahead. Before class begins, select the text and identify the prompts to accompany the three categories of Text, Head and Heart. For example:  

• Text: What is the main idea of the text? Who is telling the story? What does the author want me to know? What tools is the author using in the text? 
• Head: What did I notice? What surprised me? What does the author assume I already know? What challenged my thinking? 
• Heart: How did this text impact me? What can I learn from this text? What did the text make me feel? What did I learn about me? How will this help me be or do better?  

Once class begins, provide students with the text they will be reading and a copy of the prompts, or post them in a central location for students to reference. Tell students “Today we will be reading with a strategy called Text, Head, Heart. It is a way for us to reflect on how we learn and are changed by what we read. Begin by reading the text. Then, answer the prompts on your own piece of paper.” Allow students to begin. When most students have completed the reading, pause the class and answer any questions students have about the text or prompts. Then allow students to complete the task while moving around the room to support students as needed.