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Reading PK-3 > Strategies > Read-alouds: Deliberate Topics

Read-alouds: Deliberate Topics

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Overview

Reading aloud books about skills children are learning provides another model for their development. Engaging in supportive conversations and/or activities before, during, and after the read-aloud enhances learners' understanding and self-reflection.

Use It in the Classroom

  • When reading aloud stories with SEL lessons, teachers can guide discussions that prompt students' self-reflection, leading to a deeper understanding of Social Awareness & Relationship Skills. These read-alouds can also provide specific, concrete examples of these skills in a relatable context.

    • Design It into Your Product

  • Products can categorize their digital books and texts based on the different skills and lessons embedded within the story. They can also provide the ability for users to curate and search for books on these deliberate topics.
    • View References

    Resources

    Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
    Examples

    50 SEL Picture Books

    Curated list of picture books to teach SEL for K-5

    Examples

    Diverse SEL Booklist

    Curated list arranged by themes and grade levels (PK-8)

    Examples

    Read Aloud Book List

    Recommended books on persistence, making mistakes, the brain, and growth mindset

    Examples

    Using Children's Literature to Support SEL

    Series of videos with Peg Sawyer on SEL topics and associated books

    Research

    Academic Emotions

    Subtopic that includes research on students' emotions related to learning on Digital Promise's Research Map

    Research

    Facilitating Text-based Discussions

    The importance of facilitating text-based discussions from Digital Promise's Ask a Researcher

    Research

    Identity, Behavior, and Relationships

    Topic that includes research on the development of social and emotional skills on Digital Promise's Research Map

    Factors Supported by this Strategy

    Language and Literacy
    Alphabet Knowledge
    Background Knowledge
    Decoding
    Morphological Awareness
    Narrative Skills
    Phonological Awareness
    Print Awareness
    Sight Recognition
    Syntax
    Verbal Reasoning
    Vocabulary
    Cognition
    Attention
    Inhibition
    Long-term Memory
    Short-term Memory
    Speed of Processing
    Working Memory
    Social and Emotional Learning
    Emotion
    Self-Regulation
    Social Awareness & Relationship Skills
    Student Background
    Adverse Experiences
    Home Literacy Environment
    Physical Fitness
    Primary Language
    Safety
    Sleep
    Socioeconomic Status
    Vision

    More Teacher Modeling & Support Strategies

    Accessible Syntax

    Teachers can support language development by using and providing syntax that is appropriately leveled (e.g.

    Accessible Vocabulary

    Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g., using word wall words).

    Brief Instruction Steps

    Content that is provided in clear, short chunks can support students' Working Memory.

    Discussing Emotions

    Teaching students how to label, identify, and manage emotions helps them learn self-regulation skills.

    Encourage Student Self-advocacy

    Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.

    Foster Growth Mindset

    Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.

    Growth Mindset Feedback

    Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.

    Incorporate Students' Cultural Practices

    Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.

    Model Assignment or Skill

    By talking through their thinking at each step of a process, teachers can model what learning looks like.

    Model Connections to Text

    Teachers sharing text-to-self, text-to-text, and text-to-world connections models this schema building.

    Predictability: Environment & Structure

    Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.

    Read-alouds

    Reading aloud regularly exposes students to new and familiar vocabulary and texts.

    Student Choice

    Providing students a voice in their learning is critical for making learning meaningful.

    Wait Time

    Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.

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