Writing Aloud: A Powerful Way to Model Writing

Wondering how to help students improve their writing skills and confidence? Model writing by writing aloud!

To be honest, when I began teaching, I had very little idea how to effectively teach writing. Today, I’m a lot more confident than I was ten years ago, but it’s still a learning process. Many teachers are in that same boat. Modeling is one of the most powerful ways we can help students improve their writing skills. But how?

In order to model writing, we have to go beyond checklists. Telling students what to do or writing a suggested process on the board doesn’t translate to them understanding or being able to apply the skills in their own writing. Two things generally keep us from modeling writing effectively:

  • Not knowing how
  • Lacking confidence in our own abilities

Later, we’ll cover some strategies that address problem #1. First, let’s explore #2.

How to Model Writing When You Feel Unsure

One of the most valuable lessons teachers can share with students is that we are always learning. If they think they have to strive for perfection, it can be overwhelming. There’s so much power in sharing moments of confusion, frustration, and growth with students.

Say, I don’t like this paragraph right now, but I’m not sure how to fix it. Does anyone have any ideas? Or, Let’s come back and revise this later. Even a simple, I don’t know, but we will figure it out together will suffice.

Very few people begin teaching writing and feel like it is second nature. We only improve through trial and error.

The first time I sat down to model writing with a group of Title I students, I had no expectations…or really any specific idea of what I was doing. I knew my freshmen disliked writing, and I was trying to change that. We read an abridged version of Romeo and Juliet , and each class re-wrote the ending to the play. It was a shared writing experience (although I didn’t know that’s what it was called at the time). Not only did the students enjoy it, but also they reveled in having an authentic audience when they performed for their peers.

Lacking confidence? Don’t! Model that vulnerability for students and show them how to overcome it. Have fun with modeling writing so that students do as well. Expect it to be messy; learning is! If it goes well, you’ll know what to do again. If it doesn’t, you’ll know what not to do next time.

So, let’s look at some specific approaches for how we can model writing with students to build confidence and skills.

Strategies for Writing Aloud

Writing aloud basically means you are doing the equivalent of a read aloud. As you write in front of students, explain what is going through your mind. Share your thinking, thereby making the writing process visible to students. There’s no one right way to write aloud, but I’ll share three of my favorites.

Shared Writing

With shared writing, you’re teaching students how to write by writing  with them . This strategy is the one I use most often. For instance, when I teach argumentative research writing , I sprinkle shared writing in with every step. We brainstorm possible topics, discuss pros and cons of each, and select one together. With each paragraph, I model how to write each part. Students share ideas as a class, and I scribe them.

As we write, I think out loud and ask them questions.  Do you think that we need a transition here? Let’s read what we have so far so that we can decide. I wonder if the reader might be confused about how these ideas are connected.

You can use a document camera, smart board, or white board to write or type. It doesn’t really matter as long as everyone can easily see the work.

The benefits of shared writing include allowing students to be part of the writing process without the frustration. Also, they get to hear how the teacher thinks as they write, and they are part of the writing process as it is modeled.

Think Aloud Modeling

When I want to focus on a specific skill, I do a think aloud. For instance, introductions can be tricky for students. So, I break them down into three parts A (ttention getter), B (ackground information), and C (laim). Instead of asking middle school and struggling high school students to write the entire paragraph at once, I do a think aloud with each step.

For example: How could I begin this essay about space exploration? I know I want to argue that we should be spending more money exploring outer space, but I also want people to be hooked at the beginning and keep reading. This attention getter also has to relate to my thesis, which is America needs to allocate more funds to the space program.  I think I want to begin by getting them to understand the need. What if I set the stage by starting with a scenario? 

The year is 2099. Planet Earth is running low on all natural resources.  Maybe I should list a few examples here. What if people can’t picture what resources are limited? …

The benefit to thinking aloud is that it gives students a brief lesson on a skill they will practice immediately following that modeling session. Unlike shared writing, the teacher is both writing and contributing ideas. Afterward, it helps to have a reflective conversation to debrief with students.

Methods for modeling writing with middle and high school students. Use write alouds to increase students' skill level and confidence. #MiddleSchoolELA #WriteAlouds

Guided Writing

If you have a class where students span wide ranges with writing skills, guided writing can be helpful. With this approach, the teacher meets with a small group of students who has similar writing needs. In the middle or high school classroom, guided writing can help to differentiate for tiers of students. It usually follows whole class lessons.

For instance, maybe one group of students is struggling to see how thesis statements and topic sentences connect. Another group might need help developing strong supporting details. Still, a third and more advanced group might be ready to talk about embedding quotations.

To model writing, you can meet with each small group, provide a short think aloud for them regarding the strategy they are working on, and then listen to what they have written. Students can share with the whole group, or you can ask students to share one-on-one with you after your initial follow up mini lesson while the other students write or revise.

It is helpful to have a dry erase board, chalk board, or anchor chart paper to use for your mini lesson so that all of the students in the guided writing group can see what you are writing as you think aloud.

A Possible Order…

Start by frontloading. Give students a really solid example of the type of paragraph you are asking them to write. Don’t ask them what type of paragraph it is or even what genre. Ask them to tell you who the audience might be, what the author’s purpose is, where it would fit in an essay, and what is good and bad about it. Starting with an example and critical thinking gives students some prior knowledge to refer back to later.

Move into direct instruction.  Conduct a whole class mini lesson on the type of writing you want students to complete. For instance, with argumentative writing, I have structured lessons for thesis statements , introduction paragraphs , body paragraphs , and conclusions .

Evaluate some examples. Provide examples for students to evaluate. I include both strong and weak so they get a better idea of what to do and what not to do.

Guide students through thinking. Conduct some think alouds and shared writing experiences. I chunk these lessons based on skills students need to demonstrate within different types of paragraphs.

Support growth with small groups. Follow whole-group shared writing experiences with small group interventions and enrichment opportunities. As students are in the midst of the messy writing process, there are always chances to see what skills they need help with and work with them in a smaller setting.

Final Thoughts

Regardless of which order or writing aloud approach you use, students are going to need your affirmation. Encourage them and compliment them as often as possible in order to build their confidence.

Sometimes when we say we model writing, we really aren’t making thinking transparent. While checklists and talking about good writing are helpful, nothing is better than allowing students a window inside the thinking of a more seasoned writer. Analyzing models can be beneficial as well, but the writer’s thinking process is absent from that approach.

Writing aloud is a practice that requires a certain classroom culture. You have to take time to establish expectations, acceptable behaviors, and a safe learning environment where all ideas are welcome. It doesn’t really work to model writing occasionally. It needs to be part of the classroom culture. Teach students the value of sharing writing experiences!

Modeling writing doesn’t have to be scary. Plus, it helps us to show students that writing takes work. It doesn’t always come easily, even for teachers. But, that doesn’t mean it can’t be enjoyable and rewarding!

RELATED RESOURCE:

Looking for a structured writing unit for middle and high school? This argumentative writing unit is complete with direct instruction, student practice opportunities, models, and more.

An engaging and relevant informative writing unit with a visual twist! The photo essay is great for middle and high school students. #InformativeWriting #MSELA #

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Imagination Soup

The Best How-To Books (to Model Procedural Writing)

This post may contain affiliate links.

It’s important to teach children sequential thinking. We can do this by reading procedural, how-to picture books as mentor texts for thinking and for writing.

What I love about how-to (procedural) writing is the books can be either informational and serious or silly and hilarious.

This list of mentor text children’s books model for students how-to procedural writing. But they’re all fantastic to use as read alouds anytime.

How-To Books to Model Procedural Writing

Silly stories.

Read How-To Books (to Model Procedural Writing)

Serious Books

Read How-To Books (to Model Procedural Writing)

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Mentor Texts to Teach Sequencing & Beginning, Middle, and End

Melissa Taylor, MA, is the creator of Imagination Soup. She's a mother, former teacher & literacy trainer, and freelance education writer. She writes Imagination Soup and freelances for publications online and in print, including Penguin Random House's Brightly website, USA Today Health, Adobe Education, Colorado Parent, and Parenting. She is passionate about matching kids with books that they'll love.

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The Power of Read Alouds // How to Perform an Effective Interactive Read Aloud

Notre dame center for literacy education.

Interested in learning more about read alouds? Check out the "We Are All Readers and Writers" book talks!

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As a mom, I couldn't wait to read aloud to our daughter. I started reading aloud as soon as I found out as I was pregnant. Now that our daughter is three, every night she chooses the book she wants us to read to her from her bookshelf and if it's one that we've read a lot, she can "read" it back to us. Goldilocks and the Three Bears and Mixed: A Colorful Story are current favorites that she can recite by heart.

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Read alouds also give children experience with decontextualized language–requiring students to make sense of ideas beyond the classroom and the here and now (see Beck & McKeown, 2001). A key aspect of this sense-making is the role of dialogue. Students need to engage in discussion with their teacher and classmates to make sense of the text. This emphasis on talk highlights the importance of careful planning of think alouds and questions.

To be truly powerful and magical, the practice of reading aloud is actually quite complex. The following steps are crucial to enacting a powerful classroom read aloud.

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1. Set the stage

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There is an artfulness to a good read aloud. Setting the stage is important. Consider where and how you will sit to make sure all students can see the book. Think about how you can create a sense of comfort and community so that students feel that read-aloud time is a sacred, ritual part of your classroom culture. Also, consider how you want students to sit in order to minimize distractions and maximize their focus on the book.

2. Plan to read aloud

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  • For emergent, early readers, choose books with powerful illustrations. These not only keep students' attention but also act as scaffolds to help students understand the text.
  • Expose students to a variety of genres. We all love reading great picture books with students. However, students also benefit from read alouds of informational text, chapter books, humor, etc.
  • Use books that develop specific literacy skills such as alphabet books , rhymes , sounds , phonemic awareness , and books that are rich in new vocabulary .
  • Choose books that serve as models for writing
  • Choose books that offer opportunities for new learning (new vocabulary, new concepts, new ways of thinking)
  • Choose books that lead to conversation so that students will have lots to talk and write about after the read aloud
  • Choose books from recommended book lists of high-quality literature
  • Choose diverse books that reflect the beauty and diversity of our global world

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3. Establish a clear purpose

One of the most difficult aspects of planning and executing a read-aloud is focusing in on a single purpose for your read aloud. You can re-read the same book many times for different purposes. Being clear about your purpose will help guide decisions such as which questions you will ask, what think alouds you will plan, and how often you will stop to engage students in the story.

4. Practice before class

Remember, one of the most important goals of a read-aloud is to model fluent reading. Yet, many teachers choose books to read aloud without practicing and as a result, mispronounce names or words, stumble, make mistakes, and are caught off guard by unexpected events in the story (Fisher, Flood, Lapp, & Frey, 2004). Use Post-it notes to plan questions , think alouds, and identify key vocabulary you want to define as you read (see Shedd & Duke, 2008 for additional tips on planning). Use a specific planning template related to your purpose ( phonics , vocabulary , comprehension ). Find a partner to read with and get feedback before reading to your class. This will help ensure that you can read the book, not just with fluency, but also with animation and expression.

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During the read-aloud, be sure to start by explicitly sharing the purpose with students. For example, "We are going to learn new words from our story. Good readers learn as many words as possible so they can understand the story. After we learn new words, you can use them when you speak and write"(Taylor, 2011, p. 36).

5. Make it interactive!

A good read-aloud is interactive. Involve students in the story by asking them the open-ended questions you prepared, modeling your thinking, asking them to identify letters or words they know, clapping or putting their thumbs up when they hear a special word or a rhyme. Provide quick definitions or synonyms of unfamiliar words that might get in the way of students' comprehending the story.

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6. Extending the read aloud

After the read aloud, consider how you can build on this modeling as you release students to guided or independent practice. For example, if your focus was on vocabulary , re-read the pages in the book that had your focus words. Have students repeat the words and engage in examples and non-examples of that word beyond the context of the story. Have the students try to use these new words in their own writing in response to the text. Extending the read-aloud will help avoid what Fisher et al. refer to as "channel surfing...it's like watching a TV when you don't control the remote. Things are happening, but they switch rapidly and don't seem to relate to one another" (2004, p. 14).

As we prepare to celebrate World Read Aloud Day on February 1st, I hope these tips help you plan and execute your best read aloud yet!

Happy Reading!

Betsy_Signature

Related Stories

Teacher Read-Aloud That Models Reading for Deep Understanding

Teacher Read-Aloud That Models Reading for Deep Understanding

About this Strategy Guide

Teacher read-alouds demonstrate the power of stories. By showing students the ways that involvement with text engages us, we give them energy for learning how reading works. By showing them how to search for meaning, we introduce strategies of understanding we can reinforce in shared, guided, and independent reading.

Research Basis

Strategy in practice, related resources.

Marie Clay (1991) writes that when teachers read aloud to students “meanings can be negotiated in discussion before, during, and after the story reading” (p.171). Reading aloud to students should include think-aloud or interactive elements and focus intentionally on the meaning “within the text,” “about the text,” and “beyond the text” (Fountas & Pinnell, 2006, p.33). Read aloud, as part of the gradual release of responsibility, feeds naturally into shared, guided, and independent reading as teachers demonstrate for students the ways the reading process works (Burkins & Croft, 2010).

Among the many benefits of read aloud, Rog (2001) lists the following:

  • building vocabulary
  • developing understandings of story structures
  • supporting developing connections between print elements
  • encouraging high levels of understanding
  • teaching the reading process in a meaningful context
  • modeling fluency
  • motivating students to read

Part 1: Before Reading Aloud

  • Consider the speaking vocabulary of the class. A read aloud text should engage students at the edge of their speaking vocabulary, usually a grade or two above their grade-level.
  • Will students enjoy it?
  • Is there a big idea or theme to explore?
  • Are there opportunities for thinking deeply?
  • Do students have necessary background knowledge?
  • What are the vocabulary demands?
  • Are the illustrations compelling?
  • Do the story and the illustrations present cultural diversity?
  • Consider the deep understandings you want to support students in reaching through discussion. What is a “big idea” you want students to explore?
  • Working backward from your big idea, write open-ended questions on sticky notes or in the margins in the places you want students to discuss them. Develop questions that will support student discussion and depth of thought as they move in the direction of this big idea. This isn’t a search for “right answers,” nor does it eliminate the possibility of other ideas surfacing during discussion. This guiding idea is simply a plan for supporting thoughtful discussion.
  • Examine the vocabulary in the text. Are there words that students must know in order to arrive at understandings around the “big idea”? Develop a plan for introducing words quickly before or during reading.
  • Practice reading the text aloud.

Part 2: During & After Reading (four parts)

  • Introduce preliminary vocabulary. Don’t spend too much time on this.
  • Read the text aloud fluently, stopping to ask the questions you wrote during planning. Allow students to discuss them with partners and then share out with the group. Continue this process until you reach the end of the story.
  • After reading, support deeper conversation in the direction of the big idea. Support students as they mine for connections and push for deep thought, particularly around the big idea.
  • Make the text available for shared, guided, and independent reading opportunities. Locate related texts for sharing with students.

For further reading: Anderson, N.P. (2007). What should I read aloud? A guide to 200 best-selling picture books. Newark, DE: International Reading Association. Burkins, J.M., & Croft, M.M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association. Hickman, P., & Pollard-Durodola, S.D. (2009). Dynamic read-aloud strategies for English learners: Building language and literacy in the primary grades. Newark, DE: International Reading Association.

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A read-aloud of Patricia Polacco's Thank You, Mr. Falker helps promote deeper comprehension through questioning to achieve personal connections and discussions of character and theme.

Students learn about story structure, new vocabulary, and a variety of reading strategies by participating in an interactive read-aloud of Miss Bindergarten Stays Home From Kindergarten by Joseph Slate.

Students explore the distinction between the fiction story Bear Snores On and the nonfiction book Every Autumn Comes the Bear .

Students celebrate the power of words by reading aloud to their classmates and spreading the word of global literacy to their friends and family.

Students read and discuss an award-winning book before writing their own story that demonstrates compassion.

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Using Read-Alouds to Boost Students’ Creativity

Reading aloud to middle and high school students encourages them to think critically, fosters a sense of community, and makes learning fun.

Teacher reading book to high school students

“Did I have you in seventh-grade language arts?”

As the spark of recognition intensifies, the first question is followed by, “Do you still read The Glass Castle to your students?”

Read-alouds leave an impression on students long after they leave the classroom.

There are different ways you can include read-alouds within your classroom routines. You can use them as a warm-up for the day’s lesson or integrate them as part of a larger unit of study about reading or writing effectively. Students can even use read-alouds themselves to go on self-guided reading and writing journeys. I’ll share with you a lesson where I used a read-aloud to teach writing and then share examples of independent interdisciplinary projects that students can do.

A Read-Aloud Lesson

Vocabulary building (5–10 minutes):   When students enter the room, a new vocabulary word from the day’s read-aloud is on display. This immediately engages kids, and they quickly settle in—for one thing, they know they’ll soon hear the read-aloud.

We study and understand the word in a variety of ways. Through vocabulary immersion games, students learn how to apply the unfamiliar word by writing original sentences, researching synonyms and antonyms, and creating a pictorial representation of it. The culmination of this portion of class is that students share their work with their peers.

As an extension of the lesson, when students come across unfamiliar words, they use these same vocabulary techniques. It’s inspiring to hear one student say to another, “I also learned that word from a book I was reading!” When students read their own books, I encourage them to make their own word discoveries as part of our vocabulary practice.

The read-aloud (5 minutes): After we discuss as a class the key story developments from the previous day, I begin the read-aloud. Looking around the room, I can tell the students are completely immersed. At this point, the text for them comes to life. To sustain the buzz in the classroom and encourage discussion, I make sure the read-aloud ends on a cliffhanger.

Discussion (5–10 minutes): We transition from the read-aloud to students talking in small groups and then into a whole-class discussion. Instead of my asking a single question, which may limit responses, students use discussion starters like the ones below, which allow for a more creative flow of ideas and increased participation:

  • I’m thinking…
  • What stood out to me was...
  • A question I have is…
  • I’m wondering…
  • A connection I made was…
  • I disagree with…
  • I can relate to...
  • I would change...

This is a student-led segment of class where students call on one another. It frequently results in passionate, animated debates, with everyone eager to express their viewpoints. “If I were the dad, I would never have done that!” one student might argue. “What he should’ve done instead was....” Then another student will add to the discussion. It’s impossible to overstate the importance of selecting an evocative read-aloud text for stimulating productive discussion.

Reading and writing mini-lesson and workshop (30 minutes): I use the read-aloud text as a model to demonstrate a reading or writing strategy during the mini-lesson. Take, for example, the goal of encouraging students to include setting details in their writing. I’ll begin by handing out copies of the read-aloud text. Next, students collaborate in small groups to highlight, analyze, and discuss the passage’s setting details.

Students then go through their own independent reading book looking for examples of setting details. Finally, they write and highlight vivid setting details in their own pieces, then present their favorites to the rest of the class.

Further Creative Connections

The read-aloud also provides a platform for other creative explorations. Here are a couple to consider.

Projects: Since reading aloud Jeannette Walls’s memoir The Glass Castle , my students are inspired to create real or digital models and floor plans of their own glass castles. Everything from cardboard dioramas and meticulous doodles to Minecraft and Tinkercad mansions demonstrates my students’ ingenuity and excitement. During a gallery walk showcase, they describe their models using the vocabulary they’ve learned. They share feedback and celebrate each other’s creativity.

Playwriting and performances: Students reenact or create new situations based on the day’s read-aloud. Groups use the guiding questions below to plan out their ideas before drafting their skits.

  • Describe the characters in the scene. How do they look? How do they act? Decide which group members will perform each role.
  • Will your scene have a narrator or be told from a first-person perspective?
  • What problem does a character or characters face?
  • What’s the theme or lesson? What message should your audience take away from your performance that will leave an impression?
  • What props and/or creative elements will you include?

For example, I’ve had students write a scene from Quixote the cat’s perspective from The Glass Castle , depicting his new life after getting tossed out of a car window.

When students act out characters’ experiences, it also cultivates empathy and helps them to relate to the story on a deeper level. Often my students choose to reenact scenes of homelessness, filming themselves outdoors in winter, lacking essentials.

Interdisciplinary Connections

Read-alouds can be expanded outside of language arts. Here are just a handful of the areas that my students explored based on their own interests in subjects related to The Glass Castle .

Social studies:

  • Create tourist brochures with information about the cities where the characters lived
  • Read articles about underlying issues in the United States, such as poverty and food insecurity

Math and science: 

  • Collect and compare statistical data about the various cities where the author lived
  • Investigate things that interested the father character, such as binary numerals and the solar system
  • Write and perform songs based on characters’ experiences

Read-alouds encourage enthusiasm and creativity in the classroom, transforming isolated lessons into ones that stick. They encourage students to think critically, foster a sense of community in the classroom, and make learning fun and enjoyable. I’ve never looked back since I started reading aloud to my classes years ago.

Sparkling in Second Grade

A Primary Teaching Blog

Writing Read Alouds

January 27, 2016

A guest post about writing read alouds.

Writing Read Alouds

Hi friends! I’m Kristen from Where the First Graders Are !

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I am so excited to team up with Jen and share with you three of my favorite picture books for teaching writing. I have to say that I love teaching writing more than any other subject. I love it because there is never a perfect paper, you simply try to inspire each student to write and illustrate better than they did the time before. I think there is something really special about that.

Let’s get started, shall we?

How to Extend a Story

how to write a story read aloud

I was introduced to a new book this year called Nothing Ever Happens on 90th Street by Roni Schotter. In fair warning, this is a pretty long book. However, it serves as a great mentor text. Each page could be used as a different Writer’s Workshop mini-lesson on how to extend a story. The main storyline is about a young girl who is trying to write a story, but can’t think of anything to write about. As she sits on the steps of her house, she observes different people in her neighborhood who try to help her with her problem.

Here are some examples:

Mr. Sims, a retired actor, tells the narrator, “The whole word’s a stage. Observe. And don’t forget the details.”

Mrs. Martinez, a chef, tells the narrator, “Add a little action. Like soup. A little this. A little that. And don’t forget the spice.”

Alexis Leora, a ballerina, tells the narrator, “If your story doesn’t go the way you want it to, you can always STRETCH the truth!”

Illustrating and Sequencing

https://sparklinginsecondgrade.com/free-online-dating-sites-for-seniors/

https://sparklinginsecondgrade.com/pandas-date/ by Steven Kroll is an adorable book about a girl named Jenny that loves to draw, but she doesn’t like to write. When Jenny’s teacher gives her a writing assignment, her mother encourages her to make a story with pictures first. Then she can go back and write the story.

This book serves as a great reminder to me as a teacher that some students (and adults) really do struggle to come up with a good storyline. After reading this book, I know give my students an allotted amount of time to write and illustrate their story. Some start with words and some start with pictures. I tell my kids that it is up to them what they do first, as long as the story is finished (or close to finished) in a certain period of time. I’d be lying if I didn’t admit that about half way through the “allotted time” I encouraged my students to start writing if they hand’t already done so.

This book and method is really great if your students are struggling to writ stories wit a true beginning, middle, and end. In first grade, it still seems like a difficult concept for students to write a story where more than one event happens. Patches Lost and Found is a great mentor text for teaching sequencing and introducing/using those transition words.

Writing Letters

how to write a story read aloud

If you have not read The Day the Crayons Quit and The Day the Crayons Came Home by Drew Daywalk, you might be living under a rock. These two picture books have captured students’ and teachers’ hearts and they are a GREAT way to teach students about letter writing. If you don’t know, the first book I mentioned is about a little boy’s crayons writing him letters telling them why they are leaving him!

What I really love about this book as a mentor text is how the crayons’ letters to Duncan showcase so many different emotions. It is a great way to show students different reasons for writing letters. Sometimes you write letters because you are happy or upset, or you just might be writing to say hello.

(read Jen’s post on how she used this book to write friendly letters in her classroom)

Don’t forget to hop on over to Courtney’s blog for more writing read alouds!

Ramona Recommends

What picture books do you use for writing mini-lessons? Share in the comments below!

how to write a story read aloud

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Christina says

February 6, 2016 at 5:50 pm

Now I NEED Patches Lost & Found!!! Writing is the hardest subject to teach, but these will definitely make it better! xoxo

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3 Key Read Aloud Strategies for Young Learners

By Med Kharbach, PhD | Last Update: February 22, 2024

how to write a story read aloud

The art of reading aloud to children is a cherished tradition, known for its profound impact on language development, comprehension skills, and a lifelong love for literature. However, not all read-aloud practices harness the full potential of this interactive experience.

In the seminal paper by Lane and Wright (2007) titled “ Maximizing the Effectiveness of Reading Aloud ,” a comprehensive exploration into how read-aloud strategies can be optimized to support young readers is presented.

Drawing inspiration from their insightful research, this post delves into three pivotal read-aloud strategies: Dialogic Reading, Text Talk, and Print Referencing. Each method offers a unique approach to engaging children in the narrative, enhancing vocabulary, and fostering an early interest in the mechanics of reading.

By integrating these strategies into read-aloud sessions, educators and caregivers can transform passive listening into an active learning adventure, paving the way for children to become not just proficient readers, but passionate ones as well.

Related: 10 Research-Based Benefits of Reading Aloud to Children

Read Aloud Strategies

In their research paper “Maximizing the Effectiveness of Reading Aloud,” Lane and Wright discussed three key read-aloud methods: dialogic reading, text talk, and print referencing. The following is a quick review of each of these methods:

1. Dialogic Reading

Read Aloud Strategies

Dialogic reading, a method developed by Whitehurst and colleagues (e.g., Arnold et al., 1994; Whitehurst et al., 1999) revolutionizes the traditional read-aloud experience by turning children from passive listeners into active participants in the storytelling process. This approach is built on three foundational principles: encouraging children to engage actively with the text, modeling more sophisticated language through feedback, and progressively challenging their understanding to enhance cognitive and linguistic skills.

Originally designed for preschoolers, dialogic reading, as Lane and Wright contend, is beneficial for older children as well, emphasizing interaction through specific prompts like “what” questions, open-ended inquiries, and prompts that connect the story to the child’s personal experiences. These strategies aim to deepen comprehension and foster a love for reading by making each book a dialogic journey that expands the child’s language and thinking skills.

By shifting the focus from merely reading to children to engaging them in a dialogue about the story, dialogic reading fosters an interactive environment where learning is enhanced. It also promotes active learning, language development, and critical thinking skills.

Dialogic reading encourages educators and parents to use a variety of prompts to elicit children’s responses, thereby personalizing the reading experience and making it more meaningful. As children become accustomed to this interactive style, they develop a deeper connection to reading, setting a foundation for lifelong learning and curiosity.

Example of Dialogic Reading

Imagine a preschool classroom where the teacher has chosen the book “The Very Hungry Caterpillar” by Eric Carle for a read-aloud session. Following the dialogic reading method, the teacher doesn’t simply read the book from beginning to end. Instead, she pauses at strategic points to engage the children with specific prompts. Examples of these prompts include:

  • Completion Prompt : As the caterpillar eats through various foods, the teacher might say, “On Saturday, he ate through one piece of chocolate cake, one ice-cream cone, one pickle, one slice of Swiss cheese, one slice of salami, and one lollipop. Then he was…” and wait for the children to say “full” or “still hungry,” depending on what they recall.
  • Recall Prompt : After reading about the caterpillar’s feast, the teacher might ask, “Can anyone remember what the caterpillar ate first?”
  • Open-ended Prompt : Looking at the illustrations of the caterpillar transforming into a butterfly, the teacher might ask, “What do you think is happening to the caterpillar now?”
  • Wh- Prompt : When the caterpillar builds a cocoon, the teacher could ask, “Why do you think the caterpillar wraps himself in a cocoon?”
  • Distancing Prompt : Connecting the story to the children’s lives, the teacher might say, “Have you ever seen a caterpillar or a butterfly outside? What did it look like?”

Through these interactions, the children are not just passive listeners but active participants, using their own words to describe and engage with the story, thereby enhancing their comprehension and language skills.

2. Text Talk

Read Aloud Strategies

Text Talk, developed by Beck, McKeown, and their team (e.g., Beck & McKeown, 2001; Beck et al., 2002) is a read-aloud strategy with a strong emphasis on enriching vocabulary among primary grade students. Unlike traditional read-aloud methods that may focus broadly on comprehension and enjoyment, Text Talk zeroes in on vocabulary development as its core objective.

Text Talk operates on the premise that in-depth discussions around the narrative and its language can serve as fertile ground for introducing and contextualizing new vocabulary. Teachers initiate this process by selecting a story, reading it aloud, and then engaging the students in a discussion that not only delves into the story’s content but also spotlights specific words for deeper exploration.

The strategic selection of these words is crucial; they should be relevant to the students’ experiences, definable in accessible language, and of practical utility in their linguistic repertoire. This approach not only aids in the acquisition of new vocabulary but also enhances students’ overall linguistic and cognitive development by making the learning process interactive and contextually grounded.

Related: 10 Great Reading Comprehension Games

Example of Text Talk

In a first-grade classroom, the teacher selects the book “Miss Rumphius” by Barbara Cooney for a text talk session, aiming to expand the students’ vocabulary.

  • Pre-reading : The teacher introduces the book and tells the students that they will be learning some new words today. She highlights the words “lupines,” “conservatory,” and “wanderlust” as the focus for today’s lesson.
  • During Reading : As the teacher reads the story, she pauses when she arrives at the targeted vocabulary words. For “lupines,” she stops and shows a picture of the flower, explains it grows in the wild, and can be many different colors. She connects “conservatory” to a greenhouse where plants are kept, using gestures and visuals to reinforce understanding. For “wanderlust,” she describes it as a strong desire to travel and see new places.
  • Post-reading : After the story, the teacher engages the students in a discussion about Miss Rumphius’ adventures and how she spread lupine seeds everywhere she went. The teacher asks questions like, “Why do you think Miss Rumphius wanted to see new places? What does that tell us about her ‘wanderlust’?” and “Can you think of a place where you might find a conservatory or see lupines?”

By focusing on these words before, during, and after the reading, the teacher helps students deepen their understanding of new vocabulary in a meaningful context, encouraging them to use these words in their own sentences and discussions.

3. Print Referencing

Read Aloud Strategies

Print referencing is a nuanced approach designed to enhance children’s awareness and understanding of written language during read-aloud sessions. Developed by Justice and Ezell (2004), this method incorporates both verbal and non-verbal cues to direct children’s attention to the text’s various elements, such as its form, features, and functions.

The essence of print referencing lies in increasing children’s metalinguistic focus, thereby fostering a deeper interest in print itself. As children begin to perceive written language as an entity worth exploring, they naturally develop a curiosity and appreciation for reading.

Print referencing strategy employs a mix of explicit and implicit cues woven seamlessly into the storytelling experience. These cues range from verbal interactions, like commenting on or asking questions about the text, to non-verbal actions, such as pointing to words or tracking the print with a finger as the story progresses.

The aim is to promote foundational literacy skills, including print concepts, word recognition, and alphabet knowledge. However, it’s important to balance the use of print referencing to avoid overwhelming young readers, ensuring that the primary joy of reading and narrative immersion isn’t lost.

Example of Print Referencing

Let’s create a scenario in a kindergarten classroom during a storybook reading session to illustrate the use of print-referencing cues based on Justice and Ezell’ s framework (2004, cited in Lane & Wright, 2007):

Title of the Book: “Goodnight Moon,” by Margaret Wise Brown and Clement Hurd

Verbal Cues:

  • Question about Print: As the teacher opens “Goodnight Moon,” she displays the cover to the class and asks, “Can you find the title of this book?” This prompts the children to look at the print on the cover and recognize the concept of a title as the name of the book.
  • Request about Print: Before starting the story, the teacher points to the top of a page and says, “Show me where I should start reading on this page.” This request helps children understand the organization of text on a page and reinforces the left-to-right direction of English reading.
  • Comment about Print: During the reading, the teacher comes across a sign in the illustrations that says “STOP.” She points to it and remarks, “That word is ‘stop’.” This comment draws attention to specific print within the context of the story, helping children to make connections between written words and their meanings.

Nonverbal Cues:

  • Pointing to Print: While reading a sentence about the children in the story finding a hidden path, the teacher points to the word “hidden” in the text. This action emphasizes the word and its role in the narrative, encouraging children to notice print and its meaning.
  • Tracking Print: As the teacher reads aloud about the adventures in the magic garden, she consistently tracks her finger under the words. This continuous motion guides the children’s eyes across the page, demonstrating the flow of reading and reinforcing the concept of tracking print from left to right.

By incorporating these verbal and nonverbal print-referencing cues, the teacher not only enhances the children’s engagement with the story but also focuses their attention on the characteristics and functions of print. This method is instrumental in developing early literacy skills, such as print awareness, vocabulary, and the understanding of text conventions, setting a strong foundation for becoming proficient readers.

Read Aloud Strategies

Concluding thoughts

The journey of reading with children is much more than sharing stories; it’s about actively engaging young minds in the rich tapestry of language and literacy. Drawing from the foundational work of Lane and Wright (20070, we’ve seen how Dialogic Reading, Text Talk, and Print Referencing each play a unique role in enhancing the read-aloud experience.

Incorporating these strategies into daily reading sessions can significantly impact children’s literacy development, setting them on a path of lifelong learning and curiosity. As educators, parents, and caregivers, our role is to nurture this journey, ensuring that each child feels the joy and power of language.

  • Arnold, D. H., Lonigan, C.J., Whitehurst, G.J, & Epstein, J.N. (1994). Accelerating language development through picture book reading: Replication and extension to a videotape training format. Journal of Educational Psychology, 86, 235-243.
  • Beck, J.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55, 10-20.
  • Justice, L.M., & Ezell, H.K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in Schools, 35, 185-193.
  • Lane, H. B., & Wright, T. L. (2007). Maximizing the Effectiveness of Reading Aloud. The Reading Teacher , 60 (7), 668–675. http://www.jstor.org/stable/20204520
  • Whitehurst, G.J., Zevenbergen, A.A., Crone, D.A., Schultz, M.D., Velting, O.N., & Fischel, J.E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology, 91, 261-272.

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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How To Make a Read-Aloud Lesson Out Of Any Book

  • April 2, 2023

Read-alouds in Kindergarten, first grade, and second grade are often a favorite time of day for both teachers and students! There are a couple of ways to go about facilitating a read-aloud.

  • You may have a fairly specific curriculum that tells you exactly which standards to teach and also provides you with the texts/books for that standard.
  • Sometimes, you’re given an objective or standard and then get to choose a book to support those skills.
  • Or sometimes you just have a book you enjoy and want to share with the class, or it relates to something seasonal! So should you always have an objective? Can you read aloud a book just to…well…read a book?!

In this post, I’ll answer these questions and explain exactly how to take any book and create a read-aloud lesson with it!

Read aloud texts and books can be fun to find for Kindergarten, 1st grade, and 2nd grade students. In this post, I'll go through how to take those texts and make it into an actual read aloud lesson.

What Is a Read-Aloud?

A read-aloud occurs when you read a text or book to students. Many teachers like to have students come to a carpet or gathering space where students are a bit closer to the read-aloud text. This way, students can see the book up close (although they don’t need to be able to read the words).

During a read-aloud, you do the actual decoding, while the students listen and engage in other ways (which we’ll get to a bit later in this post!)

Typically, read-alouds take about 10-15 minutes, not counting any follow-up activities you may do with them.

What are the Benefits of a Read-Aloud?

By reading aloud, you’re giving students access to more challenging text than what they could decode on their own.

Read-alouds are great for working on skills that  don’t  require students to be able to see and decode the text. With a read-aloud, you can engage students in higher-level thinking since the text may be more challenging than texts that K-2 students could read independently.

When students hear teachers read aloud, they are listening to fluent reading. This is a key component for literacy success. Students also may be learning new vocabulary – especially when you stop to teach words.

If you want to read a bit more about the differences between read-alouds, shared reading, and guided reading, check out a blog post I wrote: “Read-Aloud, Shared Reading, Guided Reading: What’s the Difference?”

Steps for Planning and Facilitating a Read Aloud Lesson

In this section, I’ll explain what I do, step by step, to plan a read-aloud. I typically prefer to identify my purpose for the read-aloud first. But sometimes you just have an amazing book that you really want to use!

If you do start with a book and then identify your purpose second, make sure to ask yourself, “Does this book really lend itself to the skill I want to teach?” For instance, if you choose a book and it doesn’t really have one clear-cut problem, don’t try and teach problem/solution with it!

Identify Your Purpose:

Based upon your standards or curriculum map, what comprehension or vocabulary skill do you need to cover?

Your read-aloud goal might be to teach:

  • Basic story elements (characters, setting)
  • Sequencing events in a story
  • Problem/solution
  • Characters (feelings, comparing/contrasting 2 characters, etc.)
  • Making predictions/inferences
  • Inferring the meaning of vocabulary words from context

But just choose one goal! Many books lend themselves to multiple skills, but you don’t want to overwhelm your students by asking them to focus on too many things at once.

You might also read a text aloud for a specific purpose that isn’t a comprehension or vocabulary skill. For example, you might read a story aloud if it contains an important lesson that could be helpful in building classroom community or teaching social skills. Or you might read a book about habitats aloud to go with your science instruction on habitats.

And sometimes your purpose for the read-aloud might be…student enjoyment ! It’s wonderful to read a book aloud so your students can enjoy the story, the humor in the text, the illustrations, etc. Check out a blog post I wrote on this topic: “3 Reasons Why It’s Okay to Do a Readaloud (Just for the Sake of Doing a Readaloud).”

Choose a Book:

First, consider if you will use a new book or a book that you’ve already read aloud to students. It can be very helpful to work on a comprehension skill once students have already listened to a text once. This way, they will have had an opportunity to just work on understanding the text, and their minds will be ready to do more with the text (i.e. discuss inferences) the second or third time you read it.

If you’ll be using a new book, however, make sure you read the book (or re-read it if it’s been a while since you read it).

Plan Stopping Points:

Next, you’ll want to plan stopping points where you’ll do some or all of the following:

  • Do a think-aloud
  • Write something on chart paper
  • Ask students a question (and they raise their hands to answer)
  • Ask students to speak with a partner to answer a question
  • Ask students to jot down something on a sticky note or paper (best for students who can write with some level of fluency)

Some teachers like to have a formal plan with page numbers and full questions written out. Others may use a more informal approach, such as putting sticky notes in the book with questions on them. Either way, it’s important to plan for whatever pages you’d like to stop on.

The first time I stop during a read-aloud, I usually do a think-aloud. Here, I’m modeling a comprehension or thinking strategy for students. For example: “Hmm, it sounds as if things aren’t going well for Lena. She doesn’t think she can play in her basketball game because her ankle is really sore. I wonder what may happen next?”

If the skill lends itself to creating a visual chart, I could jot something down. For example, if we were working on comparing and contrasting characters, I could write down a detail in a Venn diagram if it came up in the text.

The next time I have a teaching point, it’s usually more of a “we do” where the students and I work together. This could be a question I raise to the entire class such as “What is happening with Lena right now that could be a problem?” If we’re working on a chart or Venn diagram, I can add to the chart again.

You don’t want to have too many stopping points to disrupt the overall flow of the book. But you DO want to stop enough to work through whatever objective you’ve chosen and clear up any possible points of confusion for students.

Generally speaking, I try to keep a read-aloud as interactive as possible. Four out of five times, I’ll ask a question and have students answer to a partner – before having students raise their hands to share out. Using this “think pair share” approach instead of “ask a question and raise hands” gives more students opportunities to do the thinking and talking work.

When students can write reasonably well, you can also have them write down their thoughts during a read-aloud or after a read-aloud.

Plan Extension Activities (if applicable):

I don’t have an extension activity for every read-aloud that I do. However, sometimes you might have students:

  • Answer a writing prompt
  • Do a comprehension activity, like fill out a graphic organizer
  • Complete an art activity or related craft

Students would do this back at their seats. You could even begin pulling small groups while they work.

I hope these tips are helpful to you in planning read-alouds! Remember, read-alouds can be laid back (i.e. reading for pure joy and relaxation!) or more formal (reading to work on a specific comprehension strategy). It’s good to have a mix!

I’d love to hear about some of your favorite read-aloud books in the comments below. Please share which have been successes in your own classrooms or ones you remember from your childhood!

Happy teaching!

Related Posts:

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I’m Alison, a literacy specialist. I love getting kids excited about reading and writing – and sharing teaching ideas with other teachers!

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You’re Never Too Old for Story Time

Why adults should read aloud to one another, and a few recommendations to get you started.

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photo illustration of an open book with a butterfly near it; on the left and right page there are little speaker holes; the background is a blurry park-like landscape

By Jancee Dunn

A few years ago, my youngest sister, Heather, had a monthlong stretch of migraines. She usually managed to get through her day as a teacher, but at night, she would retreat to a dark room so the light wouldn’t worsen her headache. To distract her from the anxiety and pain, I offered to read aloud to her on speakerphone while she closed her eyes.

Every evening until her migraines finally receded, I’d pick something — a short story from Jane Gardam , an essay from Samantha Irby . Heather said my voice was soothing, and reminded her of our childhood, when I read her stories (and our five-year age difference seemed a lot wider).

I found that I looked forward to adult story time as much as Heather did.

When we think of reading aloud, we often associate it with kids, said Kate DiCamillo , the author of “Because of Winn-Dixie,” which won the Newbery Medal for children’s books, and the upcoming “Ferris.” But grown-ups need to hear stories spoken out loud, too, she said.

At book events, DiCamillo urges audiences to read to other adults. “It is an act of love to read to somebody,” DiCamillo told me. “You feel cocooned, almost. It’s kind of like everybody puts down their defenses and you’re together in the story.”

Many of us learned to enjoy being read to as children, “under the crook of an arm, where ideal reading begins,” said Maryanne Wolf, a researcher and scholar at U.C.L.A.’s School of Education and Information Studies, and the author of “Reader, Come Home: The Reading Brain in a Digital World.”

In adulthood, “we may not put each other under a physical crook of an arm, but we put each other under an emotional crook of the arm,” Dr. Wolf said.

And research suggests the act of reading aloud may benefit the reader, too: It may improve memory , cognitive function, focus and mood .

But sometimes adults have fallen out of practice, Dr. Wolf said. Here’s how to ease into it.

Start with something short.

Pick a person that you are comfortable around, DiCamillo suggested, and begin with a brief passage like an essay or a poem. (She recommended any volume from the anthology “Poem a Day: A Wide Range of Classic and Modern Poems.”)

If you’re ready to try short stories, “Binocular Vision,” a collection by Edith Pearlman , “is spectacular to read out loud,” DiCamillo said. She also recommended “ Peace Like a River ,” a chapter book by Leif Enger.

Find any opportunity to read.

You can read a passage to your partner before bed, DiCamillo said, or to your family during breakfast. “So every morning, the book’s right there on the kitchen table. Everybody’s in the kitchen, and you just read a chapter,” she said.

Bring along a book when you’re visiting someone in the hospital or at a nursing home, she said. If that person is in pain or having difficulty concentrating, she added, try children’s literature.

Focus on your connection rather than getting every word right.

Typically, Dr. Wolf said, we think about reading “as this cognitive and linguistic activity.” But it also activates empathic areas in our brain “that trigger our ability to go beyond ourselves and to reach into the thoughts and feelings of others,” she said. In the act of reading, she added, “we are transmitting emotions, we are transmitting affection.”

And while reading aloud can make some of us feel self-conscious, DiCamillo said to remind yourself that this is not a test, so don’t worry about nailing every word.

Reading aloud, she said, is a profound way to connect with somebody. “You’re offering yourself,” she said. “It doesn’t have to be perfect.”

Need more inspiration? I asked two novelists for their favorite selections to read aloud.

Maurice Carlos Ruffin , author of the upcoming “The American Daughters,” chose Deesha Philyaw’s short story “Peach Cobbler,” which appears in her collection “The Secret Lives of Church Ladies.”

“Philyaw is our reigning modern master of the short story,” Ruffin said.

Celeste Ng, the author of “ Our Missing Hearts ,” recommended “Howl’s Moving Castle” by Diana Wynne Jones.

“When I learned my husband had never even heard of one of my favorite books from childhood, I dug up my old copy,” Ng said. “For a week, we took turns reading it to each other, and I’m happy to say it holds up beautifully.”

Revisit your stance on red wine.

Three decades ago, research suggested that a glass or two of red wine might benefit the heart. Since then, many more studies have confirmed that red wine does not protect against heart disease.

Read the article: How Red Wine Lost Its Health Halo

Remember the Presidential Physical Fitness Test? Here’s how it holds up.

If you went to an American public school between 1966 and 2012, you may have memories of a mile run, sit-ups, pull-ups or push-ups, a sit-and-reach and a shuttle run. The test is still usable, experts say, with some modifications.

Read the article: Could You Pass the Presidential Physical Fitness Test Today?

The Week in Well

Here are some stories you don’t want to miss:

Can learning a new language stave off dementia? Dana G. Smith examines the evidence .

Dani Blum looks into whether beer before liquor actually makes you sicker.

Poor sleep can affect your mental health. Christina Caron explores what to do about it .

How long is too long to stay in bed? Elizabeth Passarella investigates .

Let’s keep the conversation going. Follow Well on Instagram , or write to us at [email protected] . And check out last week’s newsletter about how to apologize like you mean it .

Jancee Dunn , who writes the weekly Well newsletter for The Times, has covered health and science for more than 20 years. More about Jancee Dunn

Explore More in Books

Want to know about the best books to read and the latest news start here..

In her new memoir, “Splinters,” the essayist Leslie Jamison  recounts the birth of her child  and the end of her marriage.

The Oscar-nominated film “Poor Things” is based on a 1992 book by Alasdair Gray. Beloved by writers, it was never widely read  but is now ripe for reconsideration.

Even in countries where homophobia is pervasive and same-sex relationships are illegal, queer African writers are pushing boundaries , finding an audience and winning awards.

In Lucy Sante’s new memoir, “I Heard Her Call My Name,” the author reflects on her life and embarking on a gender transition  in her late 60s.

Do you want to be a better reader?   Here’s some helpful advice to show you how to get the most out of your literary endeavor .

Each week, top authors and critics join the Book Review’s podcast to talk about the latest news in the literary world. Listen here .

The Many Ways to Read a Book

Posted on February 23, 2024 by hallma

how to write a story read aloud

Touching : For infants and toddlers, books are not just stories but tactile experiences. Little fingers eagerly grasp at the pages, exploring textures, shapes, colors and even sounds. Board, foam, and cloth books are perfect for tiny hands to manipulate. They provide sensory exploration and develop fine motor skills.

Listening : Long before children can make sense of words on a page, they are captive listeners. Reading aloud to infants and young children exposes them to the intonation and rhythm of language which builds the foundation for comprehension and vocabulary development. Reading to children helps them associate the sounds they hear with the words on the page. Keep in mind that infants and toddlers are busy with short attention spans, so don’t feel the need to finish an entire book or even a page if a child’s attention drifts to something else. It’s okay to come back to the same book over and over again. It’s also okay to read to children while they are engaged in other activities like building if sitting for a story isn’t something they are interested in yet.

how to write a story read aloud

Story Retelling : As children grow and their language skills develop, they can retell familiar stories in their own words. Whether it’s a favorite bedtime story or picture book, the process of narrative retelling strengthens memory, sequencing abilities, and oral language proficiency.

how to write a story read aloud

Check out this resource on Dialogic Reading (an evidence-based shared-reading strategy):  https://ursdayton.org/wp-content/uploads/2020/06/Dialogic-Reading-handout.pdf

As you consider the types of books to share with children, check out this previous blog post on diversifying your library: https://blogs.iu.edu/earlyliteracy/2021/09/09/diversifying-your-library/

All types of reading should be celebrated and children should view themselves as readers as early as possible. Let them know that reading words is just one way to read a book, but there are many others that they can do independently and with caregivers.  Children acquire foundational  reading and writing skills gradually. It encompasses not only decoding and comprehension, but also oral language development, phonological awareness, and print awareness. By viewing themselves as readers, child build their confidence and competence with early reading skills which can be motivating to read even more!

Lynne Hall, Research Associate, holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education, and inclusive classroom practices.

Email her at  [email protected] 

https://www.iidc.indiana.edu/ecc/index.html

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Get Paid To Read Books Aloud: 14 Proven Ways

R eading books is a favorite hobby of many people all over the world. If you are someone who likes to read books aloud, there is a way to monetize that skill. Keep reading to learn more.

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Get Paid To Read Books Aloud: 14 Simple Ways

Audiobooks have become increasingly popular. People love to listen to books instead of reading them because it saves them time. Moreover, it is fun to listen to a story that is being narrated by someone else. If this is something that interests you, here is a look at some sites where you can get paid to read books aloud:

  • Peopleperhour
  • Brilliance Audio
  • Findaway Voices
  • Bunny Studio
  • Freelancer.com
  • Mandy Voices
  • Casting Call Club

1. ACX

ACX is a prominent platform for those looking to earn by reading books aloud, with opportunities to produce content for Amazon , Audible and iTunes.

Narrators can create a profile, upload audio samples to demonstrate their range in accents, genres and styles, and set their preferred payment method. The platform allows for auditions for preferred books, offering a mix of hourly payment or royalty sharing.

2. Audible

Audible , a major audiobook platform, provides a significant opportunity for narrators through its connection with Amazon.

Narrators must create an account through ACX and focus on refining their skills to compete in this large market. Freelancers can work from home, provided they have suitable recording equipment.

3. Peopleperhour

Peopleperhour, an AI-driven freelance platform, includes a specific section for audiobook narration. Narrators have the flexibility to set their rates or choose from existing projects. The platform operates on a credit system for applying to projects.

4. Upwork

Upwork, a global freelancing hub , offers diverse job categories including audiobook narration. Freelancers can set their rates and bid on projects.

Despite the extensive network, many freelancers may run into difficulty finding gigs on Upwork because of underbidding. That is why you should conduct thorough research about the pricing techniques and set your rates before you start your narration journey at Upwork.

5. Brilliance Audio

Brilliance Audio, known for its high-quality audiobooks published on Amazon and Audible, offers narrators the opportunity to work on significant projects. Prospective narrators must reach out to the company to explore career opportunities, facing a selective recruitment process.

6. Voices.com

Voices.com is a leading marketplace for voice-over work, with a vast array of jobs including audiobook narration. The platform allows for profile creation and audio sample uploads, with premium membership offering job matching.

Narrators have a broad range of projects to choose from and can earn a significant amount per finished hour.

7. Voice 123

Voice 123 serves as a platform for voice actors and narrators, attracting clients from well-known brands. Narrators can create a free account, audition for projects and negotiate directly with clients, setting their own rates based on project nature and personal skill level.

8. Findaway Voices

Findaway Voices offers a platform for narrators to get paid for reading books aloud. Narrators need to create a profile, set their rates and adhere to company guidelines. The process involves downloading production notes, uploading samples and submitting complete files for each project.

9. Bunny Studio

Bunny Studio is a multifaceted freelance platform that includes opportunities for audiobook narration. Narrators can register, set up their profile and choose projects, with the freedom to set their rates based on their skills and the project’s requirements.

10. Scribie

Scribie offers a starting point for those new to audiobook narration, functioning primarily as a transcription and translation service. After signing up and passing a proficiency test, freelancers can browse narration jobs, submit samples and start narrating books, getting paid per audio hour completed.

Fiverr, a well-known freelance marketplace, allows narrators to create custom gigs for audiobook narration, setting their own rates and terms. The platform facilitates communication with clients, proposal submissions and project acceptance, with success hinging on quality delivery and client reviews.

12. Freelancer.com

Freelancer.com connects freelancers globally, including audiobook narrators. Users can register, bid on narration projects and discuss project specifics with clients. Payment is secured through the platform’s system upon client approval of the work.

13. Mandy Voices

Mandy Voices specializes in providing a platform for voice actors, including those in audiobook narration. Professionals can create a profile, apply for jobs, submit auditions and negotiate their terms for various projects.

14. Casting Call Club

Casting Call Club is a community-driven platform for voice actors and audiobook narrators to find various projects. Users create profiles, upload narration samples, apply to relevant casting calls and work on selected projects under agreed terms.

Narrating audiobooks is an excellent way to get paid to read books aloud while doing something you’re passionate about. In fact, it ranks among the top skills for making money online . The rising popularity of audiobooks has transformed this field into a significant career opportunity, offering a unique way to engage with literature and storytelling.

  • The payment for audiobook narrators can vary widely based on several factors, including experience, the length of the book and the platform used. Generally, narrators are paid per finished hour of recording. Rates can range from $100 to $500 per finished hour for less experienced narrators, while more experienced narrators or those with a strong portfolio may earn higher rates.
  • Yes, you can get paid to read books out loud. There are various platforms and companies that offer opportunities for audiobook narration. These include ACX, Audible, Voices.com and several others. Each platform has its own process for signing up, auditioning, and getting work, but they all provide opportunities for you to earn money by reading books aloud.
  • On platforms like Fiverr or Upwork, the payment for narrating a book is not fixed and can be set to what you want. For instance, if you set a rate of $40 per finished hour of narration, and it takes five hours to complete a book, you could potentially earn $200 for the whole project. Keep in mind, your rates can fluctuate based on factors such as your experience and your ability to negotiate with clients.
  • Yes, you can earn money by reading books. This can be done through audiobook narration. By working with platforms like ACX, Audible, Scribie, Fiverr and others, you can find opportunities to narrate books and get paid for your work. The amount you earn will depend on the platform, the length of the book and your experience as a narrator.

Suchetana Bhattacharyea contributed to the reporting for this article.

Information is accurate as of Nov. 14, 2023.

Editor's note: This article was produced via automated technology and then fine-tuned and verified for accuracy by a member of GOBankingRates' editorial team.

This article originally appeared on GOBankingRates.com : Get Paid To Read Books Aloud: 14 Proven Ways

Audio Books

IMAGES

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  2. Read Aloud: How To Read a Story, Interactive Read Aloud Lesson Plans

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  4. 🏻 How to Write a Story: Read-Aloud Book, Learn to Read and Write

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  5. 📚READ ALOUD: How To Read A Story By Kate Messner

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  1. How to Write a Story: Read-Aloud Book, Learn to Read and ...

    120 15K views 1 year ago #kidsbookreadaloud #creativewriting #howtowriteastory How to Write a Story by Kate Messner, illustrated by Mark Siegel. Step 1: Choose an idea for your story. A good...

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  3. How to Write a Story: (Read-Aloud Book, Learn to Read and Write)

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  4. How to Write a Story : (Read-Aloud Book, Learn to Read and Write)

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  6. Write Alouds

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  7. How to Write a Story: (Read-Aloud Book, Learn to Read and Write)

    The inspiring sequel to the 2015 Parent's Choice Winner, How to Read a Story! Step 1: Choose an idea for your story. A good one.Step 2: Decide on a setting. Don't be afraid to mix things up.Step 3: Create a heroine--or a hero.Now: Begin. Accomplished storytellers Kate Messner and Mark Siegel playfully chronicle the process of becoming a writer in this fun follow-up to How to Read a Story ...

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  11. The Power of Read Alouds // How to Perform an Effective Interactive

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    Step One: Find a story. (A good one.) Step Two: Find a reading buddy. (Someone nice.) Step Three: Find a reading spot. (Couches are cozy.) Now: Begin. Accomplished storytellers Kate Messner and Mark Siegel chronicle the process of becoming a reader: from pulling a book off the shelf and finding someone with whom to share a story, to reading aloud, predicting what will happen, and—finally ...

  16. Writing Read Alouds

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  21. How to Write a Story: (Read-Aloud Book, Learn to Read and Write)

    • Read-aloud books for kids ages 3-5 • Learning to write books for kids • Kindergarten, pre-K creativity books Kate Messner is an award-winning author whose many books for kids have been selected as Best Books by the New York Times, Junior Library Guild, Indie Bound, and Bank Street College of Education. She lives on Lake Champlain with ...

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  25. Get Paid To Read Books Aloud: 14 Proven Ways

    Get Paid To Read Books Aloud: 14 Simple Ways. Audiobooks have become increasingly popular. People love to listen to books instead of reading them because it saves them time.

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