Resource 2: Reading aloud session plan

Preparation

• Choose a simple story to read aloud. The book will need to be big enough for all your students to see the words and pictures.
• Make sure you are familiar with the story in advance.
• Practise reading it with expression to a colleague at school or to your family at home, holding the book so that students can see it at the same time as you are reading it.
• Note any unfamiliar words or concepts, bearing in mind that some students will be less confident in the school language.

Before reading the story

• Gather your students around you so that they can see the book clearly.
• Talk to your students about something they might have experienced that is related to the theme of the story.
• If there are key words in the story that your students may not know, introduce these and talk about their meaning. This is particularly important for students whose home language is different from the school language.
• Introduce the book by showing your students the cover. Point to and read out the title. Talk about the picture on the cover and ask your students if they can guess what the story is about.

Reading the story

• Read the text in an expressive way, using different voices for each character.
• Move your finger under the words of the sentences as you read them.
• Ask your students to describe what is happening in the accompanying pictures:
  • ‘What do you see in the picture?’
  • ‘What do you think is happening?’
• Where appropriate, before turning to the next page, invite your students to predict what is
  • What will happen next, I wonder?’
  • ’What do you think will he say now?’

Talk about the story. Ask your students questions such as:

• Which part did you like best?’
• ‘Who was your favourite character? Why?’

With young students, do not expect detailed answers. Let the discussion be enjoyable as you model the process and pleasure of reading. Don’t forget to express your own opinions too!

Opportunities for assessment

• How did your students respond to the story that you read to them?
• Did some of them appear not to be following it? If so, why might that have been?
• Did any of them use any of the key words or expressions in it afterwards?
• Did you notice any students picking up the book later and looking at it independently, copying your reading behaviour?