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ERIC Number: EJ868229
Record Type: Journal
Publication Date: 2009-Nov
Pages: 3
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: ISSN-1538-6619
Using Read-Alouds with Critical Literacy Literature in K-3 Classrooms
Meller, Wendy B.; Richardson, Danielle; Hatch, J. Amos
Young Children, v64 n6 p76-78 Nov 2009
Teacher read-alouds are planned oral readings of children's books. They are a vital part of literacy instruction in primary classrooms. Teachers can use read-alouds to develop children's background knowledge, stimulate their interest in high-quality literature, increase their comprehension skills, and foster critical thinking. While reading, teachers model strategies that children can use during their own independent reading. This article describes read-alouds that feature critical literacy literature. Critical literacy literature consists of high-quality children's books that prompt children to think and talk about social issues that impact their daily lives. The article includes a rationale for the importance of using children's literature and read-alouds in primary classrooms; a description of critical literacy and the kinds of children's books appropriate for critical literacy read-alouds; and an example of a critical literacy read-aloud in a first grade classroom by one of the authors.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A