Series First Five Early Childhood Education: Interactive Read Aloud

Interactive Read Aloud

Lesson Objective: Understand and retell a story
Pre-K / ELA / Comprehension


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Discussion and Supporting Materials

Thought starters

  1. How does each part of this lesson support students' reading comprehension?
  2. What are the benefits of making read alouds interactive?
  3. How does this lesson teach concepts of print?


  • Private message to Tina McDaniel

1. How does each part of the lesson support students' reading comprehenion? The teachers uses prior knowledge before reading the book. As she read she would have the students complete the sentence because they tell by the picture what words were coming next. The students were able to read certain parts over and over again which help them bettr retain what they are hearing. After reading the story the teacher had various pieces of clothing that were in the story. Students put on those clothes which helped to better comprehend the story.

2. What are the benefits of making a read-aloud interactive? Students have an opportunity to be creative and in a way, part of the story. This enables them to better comprehend the story.

3. How does the lesson teach a concept of print? The teacher can see the words on the pages and the students can see the pictures on the pages which reflect what the teacher just read.

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  • Private message to Robyn Helmers

1. The read aloud supports students' comprehension by allowing the students to use repetition, interract with the story, and she had pieces of clothing, that matched the story, and allowed students to act out the story.

2. The benifits of making a read aloud interactive is that it lets the students make a better connection to the story on a deeper level.  

3. This lesson teaches the concepts of print by reading the printed words, pointing to them and then making a connection to the pictures and the articles of clothing. This helps students make multiple connections and allow them t understand the purpose of the print.

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  • Private message to Tamara Jones

Making read alouds interactive allows the students to gain a deeper understanding of the story's message. It also accomadates all learning styles that students may need to process information. It keeps students engaged and provokes them to think deeply and critically about the story and elements of the story but more importantly retaining the message of the book. 

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  • Private message to Gladys Akiri

1. How does each part of this lesson support students' reading comprehension? Each part of the lesson is quite engaging. It starts with the rhyming name game that encourages the students to clap their names, and stump their names. Then the teacher involves the children in the story by re-reading a book that she had already introduced before to the children which made it easy for them to follow, using questions, repititions, pointing to letters, creativity and checking for understanding. The other part is when the children now wear the clothes which tied the story to the Clothes theme they were studying more real and engaging for the students.

2. What are the benefits of making read alouds interactive? The benefits of making read alouds interactive are that it engages the children, making it more interesting for them to remember and understand,

3. How does this lesson teach concepts of print? This lesson teaches concepts of prints with the teacher pointing to the letters on the book, and sounding out the word. She also uses repeats the story over and over again to expand their vocabulary.

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  • Private message to Lesia Dukes

(1) How does each part of the this lesson support students' reading comprehension?  Each part of this lesson supports students' reading comprehension because the teacher uses a book that the children could understand, become excited about, and remember the detail in the story.  The children were able to respond to the questions that the teacher asked them pertaining to the story and they were able to identify objects and events from the illustrations shown in the story.  

(2) What are the benefits of making reading alouds interactive?  The benefits of making read alouds interactive with young children give them an opportunity to experience the story first hand.  During read aloud the teacher is able to discuss the characters, plot, theme, and setting presented in the story.  Also, this provide insight to the teacher how interested the children are about that particular book.  It also lets the teacher know how well the children comprehend the story as a whole.

(3)  How does this lesson teach concepts of print?  This lesson teaches the concept of print by allowing the children to see the words in the story.  The letters are illustrated large enough and made colorful to capture the children's attention to encourage them to pay attention to actual words.  The teacher can point to the words in the story and then point to the pictures to explain what items are in the story.

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  • Interactive Read Aloud
    Program Transcript

    Davis: Bippity boppity bumble bee, can you say your name for me?

    Student: Uh, Gaelo.

    Davis: Gaelo. Let's

    Interactive Read Aloud
    Program Transcript

    Davis: Bippity boppity bumble bee, can you say your name for me?

    Student: Uh, Gaelo.

    Davis: Gaelo. Let's clap it. Gaelo. Let's snap it. Gaelo. Let's stomp it. Gaelo.

    Davis (Interview): I teach at First Place to Start Childcare Center, and we have ages four and five year olds. In our read aloud today we the story Joseph had a little overcoat. We chose that book because it added to our clothing theme, but it also expanded their vocabulary on different kinds of clothing.

    Davis: Who is this? Remember? Who is that? Remember his name? Starts with a J. Jo…

    Students: Joseph.

    Davis: All right. And he has a bunch of friends on there. Who are his friends?

    Student: All of the animals.

    Davis: All the animals are on there.

    Student: That's a chicken.

    Davis: A chicken. What's that one?

    Students: A cow.

    Davis: A cow. And look, all of his friends here. What are they doing?

    Student: He's singing.

    Davis: Singing. Exactly. He's singing. So Joseph had a little overcoat. It was old and…

    Students: Worn.

    Davis: Worn. And what was worn? What did we say, talk about worn?

    Student: It means it's getting old.

    Davis: It's getting old…

    Davis (Interview): So we chose that book because they were able to repeat parts of the story over and over again, and they were able to use that repetition to expand their vocabulary.

    Davis: Joseph had a little necktie. It got..

    All: Old and worn.

    Davis: And then Joseph had a little button. One day…

    Student: He lost it.

    Davis: He lost it. Yes, Hellah.

    Student: Uh, and then he made a story of it.

    Davis: You remember so well. And what is he doing?

    Students: Looking for it.

    Davis: He's looking for it. And, wow. Is he looking very, very hard for that, 'cause he's done what?

    Student: And he's moving the stuff away. And there's a hole on his wall.

    Davis: A hole?

    Student: It's right there on his wall.

    Davis: Come show me.

    Davis (Interview): When we're reading stories to them they're able to be a bit more creative, so it's, it's something that comes from reading aloud, because he comprehended, he understood the story, but he was able to take it a step further.

    Davis: Okay. I like that story too. And you know what? I brought some coats, and so we can see what the vest look like and what the overcoat looks like. Who wants to try on the overcoat that Joseph had?

    Students: Me!

    Davis: Okay. How about Gracia?

    Davis (Interview): We gave them a chance to act out the story, so each child was able to put on one of those types of clothing, so they were able to gain a lot more comprehension.

    Davis: I need, uh, Jaden, you come and hold the book, and we'll go back to the pages and see. Thank you, Jaden.

    Davis (Interview): We did have one little boy that we had to sit and turn the pages, which is also very important to children in reading aloud.

    Davis: After he had the jacket, then it became a what?

    Students: A vest.

    Davis: A vest. So after it was a jacket, it became a vest. What's missing off of the vest that was on the jacket? What are these things here?

    Student: Sleeves.

    Davis: Sleeves. So, who knows what it's going to become next?

    Student: Me!

    Davis: What?

    Student: A scarf.

    Davis: A scarf. Let's turn the page and let's see. There it is. What is it?

    Students: A scarf.

    Davis: A scarf.

    Davis (Interview): Allowing the children to become a part of the story helps them to understand, and that's what reading aloud is all about.

    Davis: …jacket. And then it becomes a vest, and then a scarf, and then a tie, and then a handkerchief, and then a…

    Student: Button.

    Davis: Button. Yay!

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