Read aloud's can be conducted across levels. It is full of expression and conversation. During a read aloud teachers have the opportunity to demonstrate to students how text is able to engage us and how reading works. At this time, strategies for developing an understanding and a search for meaning may be evoked. A read aloud should engage students at their speaking vocabulary level.
Mary Clay (1991) stated that "meanings can be negotiated in discussion before, during, and after the story reading and reading aloud to students should include a think aloud or interactive elements that focus intentionally on the meaning within the text and beyond the text"
In independent reading, students practice developed strategies that students have learned. Students should read text that is easy to comprehend and decode. The goal is to have a smooth reading process and develop reading interests. Reading independently allows an opportunity to see if students are able to remain engaged during reading and comprehend the material on their own. Student's do not always need to be aware of such reading. This may be accomplished by having posters and reading opportunities on the wall around the classroom. It also includes the teacher being flexible with allowing students the chance to choose material that they may be interested in that will unconsciously challenge them in an engaging way. For this reason, having a comfortable classroom library can prove to be beneficial.
Burkins and Croft stated that independent reading is often referred to as reading practice, and the ways students interact with texts at this point in the gradual release of responsibility should echo those practiced in read aloud, shared and guided reading contexts.
Guided reading gives teachers the opportunity to observe students as they read different materials at their own level. The goal is to help students develop strategies so that will be able to apply them on their own, independently. Guided reading can occur several times a week and each time have a different strategy or concentration. This may allow for the opportunity to discuss character development the moment they begin to happen, analyze in a group setting and assess different writing styles.
Burkins and Croft identify common elements:
Working with small groups
Matching students reading ability to text levels
Introducing text
Listening to individuals read
Prompting students to integrate their reading processes
Engaging students in conversations about the text
Shared Reading
Shared reading allows for another opportunity to explicitly demonstrate. It is comprised of different elements of a read aloud and guided reading. Texts may be enlarged so that the entire class may see the text. During shared readings books may be reread several times. Sometimes the books are comprised of predictable and repetitive patterns that help students memorize the words and predict the story line. These components all help students develop concepts about the print. Shared reading may also be dense because it is the step in the instructional continuum (Burkins & Croft).
Holdaway explains that shared reading connects students through shared feelings sand shared experiences. Thus shared reading is more than a lesson; it becomes a shared event.
Justice and Pence expanded the idea that in shared reading the teacher intentionally encourages and supports the student's engagement and participation in efforts of gathering meaning and further knowledge.