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The routine guides teachers to select culturally relevant, engaging text and high-utility vocabulary, preview background knowledge and definitions, read passages with a clear purpose, reread for word identification and sentence building, and extend understanding through discussion and connections to students’ own experiences.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/literature/","Literature",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/read-aloud-routine-for-building-vocabulary-and-comprehension-skills-in-kindergarten-through-third-grade/490392/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/read-aloud-routine-for-building-vocabulary-and-comprehension-skills-in-kindergarten-through-third-grade/490392.png","ImageObject",300,407,{"name":42,"@type":43},"Mia  ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-01",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How should teachers select a story and vocabulary words for the routine?","Question",{"text":62,"@type":63},"Select a story one to two grade levels above students’ independent reading level and choose engaging, content-rich text that is culturally relevant. Divide the story into 200-to 250-word chunks and select three to five vocabulary words per chunk.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What happens in the routine during Step 2 before reading?",{"text":67,"@type":63},"Preview and activate background knowledge by having students look at the front and back covers, make connections to what they already know, and predict what the story is about. Briefly introduce new vocabulary with student-friendly definitions and nonlinguistic representations, then make the words visible so students can look and listen for them.",{"name":69,"@type":60,"acceptedAnswer":70},"How does Step 4 support students’ understanding of vocabulary?",{"text":71,"@type":63},"Reread the passage a second time focusing on vocabulary words. Review words and meanings, stop at each vocabulary word for students to repeat and explain in their own words, and have students turn and talk to build sentences using the target words.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},490392,1791661066,{"code":4,"msg":81,"data":82},"success",[83,87,90,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":88,"slug":89},80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":26,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":110,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| ReadAloud Routine\u003Cbr>for Building Vocabulary and Comprehension Skills in Kindergarten Through Third Grade |  |\n| --- | --- |\n| | |\n\nStep 1 Step 2 Step 3 Step 4 Step 5 Weekly  \nAcknowledgments  \nRead-Aloud Routine for Building Vocabulary and Comprehension Skills was developed with funding from the U.S. Of ce of Special Education Programs, grant H326M110003 .  \nThe Meadows Center for Preventing Educational Risk  \nCollege of Education  \nThe University of Texas at Austin  \nDevelopment Team  \nLeticia Romero Grimaldo  \nSharon Vaughn  \nDenise Knafelz  \nDesign and Editing  \nMatthew Slater, Editor  \nCarlos Treviño, Graphic Designer  \nAbout This Tool  \nSteps 1–5 of the routine take place in one 25-to 30-minute lesson for one passage from a story. The weekly framework is an overview of what will take place over the course of reading the whole story. The routine focuses on language, vocabulary, and comprehension development.  \nAdapted from: Hickman, P. , Pollard-Durodola, S. , & Vaughn, S. (2004) . Storybook reading: Improving vocabulary and comprehension for English-language learners. Reading Teacher, 57(8), 720–730.  \nBEFORE READING  \n\n| Step 1: Select a Story and Vocabulary Words\u003Cbr>Select a story.\u003Cbr>• Use text that is one to two grade levels above students’ independent reading level.\u003Cbr>• Search for a story that is both engaging and content rich.\u003Cbr>• Select a text that is culturally relevant and meaningful to students.\u003Cbr>Prepare.\u003Cbr>• The story will be read over 3 to 5 days. Divide the story into 200-to 250-word chunks. Increase the size of the chunks as students’ reading progresses.\u003Cbr>• Choose three to five vocabulary words per chunk of text.\u003Cbr>• Think of a nonlinguistic representation (e.g., picture, gesture) of each word to share with students.\u003Cbr>• Create vocabulary word cards with student-friendly definitions and pictures.\u003Cbr>\u003Cbr>HELPFUL HINTS ON WORD SELECTION\u003Cbr>• Focus on high-utility words that are used across contexts and content areas. Will students hear and see the words in math, science, social studies, and extracurricular activities?\u003Cbr>• Use words that most students do not know.\u003Cbr>• Use words that will help students connect to their own experiences. |  |\n| --- | --- |\n| Sample Books\u003Cbr>| Sample Vocabulary Card\u003Cbr>\u003Cbr>examine\u003Cbr>To look at something carefully and thoroughly because you want to find out more about it |\n|  |  |\n\nStep 1  Step 2  Step 3   Step 4  Step 5 Weekly  \nBEFORE READING 5–7 minutes  \n\n| Step 2: Introduce and Preview the Story\u003Cbr>Preview and activate background knowledge.\u003Cbr>• Show and read the front and back covers of the story.\u003Cbr>• Activate students’ prior knowledge by making connections between what students know and what they need to know to understand the story.\u003Cbr>• Have students predict what the story is about and briefly discuss concepts related to the story topic.\u003Cbr>Brie y introduce the new vocabulary words.\u003Cbr>• Say and show each word and have students repeat it.\u003Cbr>• Provide a student-friendly definition and nonlinguistic representation (e.g., picture, gesture) of each word.\u003Cbr>• Ask students to listen for the vocabulary words while you read.\u003Cbr>• Ask students to give a “thumbs-up” when they hear a vocabulary word.\u003Cbr>• Make the words visible by displaying them on a pocket chart, vocabulary word wall, or bulletin board.\u003Cbr>\u003Cbr>HELPFUL HINTS ON DEFINITIONS\u003Cbr>• Definitions should use everyday language and be easy for students to understand.\u003Cbr>• Resources for student-friendly definitions include the Longman Dictionary of Contemporary English (www.ldoceonline.com) and Merriam-Webster’s Learner Dictionary (www. learnersdictionary.com) . |  |\n| --- | --- |\n| | |\n\nStep 2 Step 3 Step 4 Step 5 Weekly  \nDURING READING 7–8 minutes  \n\n| Step 3: Read the Passage\u003Cbr>Tell students to listen carefully while you read because they will have to answer questions.\u003Cbr>This technique sets the purpose for reading and increases student engagement.\u003Cbr>Read the passage WITHOUT STOPPING, focusing on intonat","cbCaioCL76D8jlkt","https://ap.wps.com/l/cbCaioCL76D8jlkt","pdf",368774,"English","# Before Reading\n## Step 1: Select a Story and Vocabulary Words\n## Step 2: Introduce and Preview the Story\n# During Reading\n## Step 3: Read the Passage\n## Step 4: Reread the Passage\n# After Reading\n## Step 5: Extend Language and Comprehension","[{\"question\":\"How should teachers select a story and vocabulary words for the routine?\",\"answer\":\"Select a story one to two grade levels above students’ independent reading level and choose engaging, content-rich text that is culturally relevant. Divide the story into 200-to 250-word chunks and select three to five vocabulary words per chunk.\"},{\"question\":\"What happens in the routine during Step 2 before reading?\",\"answer\":\"Preview and activate background knowledge by having students look at the front and back covers, make connections to what they already know, and predict what the story is about. Briefly introduce new vocabulary with student-friendly definitions and nonlinguistic representations, then make the words visible so students can look and listen for them.\"},{\"question\":\"How does Step 4 support students’ understanding of vocabulary?\",\"answer\":\"Reread the passage a second time focusing on vocabulary words. Review words and meanings, stop at each vocabulary word for students to repeat and explain in their own words, and have students turn and talk to build sentences using the target words.\"}]","Read-Aloud Routine for Building Vocabulary and Comprehension Skills in Kindergarten Through Third Grade | PDF",1790836514,12]