Elementary Library

Elementary Library

Choosing a Read-Aloud Book

Why We Read to Students of All Ages Library learning includes many opportunities to read aloud to students. Reading aloud grows vocabulary and comprehension, models fluency, and exposes students to multiple text structures and literary elements. Moreover, it’s fun! Read-Aloud Guidelines The books in this curriculum have been carefully curated to best suit the needs of learners. Those titles should be prioritized as read-alouds in library learning. For flex week lessons, Library Instructional Technicians can choose other appropriate materials to suit individual student needs with the following guidelines. ●​ Texts teach Utah Library Media Core standards

●​ Texts are developmentally appropriate for their audience ●​ Texts feature a diverse cast of characters, subjects, and themes ●​ Nonfiction texts are accurate and engaging ●​ Complies with the District Instructional Materials Policy

Choosing Developmentally Appropriate Read-Aloud Books by Grade Level

Kindergarten

Grades 1-2

Grades 3-4

Grade 5

●​ 1-4 sentences per page. Shorter texts

●​ Full paragraphs per page. ●​ Literary stories increase in complexity and length. ●​ Humor includes

●​ Full paragraphs per page. ●​ Stories increase in complexity and length. ●​ Humor includes wordplay, sarcasm, situational jokes, and other more subtle forms ●​ Nonfiction can be longer with more nuanced topics and bias

●​ 1-2 sentences per page ●​ Repetitive or

for lower grades, especially at the beginning of the year.

rhyming text with opportunities for sound effects, actions, or callouts

●​ Simple literary stories that are easily retold in

●​ Humor includes basic word play,

wordplay, puns, riddles, gross out jokes, and deviations from norms

exaggeration, slapstick, and bathroom humor.

beginning, middle, and end structure.

●​ Humor becomes slightly more sophisticated.

●​ Nonfiction can be longer with more nuanced topics

●​ Nonfiction has

simple narratives or facts

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