Abstract
Read-alouds have long been valued in early childhood classrooms for promoting engagement, enjoyment, and a love of reading. When intentionally planned, they can also reinforce foundational literacy skills and provide formative information about student understanding. This article examines how early childhood educators can move read-alouds beyond a familiar classroom routine by connecting them to specific literacy objectives and using student responses to guide subsequent instruction. The IPAQ process (Intentional Choice, Preplanning the Focus, Anticipating Misconceptions, and Questioning and Responses for Formative Observation) provides a practical framework for planning purposeful read-alouds. Classroom examples illustrate how teachers can use planned interactions and student responses to identify areas of understanding or difficulty and determine whether whole-group review, targeted small-group instruction, or individual support is needed. Intentional read-alouds do not replace systematic, explicit literacy instruction; instead, they provide a meaningful context for reinforcing skills, observing student understanding, and making responsive decisions.
Recommended Citation
Tate, Shelia
(2026)
"More Than Storytime: Intentional Read-Alouds for Literacy Instruction and Formative Observation,"
Spark! Innovations in Early Childhood Education: A Research-to-Practice Journal for Educators: Vol. 2:
Iss.
2, Article 2.
Available at:
https://repository.lsu.edu/spark/vol2/iss2/2