Loose parts refer to materials that can be moved, manipulated, and combined in various ways during play or learning activities. They are open-ended and allow for creativity and exploration, often used in educational settings to enhance problem-solving and imaginative thinking.

To start the change idea, students—as a whole class, in small groups, or individually—preview a set of loose parts before beginning the read-aloud, and then they guess how they will use each loose part in the story. This can be done by a teacher individually bringing out a set of loose parts and guiding the preview, or students are allowed some time to preview loose parts individually. During the actual read-aloud, the teacher pauses for students to make connections between the story and students’ predictions. Teachers can use a classroom note catcher(whole group) or prompt students to record their notes individually to document students’ observations and connections to the story. Follow this read-aloud, connections, and documentation routine until you have completed the book or time dedicated to this section.

• Students will do a better job of tracking the reader and will comprehend critical elements of the story through loose parts. 
• Students might feel encouraged to share their bilingualism/multilingualism as part of the learning process—possible opportunities to share ideas and experiences in a different language. 
• Students who are dominant in another language than English might experience higher levels of engagement.

• How might you consider students’ assets as you develop a high-quality, interactive literacy experience? 
• How might you learn more about students’ backgrounds to help identify what stories are chosen and how loose parts can be representative of students’ backgrounds?
• How might you solicit student and parent feedback before the activity and after?