Niki Schultz, Jesse Guest- Felsk , and Liz Walker

1. Repeated Read-Aloudsfor Vocabulary and Concept Development NikiSchultz, Jesse Guest- Felsk, and Liz Walker

2. Welcome, Introductions, Quiz

3. Why read aloud? The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children. (Commission on Reading, 1985)

4. Reading aloud • Addresses all 5 areas of SBRR • Conditions the child’s brain to associate reading with pleasure/relationship building • Builds vocabulary • Creates background knowledge • Stimulates imagination and stretches attention span • Provides a reading role model

5. Why re-read? • Immerses the child in the language of the story, making it easier to learn • Helps to build children’s confidence (they know what’s going to happen next) • Strengthens and reinforces the neural connections in children’s brains

6. Why re-read? • Improves children’s vocabulary, sequencing, and memory skills • Increases the possibility that children will be able to read the book on their own afterwards • Encourages children to reenact their favorite stores (Preschool Readers and Writers, High/Scope)

7. When you read books over and over again… • The comments children make about books become more frequent….they participate in the conversation more! • They begin to elaborate on the stories adding new endings, carrying the stories past the book itself. • They begin to evaluate the stories, comparing them with their own lives and even other stories they have heard (Pappas, 1991)

8. And so… • As they do these things, they begin to see themselves as readers, adding to their positive self image as a person who can read….making it more likely that they will try to read in the future!

9. Large group vs Small group • The most effective interactive read alouds for preschools take place in small groups of four to 8 children. • Groups of this size allow children to make many contributions and allows teachers to listen to and respond to individual children.

10. Large group vs Small group • Large group readings are more effective when it is the second or third reading or used for a familiar book. • Using a Big Book is recommended for large groups.

11. What is Dialogic Reading? • Method of reading • Based on 3 general principles • Active learning • Adult feedback modeling • Scaffolding • Adult helps the child become the teller of the story • Simply put, dialogic reading is taking turns in a conversation about a book, or reading and talking about it.

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13. Why use dialogic reading? • A typical middle-class child enters first grade with approximately 1,000 to 1,700 hours of one-on-one picture book reading. • A corresponding child from a low-income family averages just 25 such hours. • Sometimes we need a direct and systematic way to discuss books with children.

14. Concepts of print that can be taught during dialogic reading • Orientation of Books • Directionality • Letter and word Concepts

15. Orientation of Books • Front and back of book • Top and Bottom of book • Title and title page • Author and Illustrator • Dedication and dedication page

16. Directionality • We read the left page before the right page • After we read the right page we turn to the next page • We start reading at the first word in the line of text • We read each word from the left to right (left to right sweep) • After we read a line of text, we sweep back to read the next line (return sweep)

17. Letter and Word Concepts • Words are made up of letters • Words have beginning and ending letters • Words are long (they have many letters that can be counted) • Words are short (they have just a few letters that can be counted) • Words might be repeated • Words can start with the same letter as other words • Some words begin with a capitol letter • Words are separated by spaces • Words can be substituted to make a new text

18. Dialogic Reading Methods • PEER • CROWD • CAR • P.A.T

19. PEER and CROWD This method utilizes: • A way of interacting with preschoolers while discussing books called the PEER sequence • Five types of prompts to use during the interactions called CROWD

20. Peer Sequence The peer sequence is a way of interacting with preschoolers while discussing books. • P=Prompt the child (initiate an exchange) • E=Evaluate what the child says • E=Expand on what the child says • R=Repeat the initial question or ask the child to repeat the expanded or correct response.

21. A Mother for Choco • Adult: “What is Mrs. Bear doing?” (wh-prompt) • Child: “Standing on her toes.” • Adult: “Yes, she’s standing on her toes and picking apples.” (evaluates and expands) • Adult: (Next time through the book): “What is Mrs. Bear doing? Do you remember? (repeats question) • Child: “She’s standing on her toes and picking apples.”

22. Crowd Questions Crowd questions are five types of prompts to use during the interactions. • C=Completion • R=Recall • O=Open-ended • W=WH-prompts • D=Distancing

23. A Mother for Choco • Adult: “When Choco talked with the Penguin, he cried “you have ________(wings) just like me!” The child fills in the blank. (completion) • Adult: “Do you remember how this book ended for Choco?” (recall) • Adult: “What is happening on this page?” (open-ended) • Adult: “No matter where Choco searched, he couldn’t find a mother who looked just like him. What is search?” (“wh” question) • Adult: “Does everyone in your family look the same? How do you think Choco felt about everyone in his family looking different?” (distancing)

24. CROWD • Encourage 1-2 questions per page on average. • A natural exchange of several questions together followed by a page or two of straight reading is fine. • Keep up a natural dialog with the child. • Recall and distancing questions are only for 4 to 5 year olds.

25. The PEER and the CROWD principles always operate within the larger principles of following the child’s interests, expecting slightly more of the child each time through the book, and keeping interactions light and fun.

26. CAR • C=Comment and wait. That alligator has sharp teeth! • A=Ask questions and wait. What happened here? What’s she doing? • R=Respond by adding more. Child: The girl has a kitten on her bed. Adult: The kitten is sleeping on the girl’s bed!

27. P.A.T • P= Point to an illustration to define vocabulary • A= Act out or dramatize the word • T= Tell a short phrase defining the word

28. 4 Step Read Aloud plan 1st reading- to explore • Making Connections • Exploring Vocabulary/Oral Language 2nd reading- Reread for Meaning • Book Awareness • Print Awareness 3rd reading- Reread to Comprehend -Learning from the story 4th reading • Building Language • Using Language

29. Something from Nothing Story • What strategies do you notice in this story? • Please make some notes of all the things she is doing while she is reading.

30. Vocabulary • Conversation • Consists of 5,000 words used all the time called the Basic Lexicon • 83% of the words in normal conversation with a child come from the most commonly used thousand words • An additional 5,000 words we use less often • Words beyond this 10,000 mark are known as rare words

31. Rare Words • Play a critical role in reading • Strength of our vocabulary determined by how many rare words we understand. • Where do we find these rare words?

32. Printed Text

33. Regular family conversations will take care of the basic vocabulary, but when you read to the child you leap into the rare words that help most when it’s time for school and formal learning. Trelease, 2001 The Read Aloud Handbook

34. Effective read-aloud techniques Step Up Story Sticks Stand up/sit down Choral recitation