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Principles

Principles Children need to interact with books Children need to retell stories from books Children must be aware that spoken language is made up of words, parts of words, and sounds in words

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Principles

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  1. Principles • Children need to interact with books • Children need to retell storiesfrom books • Children must be aware that spoken language is made up of words, parts of words, and sounds in words Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  2. Storybook reading seems to be the most powerful tool in helping children learn language and gain knowledge about the world. • Judith Schickedanz Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  3. Principle 1 • Children need to interact with books Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  4. Principle 1: Interact with Books Outcome • Adults will provide rich interactive experiences with books before, during, and after reading. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  5. Principle 1:Interact with Books Iowa Early Learning Standard • Children engage in early reading experiences. Benchmarks • Children will show an interest and enjoyment in listening to books and will attempt to read familiar books. • Children will demonstrate comprehension of a book. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  6. Choose books that... • Match children’s age and interest level • Begin reading books with1 or 2 sentences on a page • Gradually increase the number of sentences on a page Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  7. Selecting Books • Select both fiction and nonfiction • Fiction:Books that tell an invented story • Nonfiction:Books that tell about real things or people and/or give facts • Read both kinds of books to children Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  8. Include Predictable Books • Predictable books have an easily identifiable pattern in the story or sentence structure • Example Brown Bear, Brown Bear, What do you see? I see a _____ looking at me. Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  9. Selecting Books • Rich interactive experienceswith books • BEFORE reading • DURING reading • AFTER reading Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  10. BEFORE Reading Strategies 1. Read the title, author, and illustrator’s names 2. Predict what will happen in the story 3. Preview the story 4. Introduce vocabulary words 5. Connect the story to real-life experiences 6. Give children a reason to listen Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  11. Direct Teaching Suggestions • Explain any new words • Say the new word frequently throughout the day • Encourage children to say the word • Demonstrate the new word using real objects whenever possible • Integrate the new word into the environment Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  12. Teaching New Words • When reading to children… • Define the new word and explain how it is used in the story • Demonstrate what the new word means • Repeat the new word often • Encourage children to say the new word often • Use the new word often throughout the day Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  13. Direct Teaching Suggestions • Explain any new words • Say the new word frequently throughout the day • Encourage children to say the word • Demonstrate the new word using real objects whenever possible • Integrate the new word into the environment Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  14. Direct Teaching Suggestions • Explain any new words • Say the new word frequently throughout the day • Encourage children to say the word • Demonstrate the new word using real objects whenever possible • Integrate the new word into the environment Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  15. Direct Teaching Suggestions • Explain any new words • Say the new word frequently throughout the day • Encourage children to say the word • Demonstrate the new word using real objects whenever possible • Integrate the new word into the environment Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  16. Direct Teaching Suggestions • Explain any new words • Say the new word frequently throughout the day • Encourage children to say the word • Demonstrate the new word using real objects whenever possible • Integrate the new word into the environment Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  17. Group Activity Directions 1. Find your peer partner 2. Find your book 3. Complete Handout R-6: BEFORE Strategies 4. Use all 6 strategies in your plan 5. Take 10 minutes to plan Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  18. Children... • Tell your partners: • How you felt • What the adult’s questions and comments made you think about Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  19. DURING Reading Strategies 1. Point to pictures* 2. Make predictions* 3. Ask questions* • Yes/No • Do you…? Are you…? • ‘Wh--’ • Who, What, When, Where • Open-ended • How? What would happen if…? 4. Answer children’s questions* *Important to the story Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  20. Group Activity Directions 1. Find your peer partner 2. Use same book 3. Complete Handout R-6: DURING Strategies 4. Use 3 of 4 strategies in your plan 5. Take 10 minutes to plan Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  21. AFTER Reading Strategies 1. Ask guided story questions 2. Use sentence completion opportunities 3. Relate to child’s environment Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  22. Group Activity Directions 1. Find your peer partner 2. Use same book 3. Complete Handout R-6: AFTER Strategies 4. Use all 3 strategies in your plan 5. Take 10 minutes to plan Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  23. Children... • Tell your partners: • How you felt • What the adult’s questions and comments made you think about Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  24. Selecting Books • Rich interactive experienceswith books • BEFORE strategies: prepare children and activate their knowledge • DURING strategies: increase children’s understanding of the story • AFTER strategies: increase children’s retention of the story Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  25. Read book to children 3 times • First time • Use only the BEFORE strategies • Second time • Use the DURING strategies • Add a few BEFORE strategies • Third time • Use the AFTER strategies • Add a few BEFORE strategies Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

  26. Assignment Guide • Date to PLAN first adult’s second lesson • Date to OBSERVE first adult teaching second lesson • Date to PLAN second adult’s second lesson • Date to OBSERVE second adult teaching second lesson Iowa Department of Education ::: 2006 ::: Principle 1 ::: PPT/Transparency :::

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