Why Story Book Reading?. Session Goals Current Research Read With Me eBooks Highlights Identify...

Why

Story Book Reading?

Session Goals

• Current Research

• Read With Me eBooks Highlights

• Identify Literacy Prompts

Current Research

• Book and print awareness

• Early letter and word awareness

• Phonological awareness

• Phonics

• Fluency

• Vocabulary development

• Story comprehension

Current Research

• Oral Language and Reading Connected

• Storybook Reading an Important Activity– Decontextualized language-explaining something

that is not currently occurring – Strategies to negotiate meaning of text

**********Quality of “Talk”**********

“Talk” During Storybook Reading

“Talking” During Storybook Reading

– In the following story, most of the pages have two prompts. One is stronger than the other.

– Learn to recognize which prompt requires the child to talk more about the story. Then practice writing those types of prompts in your own story book.

“Talk” During Storybook Reading

The Cover - Prediction

1. Let’s make a prediction. What do you think this story is about?

2. Let’s make a prediction. Do you think this story is about a peacock?

Page 3

1. Do you see the cat?

2. Tell me what you see in this picture.

Page 41. Read the page and

ask child to say last word, “pig.” Point to the picture to prompt them.

2. Don’t ask the child to help you read any part of the page

Page 5

1. Say to the child “Try reading with me, ‘Look at me, Look at me. I can run and be fr__, said the dog.’”

2. Read the page without asking your child to help.

Page 6

You don’t need to talk about each page. It’s ok to just read some of the pages.

Page 7

1. Is wool from a sheep?

2. Tell me what you know about wool.

Page 8

1. Tell me what you know about ducks.

2. Do ducks swim?

Page 9

1. Is the peacock sad?

2. How is the peacock feeling? Why is he feeling that way? Let’s read on to find out.

Page 10

1. Can the peacock climb like the cat?

2. Why do you think the peacock is sad?

Page 111. I can’t get dirty like

the _____ (point to the picture).

2. Read the page without asking the child to help.

Page 12

Here is another page that you will just read without asking the child any questions.

Page 13

And again! You don’t have to ask a question on each page.

Page 14

1. Point to the words on this page.

2. Do you see the words on this page?

Page 15

1. Tell me what’s happening in this picture.

2. Is the duck swimming?

Page 161. Let’s make a

prediction. What will the peacock do next?

2. Did the owl ask the peacock to spread his feathers?

Page 17

1. Is the peacock happy?

2. Tell me how is the peacock feeling now. How do you know?

Page 18

1. Tell me about your favorite part of the story.

2. Did you like this story?

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Read with Me eBookshttp://readwithme.cast.org/

What does this mean in the classroom?

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Activity

1.Ask participants to create prompts for a story they typically read to their children.

2.Now, participants can “role play” with another team. As one team reads the story and their prompts, the other team responds like children. Check to make sure the “children” need to use extended language to respond.

Comprehension

Story Comprehension

Comprehension

Jean ChallThe 4th Grade Slump

Comprehension

Literal Questions

Wh Questions

Comprehension Strategies

Comprehension

Prediction

Making Connections

Feelings

Retellings

Picture Labeling (describe the pictures)

Background Information

Reader Response (what is your favorite part of the

story?)

Comprehension

What does it look like when reading to children?

ComprehensionNow it’s your turn—

Select a book of your choice and use “stickies” to embed comprehension prompts.

Be sure to use one example of each strategy.

(prediction, retelling, feelings, making connections, background information, picture labeling)

Vocabulary

Vocabulary

Vocabulary

What We Know• Betty S. Bardige notes in her

new book, “Talk to Me, Baby, 2009’’ the amount of playful talk a child experiences before age 3 better predicts later school success than family income or race or social status.

Vocabulary

What We Know

“the most important aspect to evaluate in child care settings for very young children is the amount of talk actually going on, moment by moment, between children and their caregivers.”

Hart and Risley, 2002

Vocabulary

What We Know

In one week a child In one week a child in a high SES family in a high SES family may hear may hear 60,000 60,000 more words than a more words than a child in a welfare child in a welfare family.family.

Hart and Risley, 2002

2,150

1,250620

p. 132

Vocabulary

Dearing, E., McCartney, K., & Taylor, B., 2009

Quality of Pre-school Programs Make a Difference in Middle Childhood

high levels of language stimulation

Access to developmentally appropriate learning materials

A positive emotional climate with sensitive and responsive caregivers

Opportunities for children to explore their environments

Vocabulary

Partatore, Cassano, & Schickedanz, 2010

Latest Research

Impacts grade 3, 4, and beyond, needs to be integral

Early gap in vocabulary rarely closed

Talk must be rich, high quality pre-school programs can make a difference

Books– Unfamiliar topics, complex syntax

Reading words not enough, elaborate discussions, enriching information, providing children with the opportunity to use the words

VocabularyA child who cannot read proficiently A child who cannot read proficiently by the end of third grade by the end of third grade is destined to a lifetime of educational failures is destined to a lifetime of educational failures and, research shows, is more likely to end up in prison. and, research shows, is more likely to end up in prison. The National Institutes of Health considers The National Institutes of Health considers the nation's reading problem so pernicious, the nation's reading problem so pernicious, researchers there have labeled it researchers there have labeled it a major threat to public health.a major threat to public health.

Vocabulary

Why??

Hemmerschnickle

I know how to play hemmerschnickle.

Vocabulary

Why??

Dumblewhazzle

Please hand me the dumblewhazzle.

Vocabulary

Levels of Knowledge

Stage 1--Not familiar with the word

Stage 2--Have seen or heard the word

Stage 3--Know something about it, can relate to it in a situation

Stage 4--Know it well, can explain it and use it

Beck, McKeowen, Kucan (2002)

Vocabulary

Which words to teach?

Vocabulary

Which words to teach?Tier 1 Words

Words We Know Well

RunDog

Playground

Beck, McKeowen, Kucan (2002)

Vocabulary

Which Words to Teach?

Tier 2 Words 4-5 per week

High frequency, used in mature language, found in many contexts 4-5 per week

Above

AmazingBelow

Search

Vocabulary

Which words to teach?Tier 3 Words

Low frequency, used in mature language, used in limited contexts

Knight

KazooKayak

Beck, McKeowen, Kucan (2002)

Vocabulary

Beck, McKeowen, Kucan (2002)

How Do We Teach?

Rich Instruction

Frequent and varied

opportunities

Enhanced language comprehension and production

+ =

Vocabulary

Beck, McKeowen, Kucan (2002)

How Do We Teach?

Your New Words for Tonight

TIER 1,2,3 words

Vocabulary

Coyne, Simmons, Kame’enui, 2004

How Do We Teach Using Storybooks?

•Before, During and After book discussions and activities

•Present words before reading•Define words while reading•Extended discussion and activities

•Provide opportunities for children to use words repeatedly

•Repeated Readings

Vocabulary

Vocabulary

• Now you select a book from your classroom. Identify three to five new words that you would like to teach this week.

• Develop center-based activities to help children learn these new words.

• Share your ideas with your colleagues

Phonological Awareness

Phonological Awareness

What We Know

• Strong predictor of children's success in reading

• Once kids get it, they get it. No need to continue to teach it.

Phonological Awareness

Words are made up of smaller sounds that can be manipulated.

Phonological Awareness

Syllabication: counting syllables in words-how many syllables do you hear in the word monkey?

Rhyming: cat and hat, but not cat and house

Beginning Sounds: bat and beach begin with the same sound

Individual Sounds in Words: c-a-t

Phonological Awareness

Explore the Read with Me eBooks. Read Terry’s tips to get ideas for

center activities.

Fluency

Fluency

What We Know• Ability to read accurately,

quickly and with expression

• We don’t’ expect young children to be fluent

• Can begin to point to words, link pictures to words, hear the tempo when we read with expression.

Fluency

Fluency

Alphabetic Principle

Alphabetic Principle

What We Know• Knowledge of letter

names and shapes is a strong predictor of their success in learning to read. • Remember written

word forms• Words are a sequence

of letters.

Alphabetic Principle

Book and Print Awareness

Book and Print Awareness

Book and Print Awareness

Marie Clay, 2000

Book and Print Awareness

1. Find the front of the book and orienting it correctly2. Note the author and illustrator3. Understand that print contains language and messages (text versus print)4. Where to begin to read on the page, which word to start with

Book and Print Awareness

6. Read left to right7. Point to words, word by word8. Find the first and last word on a page9. Read from one line of text to the next 10. What do punctuation marks mean?

Finding the Jaguars

Book and Print Awareness

Read “Finding the Jaguars” To learn more about book and print awareness

Scavenger Hunt

Book and Print Awareness