why story book reading?. session goals current research read with me ebooks highlights identify...
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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?
25/42
Read with Me eBookshttp://readwithme.cast.org/
What does this mean in the classroom?
26/42
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