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READ ALOUD

D9618132

D9818239
2012.10.1

WHAT IS A PICTURE BOOK?


It is
a) A

book with a series of connected and talking pictures. b) A book that tells a story with both words and pictures. c) A book with a shorter length of words and often with repetitive patterns. d) A type of literature for both preschool and school-age children, and even adults!

REASONS FOR READING PICTURES BOOKS


a)

Children are visually oriented and pictorial images play an important role in their reading.

b)

Children are more involved in the reading process.


Develop thinking ability. Expand childrens knowledge.

c) d)

e)

Language and Literacy development.

f)

Think outside of the box and develop creative imagination.

g)

Is is INTERESTING! FUN! and ENJOYABLE!

PRINCIPLES
a)

b) c)

Humans respond to pleasure. Reading should be a pleasure not a pain. Reading is a skill- the more you do it the better you do it. Children who are read to, read. The more they are read to, the more they read; the better they are read to, the better they read.

WHY READ ALOUD?


The single most important activity for building the knowledge required for essential success in reading is

reading aloud to children.

Becoming a Nation of Readers, 1985

READING ALOUD SHOULD HAPPEN


a)

b)

At home In the classroom

c)

AND, at all age and grade levels!!

READING ALOUD
Associates reading with pleasure. Creates and /or build background knowledge. Provides reading role models.

a) b)

c)

BENEFITS OF READING ALOUD


a)

b)
c) d)

e)
f)

It is fun. Reading and listening skills are improved and reinforced. Background knowledge and vocabulary are built. Reading maturity develops. Reading independence is promoted. Lifelong readers may be developed.

STAGES OF READING ALOUD


a)
b) c) d) e)

f)
g) h)

Talk with babies Interactive touch and feel books Favorite books Wordless/Predictable books Joke books Picture books Beginning chapter books Chapter books

ESTABLISHING A SUCCESSFUL READ ALOUD TIME


a)
b) c) d) e) f)

Make a do not disturb sign and use it. Plan time to read and discuss the book. Do not skip pages when reading to your child. Set aside time every day. Dont let read aloud be an optional activity on busy days. Let your child know that you enjoy it!

a) b) c) d)

e)
f)

Plan to read aloud at least once a day. Choose quality books that you find FUN! Choose books with good illustrations. Consider any vocabulary words that your child might not know. Read the book to yourself BEFORE you read it to your child. Use props to help the story come alive.

PREPARING TO READ ALOUD

SELECTING BOOKS TO READ ALOUD


a)

b) c) d) e)

Read from multiple genres: alphabet books, rhyming books, fiction, nonfiction, wordless books etc. Read as many of your favorites as possible. Never, NEVER read a book that you have not already read! Be open to suggestions/ requests from your child. Try to select books that will have your child listen UP

DOS OF READING ALOUD


a) b) c) d) e)

f)

Being reading as young as possible. Read and reread predictable/repetitive books. Allow your child to insert key words/phrases when rereading. Read OFTEN! Vary length and subject matter. Insert your childs name and family members name.

g) h)

i)
j)

Allow you child to get involved ( hold book, turn pages, etc.) Make sure your child can see the pictures, and talk about the pictures. PRACTICE! Adjust pace/voice to read the story.

DONTS OF READING ALOUD


a) b) c)

d)

Read books you dont enjoy yourself! Continue a book if it is a poor choice. Select books children have seen on television. Confuse quantity with quality.

SHARED-BOOK READING
a)

b)
c) d)

e)
f)

A teaching moment Interactive Activity Opportunity for extended conversation Discussion of the storyline and visual images Go beyond the now and then English only?

BEFORE READING
A.
B.

C.

How to handle a book Prediction (a) Title (b) Image Childrens relevant previous experience and knowledge

**

Theres no right or wrong!

DURING READING
A.

B.

C.

Read Aloud (a) Read by adults and children listen (b) Read by both adults and children (c) Read by children Discuss the visual images The Content Discussion (a) The Five W (b) Beyond the now and then

D.

E.

Relevant language and literacy activities Predict what will happen next

AFTER READING
a) b)

c)
d) e)

Retell the story What children remember from the story Reflection Role-play; readers theater Draw visual images for the story

f)

Write the story (a) Retell (b) From another characters perspective (c) Changing the ending of the story (d) Interview the characters

CONCLUDING THOUGHT
a)

b) c) d)

Shared-picture reading is not only a learning activity, but a interactive fun activity The use of bilingual picture books Involve children in reading books of a variety of topics and formats Be creative about the ways you can use picture books

The Tale of Peter Rabbit (Beatrix Potter, 1902)

Madeline Ludwig Bemelmans (1939)

No, David! David Shannon (1998)

The Giving Tree Shel Silverstein (1964)

Lon Po Po Ed Young (1989)

The Snowman by Raymond Briggs (1978)

Madeline by Ludwig Bemelmans (1939)

Willy the Dreamer Anthony Browne (1997)

Willy the Dreamer Anthony Browne (1997)

Thank you for listening!