Reading Aloud with

Babies and Toddlers

Presented by:

Kim Flower and Debbie Starling Phillips

ELA Kindergarten through Second Grade Specialists for Duval County Public Schools

Agenda Overview of reading aloud to children Nursery rhymes and books Model how to read aloud to children Activity with Article: Reading Aloud with

Babies and Toddlers Active Participation: Practice how to

read aloud Questions ?

Why read aloud?

There is 100% enthusiasm and desire to read in young children

when they start school…

What happens?

By 4th grade, 45.7% of children read for pleasure each day.

By 8th grade, 27% of children read for pleasure daily.

By 12th grade, 24.7% of children read ANYTHING for pleasure daily –

What happened to the 100% we had in K?

“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 to Young Children

Before children know what words are:

Benefit from watching and listening to adults read aloud

Learn basic language and reading concepts

Reading Aloud Should Happen

At home In the classroom

AND, at all age and grade levels!!

Reading Aloud

Associates reading with pleasure Creates and/or builds background

knowledge Provides reading role models

According to Jim Trelease….

Humans are pleasure centered Reading is an accrued skill

AND

Reading aloud provides a means to an end -- the pleasure and love for reading!

Benefits of Reading Aloud It is fun Reading and listening skills are improved and

reinforced Interests and tastes are broadened The imagination is exercised Background knowledge and vocabulary are built Reading maturity develops Reading independence is promoted Lifelong readers may be developed

Stages of Reading Aloud

Talk with babies

“Label”ing a toddlers world

Interactive – “touch and feel” books

Favorite books

Wordless/Predictable books

Waldo, Pop-up, Joke books

Picture books

Beginning chapter books

Chapter books

Why do children become attached to particular books?

Reassurance – family/security (Whose Mouse are You, Robert Krauss)

Identification (Sam’s Teddy Bear, Robert Kraus)

Humor (Curious George, H.A. Rey)

Predictability (Brown Bear, Brown Bear, Bill Martin, Jr.)

Artistic Distinction (The Snowy Day, Ezra Jack Keats)

Rhythm (Bear Snores On, Karma Wilson)

Happy (association w/ feelings) (Blueberries for Sal, Robert McCloskey)

Gimmick books (Where’s Waldo?; Where’s Spot?)

Special Interest (Big Wheels, Anne Rockwell)

Establishing a Successful Read Aloud Time

Make a do not disturb sign and use it. Plan time to read and discuss the book. Do not skip days when reading to your child. Set aside time every day. Don’t let read aloud be an optional activity on

busy days. Let your child know that you enjoy it!

Preparing to Read Aloud 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.

Selecting Books to Read Aloud

Read from multiple genres: alphabet books, rhyming books, fiction, non-fiction, 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”

REMEMBER… the art of listening is an acquired skill – it must be developed and it will take time! (Jim Trelease)

Do’s of Reading Aloud Begin reading as young as possible. Use Mother Goose rhymes to stimulate infant’s language and

listening. 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 child’s name and family members’ names Allow your 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 (i.e., If the story takes

place at night, use a quiet, whisper voice.) Make connections/extensions to books at stores and places in

the community

Don’ts of Reading Aloud

Read books you don’t enjoy yourself! Continue a book if it is a poor choice Select books children have seen on

television Be fooled by awards (they don’t

guarantee good read alouds) Confuse quantity with quality

Reading the Book

Preview the book – discuss the cover Talk about the author and illustrator (song) Talk about the front, back, and spine of the

book Take a picture walk Introduce new concepts or vocabulary Read the story completely! Discuss the story Reread the story and talk about the book

Discussing the Book Research shows that the discussion that

happens during and after the reading is more important than the reading itself

Some questions for discussion during the reading: How do you think the character feels? What will happen next? Why did the character act that way? What is happening in this picture?

Discussing the Book Some questions for discussion after the

reading: What was your favorite part of the book and

why? Did you like how the book ended; why or

why not? What do you think would happen after the

story ended? If you could write a new ending, what would

happen?

The Best Books for Family Reading…

Award winning books (but not always) Attractive covers Beautiful illustrations Good, rich vocabulary Interesting characters Defined plot May include humor Help children solve problems in their lives

Handout Activity Directions: Count off by 1,2 at your table.

1’s read the article, Reading Aloud with Babies

2’s read the article, Reading Aloud with Toddlers

After reading, discuss at your table

Share out findings with whole group

Teaching Children to Care for Books

Model, model, MODEL! Demonstrate how to pick up a book, how to hold it,

and handle it. Teach your child that you value books and he or she will do the same.

Allow your child to practice. The only way children can learn to be responsible

when holding and caring for books is by handling books!

Involve your child in developing book handling rules. “We handle the books with our clean hands.” “We turn the pages gently.”

REMEMBER…

“Being able to handle books independently allows children to “read” the books themselves, using words they

remember from being read to. These activities improve verbal abilities.

Children who are not allowed to handle books will be far less likely to seek out

books for entertainment or information.”

And ABOVE ALL…

Have FUN!!!

Practice Reading a book Practice what we have learned

about reading aloud to young children with your table partners

Choose a book/Preview the book

Read the book to table partners

Questions and Answers

Suggested Sources Book Lists for Reading Aloud

Children’s Literacy Initiative (Click “Professional Development” to find book lists) www.CLIontheweb.org

www.alastrore.ala.org

www.cbcbooks.org

www.brodart.com

www.trelease-on-reading.com

Sources: Family Reading

Jana Crosby, Reading SpecialistRead to Succeed Initiative

Alissa Ongie, Preschool Project Coordinator