1. The Essence of the Book Introduction
Darnell Todd-Wynn
Education Officer, Reading
Ministry of Education
Curriculum & Assessment

2. The Essence of the Book Introduction
Facilitating Immediate Engagement and Scaffolding During the First Read

3. What Does The Book Introduction Achieve?
Rich introductions to new stories make these stories easier to read at the first reading. Introductions are useful when it is important for children to read a new text with a high degree of successful processing.
M. Clay, By Different Paths, 1998, 172

4. What Does The Book Introduction Achieve?
The book introduction can help students think about and anticipate what could happen in the story, ask themselves questions, make predictions of the outcome, and confirm or disprove their predictions.
Lyons, 2003, p

5. The Introduction What Does It Sound Like?
What happens does not sound at all like teaching. All the interactions take place within an easy conversational exchange that does not dismember the story. It is like the negotiations between a parent and child in the lap-story situation.
M. Clay, By Different Paths, 1998, 174

6. TWIN AIMS IN BOOK READING
To allow the child scope for practicing the orchestration of all the complex range of behaviours he must use.
To encourage the child to use his reading strategies on novel texts and to support his tentative efforts.
Clay, M.M. (1993). Reading Recovery: A Guidebook for Teachers in Training. Page 36

7. CHOICE OF BOOK Choose the reading book very carefully!
Take meaning and language into account
Select one that is well within the child’s control
There should be a minimum of new things to learn
Clay, GB, p. 36

8. ORIENTATION BEFORE READING
Introduce the book and make the child familiar with the story, the plot, the words, the sentences and the writing style.
Clay, GB, p. 37

9. ORIENTATION BEFORE READING (1) THE STORY & THE PLOT
Draw the child’s attention to the important ideas
Discuss the pictures of the whole book.
Clay, GB, p. 37

10. ORIENTATION BEFORE READING (2) THE WORDS, SENTENCES, & WRITING STYLE
Give opportunities for the child to hear and use the new words and structures which he will have to work out from the pictures, the print and the language context.
(Sometimes it is necessary for a child to gain control over a particular language structure first, so that he can use it in his reading.)
Clay, GB, p. 37

11. ORIENTATION BEFORE READING (2)THE WORDS, SENTENCES, & WRITING STYLE
Ask him to find one or two new and important words in the text after he has said what letter he would expect to see at the beginning.
How does this help?
Clay, GB, p. 37

12. FIRST READING of the book with help Why read a whole book?
What do we need to encourage in the early part of the child’s programme?
or with minimum help
When would you encourage the child to read the book after he has looked at the pictures and then told you what the book is about (and without your help)? Clay, GB, p. 37

13. Teaching during the first reading
What are the twin aims of teacher prompts?
to shape up and improve processing of information on continuous texts
to direct the child’s attention to the things he overlooks
Clay, GB, p. 37

14. Helping children to get information from print
HOW?
Prompt to the error
Give the child some information
Avoid too much questioning
Clay, GB, p.38

15. Scaffolding The Expert Teacher What are the characteristics?

16. Scaffolding ‘the expert teacher’
Engages the children by asking them to reflect and discuss feelings
Ensures the children understand the plot and sequence of the story up to the climax
Provides an overview of the story structure
Is a good listener and active participant
Lyons, 2003, p

17. Scaffolding ‘the expert teacher’
Selects words that are critical to the main idea of the story
Ensures students have the language required to get the meaning
Provides for a feed forward system (anticipation and prediction)
Elicits emotional connections to the stories by students
Lyons, 2003, p

18. The Interactions with Learners
Maintains
interactive ease
Increases accessibility
Prompts to constructive activity
M. Clay, By Different Paths, 1998,

19. The Interactions with Learners
Accepts partially correct responses
Provides models
Tightens the criteria of acceptability
M. Clay, By Different Paths, 1998,