1. Read to different audiences
Reading aloud is a way to communicate to an audience. When a reader keeps the audience in mind, he knows that his reading must be fluent and expressive. Provide a variety of opportunities for your child to read to an audience.

2. Read to different audiences
Your child can read to stuffed animals, pets, siblings, neighbors, grandparents – anyone who is willing to listen. This is a good way to show off what was practiced with a repeated reading.

3. Record the Reading
Record the reading – After your child has practiced a passage, have him/her record it with a phone, tape player, Audacity or MP3 device.
Once recorded, your child can listen to his reading and follow along in the book.
Often, he/she will want to record it again and make it even better.
Record yourself reading one of your child’s books. An easy way is to use your phone. If you have an iPhone use Voice Memo (it’s in Extras):
One you are happy with the recording, hit “Done”. You will be prompted to give the recording a name, which will be the book’s name. This will automatically save the date and time of your recording. You will then have a list of all the recordings you have made. Your child can practice over and over again using the file you have saved. One he or she has practiced are ready to show you their great work, they can read aloud to your or even record themselves too.
After your child has practiced a passage, have him/her record it with a tape player or MP3 device. Once recorded, your child can listen to his reading and follow along in the book. Often, he/she will want to record it again and make it even better.

4. Record the Reading
Look for the Voice Memos icon (may be under Utilities on an iPhone) voice recording app on your phone.
Press record and then you are done.
Name the recording after the book is read.
Record yourself reading one of your child’s books. An easy way is to use your phone. If you have an iPhone use Voice Memo (it’s in Extras):
One you are happy with the recording, hit “Done”. You will be prompted to give the recording a name, which will be the book’s name. This will automatically save the date and time of your recording. You will then have a list of all the recordings you have made. Your child can practice over and over again using the file you have saved. One he or she has practiced are ready to show you their great work, they can read aloud to your or even record themselves too.
After your child has practiced a passage, have him/her record it with a tape player or MP3 device. Once recorded, your child can listen to his reading and follow along in the book. Often, he/she will want to record it again and make it even better.

5. Expression
When you read a story, use appropriate expression during dialogue. Encourage your child to mimic your expression. Talk with him/her about what that expression means. For example, if the character is excited about going to the park, he/she should sound like that in his/her voice. Encourage your child to repeat key phrases or dialogue.
Facilitator should model this during the modeling slide. Parents could also practice after the facilitator models.
Some possible books to model with are:
Yo! Yes! by Chris Rischka
Charlotte’s Web by E.B. White (opeing scene)
Pigeon Books by Mo Willems
Diary of a Worm by Doreen Cronin
Click, Clack, Moo by Doreen Cronin
Brown Bear, Brown Bear by Bill Martin Jr.
Bark, George by Jules Feiffer

6. Punctuation
Point out punctuation marks that aid in expression such as question marks, exclamation points, and quotation marks.
Demonstrate how your voice changes as you read differently with each punctuation mark.
Only focus on one punctuation mark per book.
Remember that, first and foremost, it is important to enjoy the story.
Point out punctuation marks that aid in expression such as question marks, exclamation points and quotation marks.
Demonstrate how your voice changes as you read for each. Only focus on one during a book. Remember it is important to enjoy it first and foremost.

7. Modeling of Reading a Book With Expression and Punctuation
Facilitator should model this. Parents can practice after facilitator models
Some possible books to model with are:
Yo! Yes! by Chris Rischka
Charlotte’s Web by E.B. White (opeing scene)
Pigeon Books by Mo Willems
Diary of a Worm by Doreen Cronin
Click, Clack, Moo by Doreen Cronin
Brown Bear, Brown Bear by Bill Martin Jr.
Bark, George by Jules Feiffer

8. Nursery Rhymes
Recite nursery rhymes and poems to build familiar phrases in speech.
Alternate repeating the favorite lines of a poem or nursery rhyme with your child. He/she will mimic your phrasing and expression.
Rhymes
Provide Parents with a nursery rhyme booklet (in folder)

9. Repetitive Text
In a repetitive text, ask your child to repeat the familiar phrase with you. Ex: For the story, “Pete the Cat” your child can recite with you, “I love my ________ shoe.”
Book Suggestions for modeling repetitive text:
Brown Bear, Brown Bear by Bill Martin Jr.
Chicka, Chicka Boom Boom by Bill Martin Jr.
The Gingerbread Man
Peter the Cat I Love My White Shoes, by Eric Litwin
There Was an Old Lady Who Swallowed a Fly
Have You Seen My Cat by Eric Carle
There Was an Old Lady Who Wasn’t Afraid of Anything by Linda Williams
I Went Walking by Sue Williams
From Head to Toe by Eric Carl
Goodnight Moon by Margaret Wise Brown
Green Eggs and Ham by Dr. Seuss
Is Your Mama a Llama? by Deborah Guarino
If You Give a Pig a Pancake by Laura Numeroff

10. Sing Songs
Encourage your child to sing favorite songs and repeat favorite lines of songs.
Create a song book (working on creating one)
Show a video or two of song videos and have parents/children sing along.
Eensy Weensy Spider
Five Little Ducks
Five Little Monkeys
Old MacDonald Had a Farm
The Wheels on the Bus

11. Song Books
Make your own books of favorite songs for your child to practice “reading.” This builds confidence and helps your child identify him/herself as a reader.
Have students select a favorite song.
Write the lyrics to the song to create a book. (or find on the internet)
Have the students “read” the song.

12. Repeat Phrases
Say a sentence to your child and ask him/her to repeat it to you.
Challenge your child to increase the number of words he/she can repeat.
As you say it, put it in meaningful phrases. Ex: The boy / went to the store / with his mother.
page 26
He jumped He jumped into bed He jumped into bed and pulled He jumped into bed and pulled the covers He jumped into bed and pulled the covers over his head.
The cat The cat found a warm place The cat found a warm place to settle down The cat found a warm place to settle down for a nap.

13. Phrasing
Children can practice fluency with common words and phrases in books. For example:
What did they say
Give it back
That’s very good
A long time ago
What is your name
You and I
Pages (print cards for parents)
Directions: Write the phrases on to individual strips or print off a copy of the phrases and cut them into strips. Place in a container and have your child draw them out one at a time to read aloud to you.