1. Why Story Book Reading?

2. Session Goals Current Research Read With Me eBooks Highlights Identify Literacy Prompts

3. Current Research Book and print awareness Early letter and word awareness Phonological awareness Phonics Fluency Vocabulary development Story comprehension

4. 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”**********

5. “Talk” During Storybook Reading

6. “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.

7. “Talk” During Storybook Reading

8. 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?

9. Page 3 1.Do you see the cat? 2.Tell me what you see in this picture.

10. Page 4 1.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

11. 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.

12. Page 6 You don’t need to talk about each page. It’s ok to just read some of the pages.

13. Page 7 1.Is wool from a sheep? 2.Tell me what you know about wool.

14. Page 8 1.Tell me what you know about ducks. 2.Do ducks swim?

15. 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.

16. Page 10 1.Can the peacock climb like the cat? 2.Why do you think the peacock is sad?

17. Page 11 1.I can’t get dirty like the _____ (point to the picture). 2.Read the page without asking the child to help.

18. Page 12 Here is another page that you will just read without asking the child any questions.

19. Page 13 And again! You don’t have to ask a question on each page.

20. Page 14 1.Point to the words on this page. 2.Do you see the words on this page?

21. Page 15 1.Tell me what’s happening in this picture. 2.Is the duck swimming?

22. Page 16 1.Let’s make a prediction. What will the peacock do next? 2.Did the owl ask the peacock to spread his feathers?

23. Page 17 1.Is the peacock happy? 2.Tell me how is the peacock feeling now. How do you know?

24. Page 18 1.Tell me about your favorite part of the story. 2.Did you like this story?

25. 25/42 Read with Me eBooks http://readwithme.cast.org/ What does this mean in the classroom?

26. 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.

27. Comprehension

28. Story Comprehension

29. Comprehension Jean Chall The 4 th Grade Slump

30. Comprehension Literal Questions Wh Questions Comprehension Strategies

31. Comprehension Prediction Making Connections Feelings Retellings Picture Labeling (describe the pictures) Background Information Reader Response (what is your favorite part of the story?)

33. Comprehension What does it look like when reading to children?

34. Comprehension Now 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)

35. Vocabulary

37. 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.

38. 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

39. Vocabulary What We Know In one week a child in a high SES family may hear 60,000 more words than a child in a welfare family. Hart and Risley, 2002 2,150 1,250 620 p. 132

40. 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

41. 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

42. Vocabulary A child who cannot read proficiently by the end of third grade is destined to a lifetime of educational failures and, research shows, is more likely to end up in prison. The National Institutes of Health considers the nation's reading problem so pernicious, researchers there have labeled it a major threat to public health.

43. Vocabulary Why?? Hemmerschnickle I know how to play hemmerschnickle.

44. Vocabulary Why?? Dumblewhazzle Please hand me the dumblewhazzle.

45. 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)

46. Vocabulary Which words to teach?

47. Vocabulary Which words to teach? Tier 1 Words Words We Know Well Run Dog Playground Beck, McKeowen, Kucan (2002)

48. 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 Amazing Below Search

49. Vocabulary Which words to teach? Tier 3 Words Low frequency, used in mature language, used in limited contexts Knight Kazoo Kayak Beck, McKeowen, Kucan (2002)

50. Vocabulary Beck, McKeowen, Kucan (2002) How Do We Teach? Rich Instruction Frequent and varied opportunities Enhanced language comprehension and production + =

51. Vocabulary Beck, McKeowen, Kucan (2002) How Do We Teach? Your New Words for Tonight TIER 1,2,3 words

52. 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

53. Vocabulary

54. 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

55. Phonological Awareness

56. 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.

57. Phonological Awareness Words are made up of smaller sounds that can be manipulated.

58. 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

59. Phonological Awareness Explore the Read with Me eBooks. Read Terry’s tips to get ideas for center activities.

60. Fluency

61. 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.

62. Fluency

64. Alphabetic Principle

65. 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.

66. Alphabetic Principle

67. Book and Print Awareness

69. Marie Clay, 2000

70. Book and Print Awareness 1.Find the front of the book and orienting it correctly 2.Note the author and illustrator 3.Understand that print contains language and messages (text versus print) 4.Where to begin to read on the page, which word to start with

71. Book and Print Awareness 6.Read left to right 7.Point to words, word by word 8.Find the first and last word on a page 9.Read from one line of text to the next 10.What do punctuation marks mean?

72. Finding the Jaguars Book and Print Awareness Read “Finding the Jaguars” To learn more about book and print awareness

73. Scavenger Hunt Book and Print Awareness