2. To provide students with rich experiential background in good children’s literature. To explore content areas through the use of good literature. To provide instruction in alphabet letters and sounds. To support learning through the components of literacy.

3. 1. Why should we use Read Aloud books with children? 2. What constitutes a good Read Aloud book? 3.What is the teacher’s role in Read Aloud? 4. Components of Read Aloud. 5. Read Aloud Sequence. 6. Make and take prop.

4. Allow teachers to scaffold children’s understanding of the book being read Model strategies for making predictions, inferences and explanations And teach vocabulary and concepts.

6. Research has demonstrated that the most effective read-alouds are those where children are actively involved asking and answering questions and making predictions, rather than passively listening.

7. Effective teachers model the role of ideal reader as they read aloud.

8. Model what ideal readers do by explicitly talking as they read, making children aware that they are predicting, making an inference, or changing their ideas about what is happening in a story.

9. 1. Book is slightly above their comprehension level. 2. It lends itself to multiple readings 3. It should have a refrain that children can repeat. 4. For PreK 3’s-it becomes more interesting when it contains rhyme or repetition.

10. 5. For PreK 4’s- includes engaging characters, suspense, a problem and solution. 6. Whole group or small group. 7. Cross curricular activities.

11. Is a systematic method of reading aloud, that allows teachers to: 1. Scaffold children’s understanding of the book being read 2. Model strategies for making predications, inferences and explanations 3. Teach vocabulary and concepts

12. A storybook is read three times in slightly different ways in order to increase the amount and quality of children’s analytical talk as they answer carefully crafted questions.

13. Analytical talk involves making predications or inferences that explain a character’s motivation or connect events from different parts of the story. Teachers prompt children to engage in analytic thinking by making comments that model such thinking and then asking thoughtful questions.

14. Teacher 1. Read 2. Practice 3. Whole Group and Small group. 4. Modifications 5. Decide on predictions and questions. Children 1. Give the children experiences with the new vocabulary. 2. You may do a picture walk.

15. Book Introduction Vocabulary Questions & Comments After Reading Questions Book Introduction Vocabulary Questions & Comments After Reading Questions Book Introduction Vocabulary Questions & Comments After Reading Questions

16. 1. Book Introduction 2. Vocabulary 3. Comments & Questions 4. After reading questions.

19. “I wonder why the Gingerbread Man is being chased by the people and animals?”

20. Why? What if? What’s another way to end the story? What would you do? How would you….? I am thinking…..

21. Book Introduction Vocabulary Comments After Reading Questions Book Introduction Vocabulary Questions & Comments After Reading Questions Book Introduction Vocabulary Questions & Comments After Reading Questions

23. “ Why do you think the Gingerbread Man ran away from the little old man and the little old woman?”

24. “How do you think the animals felt when they couldn’t catch the Gingerbread Man? Or What would you have done to catch the Gingerbread Man?”

25. Retelling Question: “What happens next?” Reconstruction Question: “I wonder what would have happened if the fox did not eat the Gingerbread Man?”

26. Acting out the Story Using Props

27. by B.Sarah Froehlich My gingerbread man Where have you gone? Out of the oven Before you were done. With two little legs you ran and you ran. Please come back to me little gingerbread man.

28. Online Story: Gingerbread Man http://storynory.com/2006/05/06/the-gingerbread-man/ http://www.woodlands- junior.kent.sch.uk/interactive/onlinestory.htm http://www.topmarks.co.uk/stories/gingerbread.htm