Why Read Aloud
Reading aloud is the most important activity leading to language development.
Reading aloud is the best activity to encourage cognitive skills; it builds motivation, curiosity, and memory.
Reading aloud builds a child’s vocabulary by the age of 3.
Reading aloud has been proven to help children manage during times of stress or tragedy.
Reading aloud encourages children to read on their own.
Reading aloud helps children become better readers, better listeners, and become better students.
Reading aloud helps children gain knowledge about the world.
Reading aloud helps lead children to desire to read.
My Favorite Childhood Books
Green Eggs and Ham by Dr. Seuss
This book was first book that I remember my mom reading
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Point out parts of the book, the cover, title, author, and illustrations.
10. Point out parts of the story that your like or that makes experience feelings.
11. MOST IMPORTANT HAVE FUN!!!
Reading Lesson Plan
Before reading
* Ask the children what animals they on the covers of the book.
* Looking at the pictures what time of the day is the story showing.
* Go over vocabulary words that students may not know. (nuzzled, unfolded, scamper, tingled, ect.)
During the Reading
* Ask the students during the reading if they would like to do some of the things Chester liked to do and if they feel the way Chester about coming to school.
Shared Writing
* On a large piece of paper—Write––
_Child’s Name came to school and felt __________. Fill in the blanks with the student’s name and how they feel on the first day of school.
* Talk about all the different feelings that students have on the first day. (excited, scared, sad, happy, ect.)
Activity
“I Love You”
Teach the students how to sign, “I love you” in Sign Language. Then trace the student’s hands on construction paper and help out them out. Show students how to fold the correct fingers to make the “I love you” sign and place a heart sticker in the middle of the
This activity suits the child’s current stage of oral development will interest them and aid in them progressing in their oral development. Children at this stage of development enjoy listening to stories which is good not only for their receptive skills, but also for their expressive language (Fellows and Oakley, 2014), in all four key components of spoken language. It helps with phonemes by getting the child to focus on the phonological patterns throughout the text (Fellows and Oakley, 214). Syntax knowledge allows them to observe the sentence structure and grammar in the book which allows them to develop a stronger awareness of the syntax. Visual aids in storybooks can aid in the child in the understanding of semantics (Fellows and Oakley’s), as the story is read aloud their receptive skills hear those more difficult words, when paired with a visual cue such as a picture in the book the child understands better and thus they are able to gain a better understanding of how to speak these difficult words. A better understanding of pragmatics can also be gained from storybooks as they understand how people communicate in society such as greetings and asking for things (Fellows and Oakley,
On page 4, we read “Deep-sea Treasure Hunters” by Ramona Rivera. Students once again participated in reading, except one = student (Kristina) who claimed she did not like to read aloud. However, she did answer a few questions. I had students underline what they thought the central idea and supporting details of the story were. Afterwards, they shared their answers and explained why they choose certain sentences/phrases to underline as each. We also filled out the chart on the page
...ed to their culture. Then, I’d have the children read the story. After they were done with the story, I’d have the class paint a mural of Esperanza’s neighborhood. Each child would then pick a character, draw a picture of them, and write a short description of the person under the picture. Then, when the mural and character drawings were finished, I would place the pictures of the characters on the mural of Mango Street. I would put each picture near the spot on the mural where the character lived. I think this would be a fun project for the class that will show to me that they know the material in the book.
… Being read to has been identified as a source of children’s early literacy development, including knowledge of the alphabet, print, and characteristics of written language. By the age of two, children who are read to regularly display greater language comprehension, larger vocabularies and higher cognitive skills than their
Show students the cover of the book and read the title and then ask for predictions about the book- Prepare, Read. Read the story aloud to the students cover to cover- Read. After finishing the book: 1. What is the difference between a. and a. Have students write their initial responses to the story in a journal. Ask them to think about how this story is different and similar to the traditional story of the Three Little Pigs.
My first book was “The Only Lonely Panda” by Jonny Lambert. For the most part I followed the same format that I had planned for “If You Give a Moose a Muffin”. The group was smaller so we sat in a half moon shape with me in the front. Still keeping everything on their level. I started by asking the children about the cover and the pictures inside. We talked about pandas and who had seen pandas at the zoo. We also talked about how pandas eat bamboo and how they can be so big and eat leaves. Even though the group was smaller, I still double panned so all the students got a good look at the pictures. Throughout the story, I asked the student various questions about the different animal’s colors and why pandas would have a hard time dancing and
Students who struggle with reading seem to understand better if the book is read-aloud to them. The teachers make the book more interesting which helps the student comprehend the text better. Teachers ask open ended questions during read aloud. This is important because it helps the students understand why we are reading what we are reading. Also, during read alouds the teacher will introduce new vocabulary or new strategies to help with understanding reading. Modeling by the teacher is the most important piece of read alouds. Students understand more of how a good reader thinks and understand the text the more it is modeled and the only way to be properly modeled is through read alouds.
IMPORTANT DETAILS/ HIGHLIGHT Reading aloud or shared bookreading is influential for early childhood it is to promote development of language and other emergent literacy skills to prepare them to school. They will learn the basic parts of reading like recognizing letters and words, turning the pages of the book, and understand the print concepts. The parents should promote awareness of sound patterns, letter-sound relationships, and storytelling. Establish vocabulary growth for children. Two parental styles were designed: describer style and the performance-based oriented style were applied to children.
There was a time in my life when I would have said that reading aloud is not something that someone needs to think about getting better at but my views on this subject have definitely changed over the years. Read aloud is my favorite time of my school day. I feel like there is a bonding that takes place between the class as we share a book together that can happen in no other way. In my opinion, reading aloud to students forms the pleasure connection that is a necessary part of creating lifelong readers. In the text, The Read Aloud Handbook, it explains that in reading you need to have a combination of knowing how to read and also a motivation to read.
As a teacher, you need to encourage all attempts at reading, writing, speaking, and allowing children to experience the different functions and use of literacy activity (The Access Center, n.d.). Moreover, it is crucial for educators to understand phonological awareness and phonics; know what constitutes good children’s literature and how to use it; know children who need additional assistance with beginning reading and writing (Cunningham et al, 2004 as cited in McLachlan et al, 2013, p. 112). Educators also need to plan effective activities to assist children experience reading aloud, listening to other children read aloud, listening to tape recordings, and videotapes so children have opportunities to integrate and extend their literacy knowledge (The Access Center, n.d.). Morrow (1990 as cited in The Access Center, n.d.) notes that classroom with greater teacher facilitation promote literacy behaviours, so it is educators’ role to provide literacy rich
-Read and practice emotions, body language, and facial expressions -Read aloud books are a great way to model reading, build vocabulary and comprehension, discuss meaningful and current topics, and spend quality time with students. -Read aloud books allow a teacher to highlight reading strategies, make text connections, and help students understand what they are reading. Students can also listen to higher language levels than they can read, so reading aloud makes complex ideas more accessible and exposes children to new vocabulary and language
Reading has been a part of my life from the second I was born. All throughout my childhood, my parents read to me, and I loved it. I grew up going to the library and being read to constantly. Especially in the years before Kindergarten, reading was my favorite thing to do. I grew up loving fairy tales and thriving on the knowledge that I could have any book I wanted, to be read to me that night. Having no siblings, my only examples were my parents, and they read constantly. Without a family that supported my love of reading throughout my childhood, I wouldn’t appreciate it nearly as much as I have and do now.
Reading aloud helps a child’s memory, curiosity, and it builds their motivation (“Importance of Reading Aloud”). “Reading aloud introduces the language of books which differs from language heard in daily conversation, on television, and in movies. Book language is more descriptive and uses more formal grammatical structures”. Children learn many things while being read to. The more books that are read to children, the more their vocabulary expands. Reading to children can introduce them to different literature they might not find on their own (Koralek). Another essential skill that children need is the ability to listen, which they learn while being read to (“Importance of Reading Aloud”). Not only does reading give children the ability to listen, it gives them the ability to understand how stories work. “The more a child knows about and experience the joys of reading before kindergarten, the easier it will be to learn to read,” (“Why Reading to Children Is Important”). Reading is fun and the more it is done, the more children will enjoy it
Our readings reference many previously researched benefits of Interactive Reading which include (but certainly are not limited to) developing children's joy of learning, art of listening, vocabulary, concepts of print, patterns and structures of written language, understanding of different genres, oral language expression, and understanding of the components, structure, and function of narrative discourse, connection with others and the world. (Fisher et all, 2006, p. 8-16).
One positive element of reading is that it gives children the opportunity to develop their thoughts on books, which strengthens their cognitive development and encourages deeper thoughts.