choosing appropriate materials to read aloud to early learners

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Lexiles and Literacy Choosing Appropriate Materials to Read Aloud to Early Learners

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Page 1: Choosing Appropriate Materials to Read Aloud to Early Learners

Lexiles and LiteracyChoosing Appropriate Materials to

Read Aloud to Early Learners

Page 2: Choosing Appropriate Materials to Read Aloud to Early Learners

Recognized as the most widely adopted measure of reading ability, more than 28 million Lexile measures are reported from reading programs and assessments annually. Thus, about half of U.S. students in grades 3rd through 12th receive a Lexile measure each year.

Over 60,000 Web sites, 115,000 fiction and nonfiction books, and 80 million articles have Lexile measures, and these numbers continue to grow.

What is a Lexile?

Page 3: Choosing Appropriate Materials to Read Aloud to Early Learners

It is important to note that the Lexile measure of a book refers to its text difficulty only.

A Lexile measure does not address the content or quality of the book.

Lexile measures are based on two well-established predictors of how difficult a text is to comprehend: word frequency and sentence length.

Many other factors affect the relationship between a reader and a book, including its content, the age and interests of the reader, and the design of the actual book.

What does the Lexile measure assess?

Page 4: Choosing Appropriate Materials to Read Aloud to Early Learners

1 Up to 300L 2 140L to 500L 3 330L to 700L 4 445L to 810L 5 565L to 910L 6 665L to 1000L 7 735L to 1065L 8 805L to 1100L 9 855L to 1165L 10 905L to 1195L 11 and 12 940L to 1210L

Lexile-to-Grade Correspondence (50% IQR)

*Notice there is considerable overlap between the grades.

Page 5: Choosing Appropriate Materials to Read Aloud to Early Learners

In addition, the level of support provided during reading and reader motivation have an impact on the reading experience. Students who are interested in reading about a specific topic (and are therefore motivated) often are able to read text at a higher level than would be forecasted by the reader's Lexile measure.

Although a student may be an excellent reader, it is incorrect to assume that he or she will comprehend text typically found at (and intended for) a higher grade level. A high Lexile measure for a student in one grade indicates that the student can read grade-level-appropriate materials at a very high comprehension rate. The student may not have the background knowledge or maturity to understand material written for an older audience. It is always necessary to preview materials prior to selecting them for a student.

The Lexile Forecast

Page 6: Choosing Appropriate Materials to Read Aloud to Early Learners

Picture books are frequently considered for an AD or "adult directed" code because they are usually read to a child, rather than a child reading them independently.

Although seemingly easy reading, picture books can still present a challenging independent reading experience to an age-appropriate reader for reasons of text difficulty and book layout or design.

For instance, Maurice Sendak's Where the Wild Things Are (HarperCollins Publishers) is a beloved read-aloud for preschoolers. Its Lexile measure of 740L, however, is around the average reading ability for someone ending fourth grade. Upon a closer look, the text comprises long sentences and contains some fairly high-level vocabulary such as "mischief," "private," "gnash," and "rumpus." The parent on the couch would help the preschooler sound these words out and decipher these long sentences. Therefore the book is coded adult directed and the measure is AD740L.

Additionally, picture books can have design elements that may visually complicate reading for a child. Factors such as font size, typeface, page layout, legibility, and the relationship between pictures and text may significantly impact reading comprehension.

Lexile CodesAD: Adult Directed

Page 7: Choosing Appropriate Materials to Read Aloud to Early Learners

The NC code is applied to books that have a Lexile measure markedly higher than is typical for the publisher's intended audience or designated developmental level of the book. The NC code is useful when matching high-ability readers with a book that's still at an appropriate developmental level. Alternatively, some picture books with disproportionately high Lexile measures may receive an AD (Adult Directed) code. Seymour Simon's Amazing Aircraft (SeaStar Books) is coded NC710L. Its spine reads "grades 1-3" but its Lexile measure is higher than a typical early elementary school student's ability range. Therefore the book is coded as Non-Conforming.

NC: Non-Conforming

Page 8: Choosing Appropriate Materials to Read Aloud to Early Learners

A text designated as "HL" has a Lexile measure much lower than the average reading ability of the intended age range of its readers. Librarians and booksellers sometimes refer to young adult books with disproportionately low Lexile measures as "high-low" books, meaning "high-interest" plus "low-readability." These books receive an HL code.

Often fiction, HL books are useful when matching older (grade 7 and beyond) struggling or reluctant readers with text at both an appropriate difficulty level and an appropriate developmental level. Despite their short sentences and basic vocabulary, HL books are designed to appeal to readers at a more mature developmental level.

For example, Beth Goobie's Sticks and Stones (Orca Soundings) is classified as a young adult book and measures 430L—an average reading ability for 2nd graders. The book's characters are high-school students who struggle with the many challenges that face high-school students such as dating and gossip. Therefore, the book is coded HL430L.

HL: High-Low

Page 9: Choosing Appropriate Materials to Read Aloud to Early Learners

The IG code is applied to books that consist of independent pieces or sections of text such as in an encyclopedia or glossary. These text pieces could be moved around without affecting the overall linear flow of the book.

Usually nonfiction, IG books are often used as a reference resource rather than read in their entirety like a storybook.

Birds of Prey by Dr. Gerald Legg (Franklin Watts Library) is coded IG. Separate paragraphs are arranged upon the page, functioning more like multiple-sentence captions. A particular reading order is neither indicated by the layout nor important to comprehension. Thus the book measure is IG320L.

IG: Illustrated Guide

Page 10: Choosing Appropriate Materials to Read Aloud to Early Learners

The GN code indicates that the book is a graphic novel or comic book.

The text of GN books appears primarily in voice or thought bubbles integrated into comic book-style illustrations.

Graphic novels tend to contain a larger percentage of dialogue than most other genres of books. They also typically lack some of the required text conventions of dialogue, such as putting "she said" after a quoted sentence, because illustration methods are used to indicate spoken text.

The impact of picture support on reading comprehension is not captured in the Lexile measure of a graphic novel. To Dance: A Ballerina's Graphic Novel (Aladdin) , written by Siena Cherson Siegel and illustrated by Mark Siegel, is coded as GN610L.

GN: Graphic Novel

Page 11: Choosing Appropriate Materials to Read Aloud to Early Learners

A text that receives a Lexile measure of 0L or below is coded BR. The Lexile measure is shown only as BR, without the zero or negative number appearing. These books are appropriate for the emergent reader.

Often BR books are not used for independent reading, but are read aloud by an adult to or with the child. Hop on Pop by Dr. Seuss (Random House) is a BR book.

BR: Beginning Reading

Page 12: Choosing Appropriate Materials to Read Aloud to Early Learners

The NP code is for any book comprising more than 50% non-standard or non-conforming prose.

NP books do not receive a Lexile measure, merely the NP code. Some common examples of non-prose content are poems, plays, songs, recipes, and text with non-standard or absent punctuation.

Since the Lexile Framework is based on prose analysis, Maurice Sendak's Alligators All Around (HarperTrophy) is coded NP. The text of the book is not in complete sentences and lacks punctuation entirely. The text difficulty of such a book cannot currently be assigned a Lexile measure.

NP: Non-Prose

Page 13: Choosing Appropriate Materials to Read Aloud to Early Learners

Very young children are attracted by brightly colored pictures of simple objects.

They are listeners, and respond well to books with simple texts and good rhythms.

Wordless books stimulate them both visually and mentally, and encourage them to create their own stories.

They are delighted with board books and cloth books, which have the virtue of being practically indestructible.

Choosing a Child’s Book: Babies and Toddlers

Page 14: Choosing Appropriate Materials to Read Aloud to Early Learners

Mother Goose, nursery stories, and other books depicting familiar objects and experiences are enjoyable to children in this age group.

These children like listening to slightly complex texts with good rhythm and effective word repetition.

They are also coordinated enough to have constructive fun with toy-like books that may pop up, move, or provide other astonishments.

Preschool and Kindergarten

Page 15: Choosing Appropriate Materials to Read Aloud to Early Learners

For reading to or with children, select picture books with strong storylines and character development.

For the child who is reading independently, choose a book with a straightforward story employing words that will be familiar from everyday use. Some publishers produce books, generally called "easy readers," which independent readers often enjoy.

Third-graders are often able to handle stories of some complexity. The vocabulary should be relatively familiar while including some challenging words.

A lot of informational books have been published for the early grades. These non-fiction books encourage children to read about topics that interest them and to satisfy their curiosity about complex subjects.

Early School Years

Page 16: Choosing Appropriate Materials to Read Aloud to Early Learners

These suggestions will help you choose suitable books. Choose a storybook YOU WILL ENJOY reading aloud. Your enthusiasm (or lack of it) will be contagious. (Note: Always read any book before you share it as a read aloud.)

Select stories that have an interesting plot (story line), frequent dialogue, some suspense and/or adventure, suitable emotional content for the age and background of your children. Match the length of the story with the children's attention spans and listening skills. Begin with short selections. Increase story length gradually. Try using two or three short books in place of a longer story.

Look for books that present a particular idea to the class. Maybe you want to share a vocabulary word. Perhaps you want to teach them about a specific animal.

You may want to talk about a child’s special needs. For example, *Owen*, by Kevin Henkes, deals with a child's need for a security blanket. *Corduroy*, by Don Freeman, is about the importance of finding a friend. *Rainbow Fish*, by Marcus Pfister, demonstrates the rewards of sharing. Read as many children's books as you can. Refer to the book lists for suggestions. When you find an author and/or illustrator you like, look for more of their books. Your list of favorites will grow quickly.

Maybe you want to talk about cultural issues.Look for books that represent a variety of cultures both in content and illustration. Examples include: *Abuella* (Spanish); *Amazing Grace* (Black American); *First Strawberries* (Native American); *My Best Shoes* (multicultural); and * People* (multicultural). Multicultural titles are marked with a plus (+) in the book list. A book is new if the child has not heard it. Therefore, the book's age (i.e. copyright date) is not necessarily important. The books in the book list have copyright dates ranging from 1902 to 1994.

If the book you've chosen to read aloud is not working, stop the reading with a simple statement such as, "I see this is not the right book for us today." Move on to another book or activity. We all make mistakes. Better to acknowledge it rather than spoil the read aloud experience.

Choosing Books to Read Aloud

Page 17: Choosing Appropriate Materials to Read Aloud to Early Learners

Create a special spot for your presentation. This extra attention to your book area shows the children that you think books are

important. Use a basket to hold board books for the youngest children. Infants and toddlers love to

empty the basket and sit among their favorite books. Arrange sturdy crates, wooden boxes, commercial or homemade bookshelves, a shallow

trunk, or pair(s) of bookends to display books. Make your book area cozy and inviting. Add a colorful rug, pillow(s), and a small rocking

chair. Stuffed animals, especially if they are known book characters, are great reading

companions. Many are available, such as, the Goodnight Moon Bunny, Curious George, Peter Rabbit, Clifford the Big Red Dog, Paddington, and others.

Make one of the children's well loved stuffed animals into a book character. For example, a panda could be Milton in *Milton the Early Riser*. A favorite brown teddy can become Corduroy by adding a pair of green trousers with straps (missing one button of course). Look for the possibilities.

Choose a special stuffed animal as a "read aloud mascot." This mascot will be a constant companion in the book center. Puppets work very well. Sometimes they can help introduce a story. They can make comments and ask questions. The mascot will become a "reading friend" for the children.

Establish rules for using the book center and caring for the books. Show by your example how you expect the books to be handled. Tell the children that books are good friends. They need to be treated carefully. A statement, such as, "This book lives on this shelf," helps the children know that it needs to be returned "home" when they finish using it.

Put a sign on your book shelf; "OUR BOOK FRIENDS LIVE HERE!” Wear costumes or bring stickers or other content to bring your book alive.

Organizing Your Presentation

Page 18: Choosing Appropriate Materials to Read Aloud to Early Learners

Allow time for the children to gather and settle in. Make sure each child is comfortable and ready to pay attention. A gentle reminder such as, "It is time to put on your listening ears,"

will help. (Note: avoid taking away reading time as discipline for children who misbehave. Do not associate reading with negative consequences.)

Make yourself comfortable. Whatever your seating arrangement, a low chair, the floor, snuggled on the couch, or in a large chair, be sure that each child can see the book.

When everyone is ready, introduce the book. Include three things:1) A short sentence or two that relates the book to your

children. 2) The title of the book. 3) The author and/or illustrator of the book.

Guidelines for Reading Aloud

Page 19: Choosing Appropriate Materials to Read Aloud to Early Learners

For example: "I know that you like to pet our big black kitty named Mittens. Today our story is about a very special orange kitty in the book called *Annie and the Wild Animals*. Jan Britt is the author who wrote the story. She also illustrated the book with beautiful pictures.

Point to the title as you say it, as well as the name(s) of the author and/or illustrator. Use the words 'Author' and 'Illustrator.' Explain that the author writes the story and the illustrator draws the pictures. Sometimes the same person does both. Gradually children will begin to ask for their favorites.

Move the book around, either as you read or at the end of the page, so that each child can see the illustrations. This is very important because the children are "reading" the pictures as you read the words. In picture storybooks, the illustrations show a lot of the story action.

Try not to block the illustrations with your arm as you turn the pages. Read with expression. Change the pitch (high-low), tone (gentle-rough), and volume (soft-loud) of your voice to show different characters or create a mood.

Pace your reading to fit the story. Let your voice reflect anticipation. A short pause can create suspense. Do not read too quickly. The children need enough time to look at the pictures and think about what they are hearing.

Get involved. Let your facial expressions show the story content by smiling, frowning, showing surprise, angers, etc. Point to characters or objects in the pictures as you read about them.

An Example of An Introduction

Page 20: Choosing Appropriate Materials to Read Aloud to Early Learners

Show motion, as when Peter slides down the hill in *The Snowy Day* by Ezra Jack Keats. Drop blueberries into a small metal pail to echo the sound, "Kuplink, Kuplank, Kuplunk," in *Blueberries for Sal* by Robert McCloskey. Mimic Max's magic trick of "staring into all their yellow eyes without blinking," in *Where the Wild Things Are* by Maurice Sendak.

Don't take away from the story with too many extra motions. Use only those which seem natural and comfortable for you.

Ask the children to take part in any story that has a repetitive phrase. For example, they will enjoy repeating, "Hundreds of cats, Thousands of cats, Millions and billions and trillions of cats," in *Millions of Cats* by Wanda Gag or, "Terrible, horrible, no good, very bad day" in Alexander and the *Terrible, Horrible, No Good, Very Bad Day* by Judith Viorst.

When you have finished reading, close the book and say, "And that's the story of *Annie and the Wild Animals*. Wait a few moments. This gives the children time to ask questions or make comments.

Do not ask, "Did you like the story?" or "Wasn't that a good story?" They will want to please you with a "yes" answer and may not give their true ideas.

If a child says they have already heard the story you are about to read, say, "Oh! I'm so glad" or "Isn't that wonderful. You will need to listen very carefully and see if it's exactly the same story you already know." I'll check with you when we're finished." Be sure to follow through. The child will probably remind you. Remember: reading aloud does not come naturally to everyone.

Doing it successfully comes with practice.

Example (continued)

Page 21: Choosing Appropriate Materials to Read Aloud to Early Learners

You may want or need to provide students with some prior background knowledge by reading a nonfiction book before you read a related fictional story. For example, young children may better understand the story of Stellaluna, by Janell Cannon, if they have previously heard about real bats.

More Help on Choosing a Book(Topical Approach – e.g. Bats)

Page 22: Choosing Appropriate Materials to Read Aloud to Early Learners

There are lots of big books that can be used this way. You could read a nonfiction book that takes the subject beyond what is covered in the textbook. Or you could read a fictional story that relates to the content information.

Many teachers' journals and magazines have reviews of children's books that will help you find books. Book Links, published by the American Library Association, is one of the best. If you can't afford your own subscription, talk to your librarian about getting a subscription for the school. If you find your school library lacking books that relate to a particular content area, talk to your librarian. The librarians I have worked with were always glad to get specific titles requested because it made their job of ordering books much easier.

More Help on Choosing a Book(Related to a Study Area –e.g. Science or Math)

Page 23: Choosing Appropriate Materials to Read Aloud to Early Learners

After you are done with the reading, now you are going to extend the reading experience and further reinforce your topic. If you read “The Carrot Seed” by Ruth Krauss, you might display a packet of carrot seeds. Compare them with familiar seeds such as beans, corn, and sunflowers. Note size differences. Talk about size words (tiny, little, small, enormous, etc.) Show a fresh carrot including the top if possible. Compare it with the carrot in the story. Ask the question, "What would you do with the little boy's enormous carrot?” You may leave carrot seeds in the classroom for the students to plant and grow after you leave. At home, you could talk about children's gardening experiences. Compare them with the little boy in *The Carrot Seed*. Plant carrot or other seeds. Watch them grow. Let the children help water the seeds. Mark days until germination on the calendar.

If you read, “Crictor”by Tomi Ungerer, you could make green play dough and make snakes.2 tbsp cream of tartar1 tbsp vegetable oil1 cup flour2 tsp green food coloringl cup waterl/2 cup salt

Your group might do coloring books, cut-outs, other arts and crafts, etc.

Avoid snacks of any kind due to food allergies.

Extending the Reading Aloud Experience