Reading Aloud with
Babies and Toddlers
Presented by:
Kim Flower and Debbie Starling Phillips
ELA Kindergarten through Second Grade Specialists for Duval County Public Schools
Agenda Overview of reading aloud to children Nursery rhymes and books Model how to read aloud to children Activity with Article: Reading Aloud with
Babies and Toddlers Active Participation: Practice how to
read aloud Questions ?
Why read aloud?
There is 100% enthusiasm and desire to read in young children
when they start school…
What happens?
By 4th grade, 45.7% of children read for pleasure each day.
By 8th grade, 27% of children read for pleasure daily.
By 12th grade, 24.7% of children read ANYTHING for pleasure daily –
What happened to the 100% we had in K?
“The single most important activity for building the knowledge required for essential success in reading is reading aloud to children.”
Becoming a Nation of Readers, 1985
Reading to Young Children
Before children know what words are:
Benefit from watching and listening to adults read aloud
Learn basic language and reading concepts
Reading Aloud Should Happen
At home In the classroom
AND, at all age and grade levels!!
Reading Aloud
Associates reading with pleasure Creates and/or builds background
knowledge Provides reading role models
According to Jim Trelease….
Humans are pleasure centered Reading is an accrued skill
AND
Reading aloud provides a means to an end -- the pleasure and love for reading!
Benefits of Reading Aloud It is fun Reading and listening skills are improved and
reinforced Interests and tastes are broadened The imagination is exercised Background knowledge and vocabulary are built Reading maturity develops Reading independence is promoted Lifelong readers may be developed
Stages of Reading Aloud
Talk with babies
“Label”ing a toddlers world
Interactive – “touch and feel” books
Favorite books
Wordless/Predictable books
Waldo, Pop-up, Joke books
Picture books
Beginning chapter books
Chapter books
Why do children become attached to particular books?
Reassurance – family/security (Whose Mouse are You, Robert Krauss)
Identification (Sam’s Teddy Bear, Robert Kraus)
Humor (Curious George, H.A. Rey)
Predictability (Brown Bear, Brown Bear, Bill Martin, Jr.)
Artistic Distinction (The Snowy Day, Ezra Jack Keats)
Rhythm (Bear Snores On, Karma Wilson)
Happy (association w/ feelings) (Blueberries for Sal, Robert McCloskey)
Gimmick books (Where’s Waldo?; Where’s Spot?)
Special Interest (Big Wheels, Anne Rockwell)
Establishing a Successful Read Aloud Time
Make a do not disturb sign and use it. Plan time to read and discuss the book. Do not skip days when reading to your child. Set aside time every day. Don’t let read aloud be an optional activity on
busy days. Let your child know that you enjoy it!
Preparing to Read Aloud Plan to read aloud at least once a day.
Choose quality books that you find FUN!
Choose books with good illustrations.
Consider any vocabulary words that your child might not know.
Read the book to yourself BEFORE you read it to your child.
Use props to help the story come alive.
Selecting Books to Read Aloud
Read from multiple genres: alphabet books, rhyming books, fiction, non-fiction, wordless books, etc.
Read as many of your favorites as possible. Never, NEVER read a book that you have not already
read! Be open to suggestions/requests from your child. Try to select books that will have your child “listen UP”
REMEMBER… the art of listening is an acquired skill – it must be developed and it will take time! (Jim Trelease)
Do’s of Reading Aloud Begin reading as young as possible. Use Mother Goose rhymes to stimulate infant’s language and
listening. Read and reread predictable/repetitive books. Allow your child to insert key words/phrases when rereading Read OFTEN! Vary length and subject matter Insert your child’s name and family members’ names Allow your child to get involved (hold book, turn pages, etc.) Make sure your child can see the pictures, and talk about the
pictures PRACTICE!! Adjust pace/voice to read the story (i.e., If the story takes
place at night, use a quiet, whisper voice.) Make connections/extensions to books at stores and places in
the community
Don’ts of Reading Aloud
Read books you don’t enjoy yourself! Continue a book if it is a poor choice Select books children have seen on
television Be fooled by awards (they don’t
guarantee good read alouds) Confuse quantity with quality
Reading the Book
Preview the book – discuss the cover Talk about the author and illustrator (song) Talk about the front, back, and spine of the
book Take a picture walk Introduce new concepts or vocabulary Read the story completely! Discuss the story Reread the story and talk about the book
Discussing the Book Research shows that the discussion that
happens during and after the reading is more important than the reading itself
Some questions for discussion during the reading: How do you think the character feels? What will happen next? Why did the character act that way? What is happening in this picture?
Discussing the Book Some questions for discussion after the
reading: What was your favorite part of the book and
why? Did you like how the book ended; why or
why not? What do you think would happen after the
story ended? If you could write a new ending, what would
happen?
The Best Books for Family Reading…
Award winning books (but not always) Attractive covers Beautiful illustrations Good, rich vocabulary Interesting characters Defined plot May include humor Help children solve problems in their lives
Handout Activity Directions: Count off by 1,2 at your table.
1’s read the article, Reading Aloud with Babies
2’s read the article, Reading Aloud with Toddlers
After reading, discuss at your table
Share out findings with whole group
Teaching Children to Care for Books
Model, model, MODEL! Demonstrate how to pick up a book, how to hold it,
and handle it. Teach your child that you value books and he or she will do the same.
Allow your child to practice. The only way children can learn to be responsible
when holding and caring for books is by handling books!
Involve your child in developing book handling rules. “We handle the books with our clean hands.” “We turn the pages gently.”
REMEMBER…
“Being able to handle books independently allows children to “read” the books themselves, using words they
remember from being read to. These activities improve verbal abilities.
Children who are not allowed to handle books will be far less likely to seek out
books for entertainment or information.”
And ABOVE ALL…
Have FUN!!!
Practice Reading a book Practice what we have learned
about reading aloud to young children with your table partners
Choose a book/Preview the book
Read the book to table partners
Questions and Answers
Suggested Sources Book Lists for Reading Aloud
Children’s Literacy Initiative (Click “Professional Development” to find book lists) www.CLIontheweb.org
www.alastrore.ala.org
www.cbcbooks.org
www.brodart.com
www.trelease-on-reading.com
Sources: Family Reading
Jana Crosby, Reading SpecialistRead to Succeed Initiative
Alissa Ongie, Preschool Project Coordinator