Five Day Read Aloud Strategy: For Preschool and Kindergarten Children

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Five Day Read Aloud Strategy For Preschool and
Kindergarten Children

• Presentation for MN RtI Center
• By
• Karen Beckstrom
• Early Childhood Collaborative Planner
• St. Croix River Education District

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Warm Up Activity

• Kids say the darndest things

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Objectives

• Participants will review the research that
  supports a Five Day Read Aloud
• Participants will understand how the Five Day
  Read Aloud fits into the 3 tier RtI system
• Participants will look at the individual
  components for each day of the Five Day Read
  Aloud
• Participants will look at program options

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Meaningful Differences in the Everyday Experience
of Young American Children

• Betty Hart Todd Risley (1995)
• Preschool program failed to equalize the large
  discrepancies in language development of high and
  low income children
• Hypothesis Parenting styles must differ widely

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Study Components

• 42 families with young children
• 13 upper SES (Professional Class)
• 10 middle SES
• 13 lower SES
• 6 on Welfare (Low Income Class)
• They spent 2 1/2 years, one hour per month,
  with each family in their home, recording every
  word spoken between parent and child (childrens
  age range was 10 months - 3 years)

(Working Class)
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Findings

• There are large differences between families and
  these differences add up
• Words children hear per year at home
• Professional Class 11 million words
• Working Class 6 million words
• Low Income Class 3 million words

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Findings contd

• Amount of family talk is a characteristic of low
  and high social and economic class
• Professional Class Talkative
• Working Class vary greatly from most talkative
  to most taciturn
• Low Income Class more taciturn

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Findings contd

• Revelation of the profound effects of environment
  on development and the individuals ability to
  succeed at school and in the workplace
• Not parenting style - just talking more
• Vocabulary has to be connected with adults
• Race, gender, and birth order didnt matter

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Kind of Talk Matters!

• Low Income Homes 80 negative
• Working Class Homes 50 negative
• Professional Class Homes gt 50 of talk was
  positive

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Preventing Reading Difficulties in Young Children

• National Research Council (1998)
• Catherine Snow, Ph. D. (co-author)

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Preventing Reading Difficulties contd

• Best single predictor of success in school is
  vocabulary
• Research has shown the vocabulary children take
  into kindergarten predicts vocabulary over time

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Preventing Reading Difficulties contd

• The quality of adult-child discourse is important
  as is the amount of such interaction
• Key predictors for 4th grade reading success
• Vocabulary from home
• Word recognition taught in school

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Vocabulary

• To obtain sufficient vocabulary for grade-level
  reading comprehension, which is deeply implicated
  in overall academic success, young children need
  to acquire about two new word meanings per day,
  on average from the age of 1, in order to build
  up a stock of about 6,000 root words by grade 2
  (Biemiller Slonim, 2001)

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Vocabulary contd

• For those children adding less than one word per
  day (on average), reading comprehension likely
  will falter and fall below grade level in 3rd
  grade and beyond (Hart Risley, 2003)

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Importance of Language

• Five year olds starting school come in knowing
  between 4,000-12,000 words
• Children need to know 10,000 to 12,000 words to
  be successful readers

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Not Born to Read

• Brain designation for reading is not located in
  specific areas but require many parts to work
  together
• Reading is a different task compared to language
• Breaking the Code very different and difficult

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Early Literacy

• Sadly, more than one-third of Americas young
  children enter kindergarten lacking the pre -
  literacy skills crucial to school success.
  (Partnership for Reading,2001)

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RtI and Read Aloud Strategy
Tier 3
Tier 2
Tier 1
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Repeated Interactive Read-Alouds in Preschool and
Kindergarten (Iannucci, 2007)

• Research has demonstrated that the most effective
  read-alouds are those in which children are
  actively involved asking questions and making
  predictions rather than passively listening
  (Dickinson, 2001)

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Repeated Interactive Read-Alouds in Preschool and
Kindergarten contd

• These read-alouds are called interactive or
  dialogic and result in gains in vocabulary
  (Hargrave Senechal, 2000)
• Merely inviting children to talk during
  interactive read-alouds, however, is not
  sufficient to accelerate their literacy
  development. Instead, growth is related to how
  frequently they engage in analytic talk
  (Dickinson Smith, 1994)

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The Kind of Questions Matter!

• Close-ended question
• Open-ended question
• Creative question
• SEEDS, 2008
  

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Practice Time!

• Choose a book on your table
• In groups, write 2 questions for each type of
  question
• Closed ended question
• Open ended question
• Creative question

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Read Aloud Practices (Iannucci, 2007)

• After observing in hundreds of preschool and
  kindergarten classrooms it was noticed
• Fewer teachers seem to be attempting to read what
  we consider sophisticated stories and nonfiction
  books in preschool and kindergarten

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Read Aloud Practices contd

• Teachers tend to favor reading easier,
  predictable, and concept books (often in Big Book
  format), especially in classrooms with high
  percentages of at-risk children

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Read Aloud Practices contd

• Children need
• Exposure to wide range of stories and books
• See themselves as well as others
• See how characters handle the same life
  experiences as them
• (Barton Booth, 1990)

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Read Aloud Practices contd

• Selecting a wide range of culturally diverse
  books, will help all children find and make
  connections to their own life experiences, other
  books they have read, and universal concepts.
• (Dyson
  Genishi, 1994)

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Read Aloud Practices contd

• Children use real life to help them understand
  books, and books help children understand real
  life. Choose books that invite children to
  respond with enthusiasm and understanding. Look
  for books with rich language, meaningful plots,
  compelling characters, and engaging illustrations
• (Gambrell
  Almasi, 1996)

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Compare Book Types

• Sophisticated and Nonfiction
• Reader infer characters motivations and thoughts
  and connects them to actions
• Expands vocabulary and enhances comprehension

• Predictable and Concept books
• Reader enjoys repeated words and actions
• Children tend to not engage in analytic talk

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Lets Put This Idea to The Test!

• Henny Penny
• by Paul Galdone
• K is for Kissing a
• Cool Kangaroo
• by Giles Andreae

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Day 1

• Book introduction
• Vocabulary support techniques
• Analytical comments and questions
• After reading why questions
• (Iannucci www.readingrockets.org)

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Day 1 Book Introduction

• What you should do
• What you shouldnt do

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Day 1 Vocabulary Support Techniques

• Lesson Plan select 5-10 words or phrases
• Insert a short phrase or sentence while reading
• Point to an illustration to clarify
• Use dramatic gestures
• Use of voice
• Vary pacing of words to fit story

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Day 1 Analytical Comments and Questions

• Keeps children on topic
• A Systematic approach to expand comprehension
• Models metacognition

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Blooms Taxonomy

• Higher Level Questions
• Analysis
• Synthesis
• Evaluation

• Lowest Level Questions
• Knowledge
• Comprehension
• Application

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Day 1 After Reading Questions

• Ask why questions
• Use follow-up probing questions
• Model metacognition

Why do you think
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Day 2

• Discuss story elements
• Ask open ended questions
• Feeling questions
• Discuss beginning/middle/end
• Problem/solution
• Infer, predict, summarize

Reading for accountable talk nicole
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Day 3

• Guided reconstruction of story
• Use illustrations to prompt
• Read some text
• Further extend vocabulary
• Extend some word meanings to a familiar context
• Continue to
• insert verbal explanations of words
• Point to illustrations
• Make dramatic motions
• 
  

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Day 4 Concepts of Print

• Show
• Front of book
• First page
• Where to start reading
• How to move left to right
• Return sweep
• Words/letters

Repeated Read Aloud day 4 rochester
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Day 4 contd

• Notice/locate words and meanings
• Use the word wall
• Vocabulary and sight words
• Stress rhyming words
• Stress alliterative words
• Talk about word chunks (ex. -at)
• Clap out/count syllables and words

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SEEDS of Early Literacy Coaching
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Day 5 Retelling

• Read for enjoyment and concept development
• Act it out!
• Pretend
• Use storytelling props

talking about 5 day
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Alternate Formats

• For 2 day per week program
• Create 4 day lesson plan
• Read over 2 week period
• For 3 day per week program
• Create 3 day lesson plan
• Day 1
• Combine Day 2 3
• Combine Day 4 5

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Revisit Objectives

• Participants will review the research that
  supports a Five Day Read Aloud
• Participants will understand how the Five Day
  Read Aloud fits into the 3 tier RtI system
• Participants will look at the individual
  components for each day of the Five Day Read
  Aloud
• Participants will look at program options

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Questions/Comments

• Karen Beckstrom, EC Collaborative Planner
• Kbeckstrom_at_scred.k12.mn.us
• Direct 320-358-1206
• Metro 651-674-2436