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Read With Me! NEW RESOURCE!
A great resource for early reading materials!!!
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CLICK TO ACCESS A PRINTABLE VERSION OF THE HANDOUTS
TODAY’S AGENDA
I Introduction – Why? What? How? II. Demonstration of Training Sessions/Strategies Ø Echo Reading Ø Paired Reading Ø Questioning Strategies Ø Predicting Ø Wordless Books Ø Reader’s Theatre III. Secrets to Success – Getting Knock Their Socks Off Results Ø Recruitment & Retention Ø Program Delivery Ø Data Collection IV. Empirical Support V. Wrap-Up, Questions ----------------------------------------------------------------------------------------------------
Read With Me! Parent Training Program •A comprehensive, cost-effective, easy-to-implement parent training program. •Targets the development of children’s most fundamental skills – talking and reading. •Built on a the current research in early reading and language learning. •Extensively field tested and currently in use in numerous programs across the nation •Applicable for a wide range of ages, target groups, and populations •EASY TO IMPLEMENT, FUN and STRESS-FREE!
Program Goals For Parents •To facilitate parents’ understanding of the importance of reading with their children to develop critical foundation skills for language and literacy. •To teach parents six specific, and proven, strategies to promote interactive reading in the home environment. •To introduce parents to a wide variety of children’s literature that supports the use of these interactive reading strategies. For Children •To provide young children with the pre-literacy and language skill that facilitate success in learning to read and write once they enter school (formal reading instruction). •To help children learn to view reading as a pleasurable activity and help them grow into life-long readers.
Stages of Reading (Steven Bialstock) 1. Learning to love books 2. Enjoying the meaning of books 3. Learning how books work 4. Discovering that print has meaning 5. Memorizing books 6. Rehearsing books 7. Recognizing the words 8. Developing fluency 9. Reading independently
Why does RWM Work? •The strategies are based in extensive research, but are also easy to implement and make reading Fun! and Stress-Free! for all participants. •The training sessions are interactive and motivating. •The suggested books are highly engaging, full of humor, vocabulary, and great pictures.
Secrets to Success •Poll parents for preferred meeting times •Employ multiple reminders (especially for first session) •Secure funds for free books if possible •Provide babysitting and transportation if possible. •Train in multiple sessions – but not too far apart (to keep the momentum going) •Try to provide at least some books that families can take home and keep each session. •Provide incentives for those attending all sessions (special books, gift certificates to book store, etc) •Keep the atmosphere as informal and non-threatening as possible. •Maintain your sense of humor at all times…
Program Delivery •Total Training Time is Approximately 4 hours. This may be split up in a variety of ways: –Single training session – all 6 strategies (1/2 day) –2 sessions – 3 strategies each (2 hours) –3 sessions – 2 strategies each (90 minutes) (RECOMMENDED) –6 sessions – 1 strategy each (45 minutes) •Timing of sessions is also flexible. –Multiple sessions should not be spread too far apart. –Weekly sessions are recommended, but bi-weekly or monthly sessions are possible.
uOriginal parents contact goal - 50. Actual parent contacts - 183 uRate of attrition by parents attending workshops was less than 2% uParent participation increased substantially from week to week as participants encouraged other parents to attend. u100% of parent surveys indicated a positive response to the workshops. ------------------------------------------------------
Effective Reading Techniques for Young Readers
v Allow your child to select some of the books you read. v Talk about the different parts of the book such as front, back, title, author, beginning, end. v Read slowly (but don’t drag it out!). v Consider allowing your child to hold the book and turn the pages. Show them how to turn one page at a time. v Vary your voice by using lots of intonation and stress. v Talk about the story; relate it to the child’s own experiences. v Repeat what the child says; add words to make a full sentence (e.g., Child: “Truck.” Adult: “Yes, that’s a big truck!”) v Monitor the child’s face and behavior for signs of boredom or fatigue and end the session when the child loses interest. v Compliment children on their attempts to read. Tell them they are readers!
Remember, make reading together FUN and STRESS FREE!
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How to Include Children in Echo and Paired Reading
v Choose books that are predictable and contain simple, repetitive phrases. v Choose books that have a simple story sequence with one main idea for each page. v You may need to read a book five times or more before your child feels confident enough to enter into the reading interaction (especially with paired reading). v Move your finger under the words as you or your child says them. For ECHO READING: v You may need to cue your child such as “Copy me” or “Say what I say” or “Now, you say it” to help them know what to do. v Don’t force your child to echo. v Accept all attempts. For PAIRED READING: v Vary the amount of material that the child “reads” according to his or her level. v (Child may only say a word, or a phrase, or whole pages) v Accept all attempts. v If your child is not able or unwilling to join in, just read the phrase yourself and keep going. Don’t force your child to join in.
Remember, make reading together FUN and STRESS FREE! ----------------------------------------------------------------------------------------------------------------------------------------------------
Asking Friendly Questions
v Avoid factual questions such as those starting with who, what, when, or where. v Ask questions that have no one “right” answer (open-ended questions). v Ask questions that develop your child’s ability to think beyond the facts given in the story. v Use phrases such as: “What do you think…….” “How would you feel if…..” “Who might be…..?” v Accept all answers. Give praise for your child’s responses.
Making Predictions
v Choose books that have a high-interest level for your child. v Look for books that give your child an opportunity to make a prediction (such as what might happen next, what might be hidden under the flap, what might a set of clues be describing). v Extend the story by building a new ending. Ask your child what might happen next after the last page of the story. v Children enjoy making silly predictions. Don’t demand that their predictions be exact. v Accept all answers. Give your child lots of praise for using his or her thinking skills. (For example: “What a good idea!” “That’s a great guess!”) Remember, make reading together FUN and STRESS FREE!
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Using Wordless Books
v Choose books that have a simple, sequential format. v Read through the books with your child first, talking aloud the actions and how the characters might feel. v Ask you child to tell you one event that happens on each page as you re-read the book together. v Use Questioning and Prediction strategies to enhance the reading experience. v Try using post-it notes to help child be the “author.” (This helps your child discover that what one says can be written and read again.)
Reader’s Theatre
v Use your child’s natural interest in dramatic play to re-enact familiar literature. v Choose books that have simple, sequential events. v Choose books concerning families, young children, or animals. v Gather simple props or provide paper and craft sticks for making puppets to use in dramatization. v Be prepared to watch your child’s dramatic production over and over and over!
Remember, make reading together FUN and STRESS FREE! -------------------------------------------------------------
JOINING THE LITERACY CLUB
Most children will learn how to read. Whether they will learn to value the ability and use it effectively to direct their lives depends on their experiences with literacy. Through the use of good literature, effective reading strategies, and a fun and stress-free approach to reading, children can learn to be attracted to reading a pleasurable experience. Parents who use this approach to literacy can help their children value reading as a desirable alternative to other activities, and a tool for becoming a successful person. The following suggestions will help you and your child “join the literacy” club for better language and literacy skills. 1. Talk, talk, talk. Children who have good language skills and large vocabularies have a better foundation for reading. Discuss everyday and extraordinary events at length. Point out fun things you notice while driving to school (or daycare, or town, etc.). Talk about what you see in the grocery store. Talk about how bananas, cherries and apples are fruits, and beans, corn, and onions are vegetables. Play the “I Wonder” game. “I wonder where that fire engine is going?” “I wonder why that woman is looking so happy?” 2. Read, Read, Read. Reading to your child is the single most important literacy building activity that you can provide. Children are never too young or too old to be read to. Choose good books and keep reading FUN and STRESS FREE! 3. Demonstrate Literacy. To attract children to reading and writing, we must show them what literate adults do. Children must see parents reading, just as they listened to their parents talk, if they are to learn the importance of reading. Newspapers, magazines, and books should literally overflow in a home that is growing a crop of young readers. 4. Support, Not Correct. Nobody is as good a reader as they could possibly be. Avoid needlessly correcting students as they read with you. Celebrate their attempts to get things right. 5. Build responsibility. Provide opportunities for your child to choose his or her own books. Get a library card. Talk to them about the books they select and later, about whether they liked the book. 6. Set Reasonable Expectations. Don’t expect your child to learn to read overnight, or at the same pace as another child, or to love every book you read. Remember that each child is an individual. We want to encourage reading, not force it upon our children.
YOU DO NOT NEED1. Phonic Books, Phonic Tapes, or Other Workbooks. Would you want to join a club that was having as much fun as a phonics worksheet? Your child will learn phonics once they reach school age. Better to leave this to their classroom teacher. 2. A Critical Eye to Hunt for Errors. If you are looking for errors, you will surely find them – and that is what your child will focus upon. It is more difficult, yet more beneficial, to focus upon the successes. Then you become partners in the Literacy Club!
-------------------------------------------------------------------------------------------------------------------------- Family Book List
Title Author Echo and Paired Reading I Went Walking Sue Williams Bears in Pairs Niki Yekai Silly Sally Audrey Wood Time for Bed Mem Fox Dinosaur Roar! & Dinosaur Stomp Paul & Henrietta Strickland The Very Busy Spider, The Very Quiet Cricket, The Very Lonely Firefly (and others) Eric Carle In the Small, Small Pond Denise Fleming Rosie’s Walk Pat Hutchins One Duck Stuck Phyllis Root Asking Questions and Prediction Mary Wore Her Red Dress Merle Peek Is Your Mama a Llama? Deborah Guarino Look Ana Hoban Bark, George Jules Feiffer Do’s and Don’ts Todd Parr Says Who? David Carter The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear Don Wood Dear Zoo Rod Campbell Spot Series David Hill Q is for Duck Mary Elting & Michael Folsom Wordless Books A Boy, a Dog, and a Frog Mercer Mayer Good Dog, Carl Series Alexandra Day Good Night, Gorilla Emily Arnold McCully Tuesday David Weisner Picnic (series) Emily Arnold McCully Pancakes for Breakfast Tomie DePaolo Anno’s Counting Book Mitsumasa Anno Deep in the Forest Brinton Turkle Reader’s Theatre From Head to Toe Eric Carle Clap Your Hands Pat Hutchins The Seals on the Bus Lenny Hort Five Little Monkeys Jumping… Eileen Christelow You’re Just What I Need Ruth Krauss The Very Busy Spider Eric Carl There was an Old Lady…. Various Authors Marsupial Sue John Lithgow The Wide-Mouthed Frog Kevin Faulkner Hand Rhymes Marc Brown Cat’s Cradle Ann Ackers Johnson Books for Older Kids The Silly, Slimy, Smelly, Hairy Book Babette Cole Look-Alikes, Jr. Joan Steiner A Chocolate Moose for Dinner Fred Gwynne Zoom Istvan Banyal The Jolly Christmas Postman Janet Ahlberg A Porcupine Named Fluffy Helen Lester Tacky the Penguin Helen Lester The Stinky Cheeseman and Other Fairly Stupid Tales Jon Scieszka The Three Little Wolves and the Big Bad Pig Eugene Trivizas Two Bad Ants Chris Van Allsberg I Spy Series Walter Wick Stephen Biesty’s Cross Sections Series Stephen Biesty Hank the Cowdog Series John Erickson Parts and More Parts Tedd Arnold Click Clack Moo. Cows that Type. Dorren Cronin --------------------------------------------------------------------------------------------------------------------------------------------------- Read With Me!Reading Log
Read With Me!
Final Project Evaluation
Primary Reference:
Read With Me! Stress-Free Strategies for Building Language and Literacy (2001). Robertson, S. & Davig, H. Thinking Publications.
May be purchased at www.thinkingpublications.com.
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