Go Go Go Stop: I Dont Think It Is Possible To Read This Book Without Your Child Joining In
It is the story of little green who comes to help construction machines build a bridge. Little green knows only one word GO! But there was too much GO! Then little red comes along and he has one word as well STOP!
Little green and little red have to learn to work together. Kids will naturally start completing the phrases and even begin recognizing the printed words GO and STOP, which are written in large green and red colored text.
Great for completion prompts and recall prompts especially. Also, great for distancing prompts. For example, you can talk about stoplights when you are driving or playing cars/trucks.
Playing Stop!Go! games are also great for developing self-regulation and this book provides the stop/go language, That is a little too much go! Lets have a little more stop.
Covering The Various Question Tiers With Crowd
CROWD is used to remember the types of questions to ask: completion, recall, open-ended, wh questions, and distancing. An extension of CROWD is CROWD-HS, which is used to encourage distancing prompts related to home and school. Here is an example of CROWD-HS questions for the well-known story of The Three Little Pigs.
Completion question: Ill huff, and Ill puff, and Ill __________ ___________ _________ ___________.
Answer: Blow your house down.
Recall question: Which house couldnt the Big Bad Wolf blow down?
Answer: The one made of bricks.
Open-ended question: Why do you think the first pig built his house out of straw?
Answer: It was the easiest to build. He was lazy.
Wh question: What kind of animal was after the pigs?
Answer: Wolf.
Distancing: How do you think the pigs felt when the wolf tried to get them?
Answer: Scared, angry, sad.
Home question: If you had to build a playhouse at home, what kind would you build?
Answer: Tree house, tent, fort.
School question: The wolf was a bully. He was mean to the three little pigs. What should you do if someone is bullying you at school?
Answer: Tell a teacher. Tell them to stop. Ignore them.
Promoting Young Childrens Early Language And Prereading Skills With Dialogic Reading
Amy R. Napoli, Early Childhood Extension Specialist
Victoria J. Johnson, Graduate Student
Reading aloud to children has been identified as the single most important activity for preparing children to become readers. Reading to children at a young age has many benefits. There are different styles of reading that can encourage childrenâs early language and prereading skills. This NebGuide introduces a specific strategyâdialogic readingâthat caregivers can use to promote childrenâs prereading and language skills.
School readiness: skills that help prepare children for kindergarten. School readiness includes skills such as sustaining attention for at least 5 minutes, speaking in complete sentences, and reciting the alphabet.
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A Visitor For Bear : I Love This Book As A Read
No one ever came to Bears house. It had always been that way, and Bear was quite sure he didnt like visitors. He even had a sign. NO visitors allowed. Until one day a persistent mouse pops up over and over again in unexpected places and Bear, most unexpectedly, discovers he might like visitors after all.
This book lends itself well to completion phrases: And there was the mouse! is a phrase repeated throughout that children love to join in and shout.
Its also great for asking What, where, when, why, how prompts: How does Bear feel?/How does mouse feel? Why did Bear do that?
And Recall prompts:What does Bear do next?
A delightful and naturally interactive book that has the added bonus of showing a range of emotions, which is also great for childrens development of emotion understanding.
Dialogic Reading: Having A Conversation About Books
Dialogic reading involves an adult and child having a dialogue around the text they are reading aloud together. Learn how to use this strategy effectively to help kids build vocabulary and verbal fluency skills and understand story structure and meaning. Downloadable handouts to help guide parents in using dialogic reading are available in English and 14 other languages.
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Dialogic Reading: A Reading Strategy For Preschoolers
What is Dialogic Reading? A systematic way to engage children in conversation about a storybook to build childrens language and vocabulary. The teacher works with a small group of children at a time so that each child can see the pictures in the book and the teacher can engage inconversation with each child.
Whats the difference? When most adults share a book with a preschooler, they read and the child listens. In dialogic reading, the adult helps the child become the teller of the story. The adult becomes the listener, the questioner, the audience for the child. Children learn most from books when they are actively involved.
Dialogic Reading Works Children who have been read to dialogically are substantially ahead of children who have been read to traditionally on tests of language development. Children can jump ahead by several months in just a few weeks of dialogic reading. Over a third of children in the U.S. enter school unprepared to learn. They lack the vocabulary, sentence structure, and other basic skills that are required to do well in school. Children who start behind generally stay behind they drop out, they turn off. Their lives are at risk. Source: Read Together, Talk Together by Whitehurst
Building Your Prompts Write prompts on post its and place throughout your selected book.
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Using Picture Books And Dialogic Reading
You may already know that reading aloud to young children is important. Picture book reading provides children with many of the skills necessary for school readiness. For instance, reading picture books with your child is a great way to teach vocabulary and help your child tell more complete descriptions about what they see. But did you know that how we read to children is as important as how often we read to them?
Dialogic Reading is a method that helps young children become involved in the story. Research has proven that dialogic reading encourages language development substantially more than traditional storybook reading.
The first time you read a book together, you should do most of the talking yourself, making sure that you point out the names of things your child may not know. The next time you read the same book, extend the learning possibilities by trying some of the following dialogic reading activities:
- Books that have clear pictures
- Books that have a simple story
- Books that are not too long
- Books that have pictures of things that are familiar to your child
- Books that show action and detail in the pictures
- Books that are interesting to your child
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Dialogic Reading Actively Involving Your Child In Reading
Theres reading. And then theres dialogic reading. In dialogic reading, adults prompt children with questions and engage them in discussions while reading to them. It promotes give-and-take.
Dialogic reading was developed by Grover J. Russ Whitehurst, PhD, and the Stony Brook Reading and Language Project. How we read to preschoolers is as important as how frequently we read to them, Whitehurst writes for Reading Rockets.
When most adults share a book with a preschooler, they read and the child listens. In dialogic reading, the adult helps the child become the teller of the story. The adult becomes the listener, the questioner, the audience for the child. No one can learn to play the piano just by listening to someone else play. Likewise, no one can learn to read just by listening to someone else read. Children learn most from books when they are actively involved.
An adult, after successive readings of a book to a child, uses the PEER sequence:
| P |
Different Levels Of Questions In Dialogic Reading
A traditional implementation of dialogic reading involves repeatedly reading the same book and interacting around three levels of questions .
- Level 1 questions are basic wh type questions focused on what can immediately be seen in the text. Level 1 also includes introducing new vocabulary. For example, while pointing to a picture, the adult reader may ask, What type of feet does this animal have? Here the adult is looking for a specific, correct response to expand the childs oral vocabulary.
- Level 2 questions are open-ended and are used to solicit the childs feedback. For example, the adult reader might ask, What is happening in this part of the story? Here the adult is trying to encourage the child to share what he or she is thinking about and make meaning from the text.
- Level 3 questions are more advanced and introduce concepts like text features and story components. For example, the adult reader might ask, Who was the main character and how did he feel? This also may include questions that distance the student from the text and connect the story to their own life. For example, How would you feel if that happened to you?
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The Importance Of Early Reading
Reading with children early in life benefits them in many ways, including promoting their school readiness skills. In fact, children who are read to at home at least three times per week are nearly twice as likely to score in the top 25% of reading scores compared with children who are read to less than that. Reading aloud to children helps them develop a variety of skills. It helps them learn new words, exposes them to new ideas, helps develop language skills, strengthens their reading comprehension, and encourages their imagination. Each of these skills is important as children develop more advanced skills and become readers. Reading with children promotes important language and prereading skills while also supporting the bond caregivers share with children.
Prereading skills: skills that help children prepare for reading. This includes things like knowing how to hold a book, knowing the names of letters, and being able to identify rhyming words.
Caps For Sale: A Great One For Asking Children To Problem
Can the peddler outwit the monkeys? Ask your child, what will the monkeys do next? what will the peddler do next? Completion and recall prompts work great in this book too.
So thats my list of favorites, but there are so many great narratives out there that lend themselves to dialogic reading with your children. What narratives is your child loving now? Let me know in the comments below!!
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How To Prompt Children
There are five types of prompts that are used in dialogic reading to begin PEER sequences. You can remember these prompts with the word CROWD.
Distancing prompts and recall prompts are more difficult for children than completion, open-ended, and wh- prompts. Frequent use of distancing and recall prompts should be limited to four- and five-year-olds.
Virtually all children’s books are appropriate for dialogic reading. The best books have rich detailed pictures, or are interesting to your child. Always follow your child’s interest when sharing books with your child.
The Day The Crayons Quit: This Is Another Great Narrative That Engages Children
Why was the purple crayon upset? What did the beige crayon draw? Who should get to color the sun orange or yellow? This is also a great book for distancing or connecting prompts. What do you think red and blue would say to each other? What color do you use to color the sun? What is your favorite crayon?
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What Is Dialogic Reading
How we read to preschoolers is as important as how frequently we read to them. The Stony Brook Reading and Language Project has developed a method of reading to preschoolers that we call dialogic reading.
When most adults share a book with a preschooler, they read and the child listens. In dialogic reading, the adult helps the child become the teller of the story. The adult becomes the listener, the questioner, the audience for the child. No one can learn to play the piano just by listening to someone else play. Likewise, no one can learn to read just by listening to someone else read. Children learn most from books when they are actively involved.
The fundamental reading technique in dialogic reading is the PEER sequence. This is a short interaction between a child and the adult. The adult:
- Prompts the child to say something about the book,
- Evaluates the child’s response,
- Expands the child’s response by rephrasing and adding information to it, and
- Repeats the prompt to make sure the child has learned from the expansion.
Imagine that the parent and the child are looking at the page of a book that has a picture of a fire engine on it. The parent says, “What is this?” while pointing to the fire truck. The child says, truck, and the parent follows with “That’s right it’s a red fire truck can you say fire truck?” .
Teaching Vocabulary Through Dialogic Reading
Recall that an important goal of dialogic reading is to expand the oral language skills of students, particularly vocabulary. One way to do this is to engage in pre-reading activities to teach key vocabulary. Just as there are levels of questions to facilitate dialogue about the text, it is easy to think about vocabulary words in three tiers:
- Tier 1 words are basic vocabulary words that should be in the childs receptive and expressive vocabularies. Tier 1 words in the story of The Three Little Pigs would include: house, pig, wolf.
- Tier 2 words occur with high frequency in texts for mature language users. These words should be taught to help expand the receptive and expressive vocabularies of the child. A Tier 2 word in the story of The Three Little Pigs might be eldest .
- Tier 3 words are domain specific and best learned when needed in a content area or in a specific context. These words are less likely to occur in a story like The Three Little Pigs. However, a more sophisticated version of the story might include the Tier 3 word for the bricklaying tool the third pig used: trowel.
Although some words can be introduced during dialogic reading, it is important to carefully identify and pre-teach any words that might otherwise interfere with a students comprehension of the book. The adult reader can identify Tier 2 words that will be helpful for understanding the current text and that the child is likely to use or read in other settings.
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Dialogic Reading: A Shared Picture Book Reading Intervention For Preschoolers
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Books For Dialogic Reading
Any picture book can be read with these techniques, but some books make it easier. Table 2 includes a list of recommended books. When finding books on their own, caregivers should try to find books that:
- are developmentally appropriate, considering the age and abilities of the child,
- contain rich, detailed illustrations,
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2 to 6 years |
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Covering Question Tiers With Crowd
CROWD is used to remember the types of questions to ask: completion, recall, open-ended, wh questions, and distancing. An extension of CROWD is CROWD-HS, which is used to encourage distancing prompts related to home and school. Here is an example of CROWD-HS questions for the well-known story of The Three Little Pigs.
Completion question: Ill huff, and Ill puff, and Ill __________ ___________ _________ ___________.
Answer: Blow your house down.
Recall question: Which house couldnt the Big Bad Wolf blow down?
Answer: The one made of bricks.
Open-ended question: Why do you think the first pig built his house out of straw?
Answer: It was the easiest to build. He was lazy.
Wh question: What kind of animal was after the pigs?
Answer: Wolf.
Distancing: How do you think the pigs felt when the wolf tried to get them?
Answer: Scared, angry, sad.
Home question: If you had to build a playhouse at home, what kind would you build?
Answer: Tree house, tent, fort.
School question: The wolf was a bully. He was mean to the three little pigs. What should you do if someone is bullying you at school?
Answer: Tell a teacher. Tell them to stop. Ignore them.
If You Give A Mouse A Cookie : This Is The Book I Used As The Example In The Printable
All of the books in this series very naturally lend themselves to interaction. A boy offers a mouse a cookie and that leads to a series of events. The book makes a complete circle , which makes it fun and has children anticipating what that mouse will do next. Great for recall prompts, how does the mouse/boy feel, and completion prompts.
This book is especially good for Why prompts due to the circular logic. Why does the mouse want milk? Why does the mouse draw a picture?
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How To Read To Your Kids: Dialogic Reading With Blue Manatee
Why do you read books aloud to your kids? Are you trying to build their knowledge and vocabulary and set them up for academic success? Are you trying to nurture their creativity and their imagination? Do you want to introduce them to the world and grow their social-emotional skills? Or maybe you just want your kids to grow up loving books because of how much joy they bring. I think its fair to say theres a good chance youre already aware of all of these benefits – but did you know theres actually a certain style of reading that will amplify all of them?
Disclosure: Blue Manatee Press provided us with copies of the books mentioned in this article – Dogs! Cats! and Cows!. All thoughts and reflections are our own.
The reading strategy that Im talking about is called dialogic reading – or having a back-and-forth dialogue with your kids about the text. Its a strategy thats been talked about for many years, and its been put into practice by teachers and librarians all over the world. But it hasnt exactly found its way into every home yet. Im aware of the concept, and I do my best to slow down and ask questions while Im reading – but sometimes I still find myself flying through a book too fast to even enjoy the illustrations.
The best part about dialogic reading is that you can start doing it today with absolutely any of the books in your home. My personal three favorite ways to do this are:
Ask your kids to predict what will happen next in the story.