EDUC 3142 The Computer in Education

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EDUC 3142 The Computer in Education

• Assignment 1 Teaching a PowerPoint Lesson
• Name Nellie Danke
• Lesson Reading Aloud
• Target Audience Adults reading aloud to
  kindergarteners and first graders (reading
  volunteers, community reading partners, teachers
  aides, Title One teachers, parents)

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Reading Aloud to Children in Kindergarten and
Grade 1

• WHY and HOW

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Reading Aloud Lesson Objectives

• The adult reader will understand why it is
  important to read aloud to young children
• The adult reader will review associated MN
  Language Arts standards for children in
  Kindergarten and Grade 1 (Reading Comprehension
  and Viewing substrands)
• The adult reader will be able to recognize the
  learning benchmarks for reading comprehension and
  viewing in kindergartners and first graders
• The adult reader will learn practical tips in
  reading to young children to gain confidence in
  this skill
• The adult reader will be able to apply these
  techniques when reading aloud to young children

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Why Read Aloud?

• Reading aloud to children helps them develop and
  improve literacy skills through modeling and
  practice - reading, writing, speaking, and
  listening
• Children listen on a higher level than they read,
  listening to other readers stimulates growth and
  understanding of vocabulary and language patterns
  
• Reading to young children promotes language
  acquisition and literacy development and, later
  on, achievement in reading comprehension and
  overall success in school
• Become familiar with the structure of printed
  material
• Listen to the sounds in words and notice how some
  are the same and some are different.
• Expand vocabularies
• Learn more about print concepts, such as, print
  is spoken words written down, the letters in
  words are written in a certain order, and written
  words are separated by spaces
• Helps children become more skilled, independent
  readers

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More Reasons to Read Aloud

• Reading aloud helps children associate reading
  with pleasant feelings
• Gain background knowledge about a variety of
  topics
• Talk about the characters, settings, and plot
  then relate them to their own lives
• Gain exposure to a variety of writing styles and
  structures
• Explore social and moral issues and behaviors
• Discover which authors and writing styles they
  like
• Helps children become motivated, independent
  readers

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MN Language Arts Standards K Grade 1 Reading
Literature Reading Comprehension

• Kindergarten
• The student will listen to and understand the
  meaning of text.
• Benchmarks
• Demonstrate literal comprehension by asking and
  answering questions about narrative and
  informational text.
• Make predictions from illustrations and story
  content.
• Write or draw a response that demonstrates
  comprehension.
• Relate texts to prior knowledge and experiences.

• Grade 1
• The student will actively engage in the reading
  process and use a variety of comprehension
  strategies to understand the meaning of texts
  that have been read or listened to.
• Benchmarks
• Demonstrate literal and inferential comprehension
  by asking and answering questions about narrative
  and informational text.
• Make predictions of outcomes and verify from
  texts.
• Use story illustrations to enhance comprehension.
• Write or draw a response that shows comprehension
  of a story that has been read.
• Relate texts to prior knowledge and experiences.
• Grade 1 students have five additional benchmarks

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MN Language Arts Standards K Grade 1
Speaking, Listening Viewing - Viewing

• Kindergarten
• The student will become familiar with the
  structure of printed material.
• Benchmarks
• Follow print (words and text) from left to right
  and top to bottom.
• Turn pages sequentially from front to back.

• Grade 1
• The student will become familiar with the
  structure of printed material.
• Benchmarks
• Follow print from left to right and top to
  bottom.
• Turn pages sequentially from front to back.
• Identify the cover and title page of a book.
• Recognize common signs and logos.

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Choosing a Book for Kindergarten and Grade 1
Readers

• Think about the children (ages, developmental
  levels, interests) and what you want them to get
  out of the story
• Read stories with simple plots children can
  retell in their own words and easy readers that
  they can reread on their own
• Pattern books with repetitive and predictable
  rhymes, phrases, and story lines let children
  participate
• Read books with rhymes and alliteration to
  reinforce the sounds of letters and words
• Consider the time allotted, the childrens
  listening skills and attention spans when
  choosing the length of the book - a short to
  medium length picture book or part of a beginning
  chapter book is usually appropriate
• Will the entire group be able to see the book?
• Preview the book before you read it to children !
• This will help you decide if it is appropriate
  and what techniques you want to use (more on this
  in the next few slides)

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Before the Story

• Preview the book
• Make sure everyone is comfortable
• Hold the book so everyone can see the page you
  are reading
• Introduce the book
• Read the title, author, and illustrator
• Look at the cover together, and ask the children
  some of the following questions
• What do you think this book is about? Why?
• Where do you think the story takes place?
• Have you ever read anything like this before?
• Flip through the pages and point out the
  illustrations to the children. Make predictions
  based on what you both see in the book.
• Discuss things that the children might have in
  common with the characters or the setting of the
  story.
• suggest things to look and listen for.

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During the Story

• Start again with the title page
• Use your voice make sure you are loud clear
  enough to hear, change your voice to fit the mood
  or action, read at an appropriate pace
• Move your finger under the words as you read
  them
• Exaggerate page turning
• Repeat interesting words and rhymes while
  reading
• Pause and wait so children can say the word that
  ends a repetitive or predictable phrase

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During the Story, cont.

• Talk about the story during the read-aloud
  session
• Add information or change words to help children
  understand more and explain the meaning of new
  words
• Ask children thinking questions and to make
  predictions about the plot, the characters, and
  the setting
• Point out pictures, and ask children to look
  closely to help them comprehend the story
• Allow children to ask related questions or to
  make comments
• Share your own thoughts about the story
• Hints
• Answer questions related to the book save other
  questions for later
• There are times when you may want to save all
  questions for the end of the story

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After the Story

• There should be follow-up to each read-aloud
  session
• At the minimum, ask questions about the story
• What is the title of the story?
• Where does the story take place?
• Who is the most important character? Why?
• What is the problem or conflict in the story? How
  is it solved?
• Does this book remind you of another book? Why?
• How did the story make you feel?
• Did the illustrations help tell the story?
• Has anything that takes place in the story ever
  happened to you?
• Other ideas
• Pretend to be one of the characters in the story
  
• Draw or paint a response to the story
• Write their own story in the same style
• Follow-up ideas are another short lesson

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Sources

• The Read-Aloud Handbook
• Jim Trelease, Penguin, 2006, 6th edition
• "Reading aloud is a commercial for reading.
  ...Think of it this way McDonald's doesn't stop
  advertising just because the vast majority of
  Americans know about its restaurants. Each year
  it spends more money on ads to remind people how
  good its products taste. Don't cut your reading
  advertising budget as children grow older." Jim
  Trelease
• RIF Reading is Fundamental website
• http//www.rif.org

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Which of the following was NOT given as a reason
why it is important to read aloud to young
children?

• a. Motivates children to read on their own
• b. Builds vocabulary
• c. Helps children hear better - WRONG
• d. Models literacy skills like reading speaking
• e. Helps children reach benchmarks in reading
  comprehension

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According to MN Language Arts standards, which of
the following is NOT a benchmark for first
graders in the listening, speaking viewing
strand?

• Hint The standard states The student will
  become familiar with the structure of printed
  material.
• a. Following print (words and text) from left to
  right and top to bottom
• b. Turning pages sequentially from front to back
• c. Identifying the cover and title page of a book
• d. Relating texts to prior knowledge and
  experiences - WRONG
• e. Recognizing common signs and logos

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List two techniques that you should incorporate
while reading aloud to young children

• Use a clear voice
• Modulate your voice to fit the story
• Hold the book so children can see the page you
  are reading
• Exaggerate page turning
• As you read the text, follow along with your
  finger
• Pause to let children supply predictable
  endings
• Ask for predictions
• Use the pictures to help children comprehend and
  predict the plot
• More

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4. Which describes a good book to read aloud to
young children?

• a. A story with a simple plot that children can
  retell in their own words or read on their own
• b. A book of appropriate length
• c. a book containing predictable rhymes, phrases,
  and storylines that let children participate
• d. All of the above - Correct

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More Reasons to Read Aloud

• VFacts About Reading Aloud
• Source Family Reading. NCES Fast Facts. National
  Center for Education Statistics, U.S. Department
  of Education.
• The percentage of young children read aloud to
  daily by a family member is one indicator of how
  well young children are prepared for school.
• In particular, a mother's education is
  consistently related to whether or not children
  are read to by a family member.
• As a mother's education increases, so does the
  likelihood that her child is read to every day.
  In 1999, 70 percent of children whose mothers
  were college graduates were read aloud to every
  day. In comparison, daily reading aloud occurred
  for 53 percent of children whose mothers had some
  postsecondary education, 44 percent whose mothers
  had completed high school but had no education
  beyond that, and 38 percent whose mothers had not
  completed high school.
• Children in families with incomes below the
  poverty line are less likely to be read aloud to
  every day than are children in families with
  incomes at or above the poverty line.
  Thirty-eight percent of children in families in
  poverty were read to every day in 1999, down from
  46 percent in 1996, compared with 58 percent of
  children in families at or above the poverty
  line, which is down from 61 percent in 1996.

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• Still need help choosing a book?
• Spark curiosity with non-fiction books that
  include facts, explanations, new people, places,
  and things
• Build imagination withfolk tales and books with
  animal characters that think and talk like humans
• Help children monitor their own behavior
  withlonger picture books and chapter books with
  messages about how to handle problems and cope
  with difficulties
• Children sometimes identify with characters and
  situationsread series books featuring the same
  characters engaged in new experiences
• Introduce children to age-appropriate books you
  love
• As children expand their language skills,
  vocabulary, and attention spans throughout the
  year, read books with more developed characters,
  plot twists, and descriptive language