1 Dialogic Reading Foundations and Framework Volume 1

1 Dialogic Reading Foundations and Framework Volume 1 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12

2 Outcomes • Understand the language and literacy foundations with a focus on dialogic reading. • Understand the language and literacy strategies outlined in the framework that focus on dialogic reading. • Become familiar with the research supporting dialogic reading. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Teacher views What is her dilemma? What is she looking for in an answer? What are some things that you do for similar results? © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 3

4 Early Learning System © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Two California Department of Education Resources © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 5

At 48 and 60 months Foundations With appropriate support After 1 st or 2 nd year 6 of preschool High-quality program © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Framework Strategies • Developmentally appropriate • Reflective and intentional • Individually and culturally meaningful • Inclusive © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 7

Curriculum Framework • Guiding Principles • Encouraging and building on child's self -initiated play • Selecting appropriate materials • Planning and implementing teacherguided learning activities. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 8

Why the focus? 9 Within the classroom, studies conducted with preschool children have shown that interventionenhanced teacherchild interactions have positive effects on the children’s language skills © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 PLF, Vol. 1, p. 84

10 Take a Bite of Research • Read your quotes Dialogic reading by families and caregivers • Choose the two that results in substantial your table group positive change in connects with the language development. most Arnold, Lonigan, Whitehurst, & Epstein, • Visually represent 1994; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Lonigan & them to the group Whitehurst (1998). – Draw, skit, dance, etc. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Such practices as shared reading, when conducted More Research… over time, provide children with a sense of the purposes of literacy…and the processes and skills involved in shared reading. PLF, Vol. 1, p. 84 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 11

12 What is Dialogic Reading? © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

13 What is Dialogic Reading? An interactive form of storybook reading In which an adult helps a child become the storyteller. “Building a Foundation for Preschool Literacy” by Carol Vukelich and James Christie © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

14 Support for Children whose language continued to Dialogic Reading develop the most productively in the early years were those who not only heard language spoken, but who also learned to take part in that talk through the conversational interaction of listening to and responding to one another. Hart and Risley 1999 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

15 Dialogic Reading Example © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

16 Reflect • What did you see? • What did you feel while watching? • What are you still thinking about after watching? © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

17 Language and literacy work together. PCF, Vol. 1, p. 100 Intentional teaching enhances children’s learning experiences. PLF, Vol. 1, p. 7 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

18 The Five Components of CROWD © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 • C stands for completion prompts • R is for recall • O stands for openended prompts • W are who, what, where, when, why, and how • D is for distancing prompts

Completion Prompts • Leave a blank at the end of a sentence and get the child to fill it in. • These are typically books with rhymes or repetitive phrases. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 19

20 Recall Prompts • Asks questions about what happened in a book with which the child is familiar. • Recall helps the child to understand the plot, and to describe a sequence of events. • Recall works for almost all books except alphabet books. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

21 Open Ended Prompts • Prompts that enable children to wonder about the book. • Children may make their own version of the story. • There is no right answer. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

22 Wh Prompts • Questions that ask who, what, where, why, when, or how. • Usually focuses on pictures that the teacher points to asking, “What’s the name of this? ” • Teaches children new vocabulary. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

23 Distancing Prompts • Asks children to relate the pictures or words in the story to experiences that they have had. • Helps the children form a bridge between the book and the world in which they live. – Helps with verbal fluency, conversation, and narrative skills. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

24 PEER • Strategies for asking questions and responding to children when reading a story: • PROMPT • EVALUATE • EXPAND • REPEAT © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Review: Dialogic Reading in Action! • Take out the Dialogic Reading Template (Handout 2). • Fill in the CROWD questions as the teacher in the video facilitates the story. © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012 25

26 Dialogic Reading Technique Completion (fill in the blanks) Recall (remember the story) Open-ended questions (expand thinking) What do you think? What could happen? How could you? What would you do? Who? What? Where? When? Why/How? (ask questions) Distancing (relate questions to life experiences in class or home) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

27 • • • Get your paddles ready Choose a scribe Listen to the question Write the type of question Hold your paddle high Quick Check © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Dialogic Reading Reflections and Planning Questions • What is different from my current reading style? • What do I like about this method of reading? • What will be my planning process? • What strategies can I begin to use next week? • What books will I choose? • My small group will have ____ children. • Each day I will devote ____ minutes to small group reading. 28

29 Family Engagement Dialogic reading by families and caregivers results in substantial positive change in language development. Arnold, Lonigan, Whitehurst, & Epstein, 1994; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Lonigan & Whitehurst (1998). © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

30 Small Group Reading High quality instruction can be a mechanism for building relationships. Theresa Roberts (2008) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

31 Questions for Reflection What are you already doing to connect home and school, and can you think of ways to strengthen this connection? PCF, Vol. 1, p. 127 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

32 Scaffolding for Instruction Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something. PCF, Vol. 1, p. 309 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

33 Universal Design for Learning as a guide for Best Practice • Best practice increases child engagement • Universal design provides for multiple means of – Representation – Engagement – Expression © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Best Practice Strategies • Use visuals • Use movement and gestures • Use synonyms • Point to illustrations • Use rich explanations 34 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

35 Best Practice for Dual Language © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Best Practice Dialogic Reading 36 Strategies to Support English Language Learners • Repeated readings are very important • Use a word in a sentence that is different from the sentence used in the book • Engage parental support by sending home translated versions of the story • Give explicit understandable definitions of words while reading aloud • Provide parents translations of key words that you will focus on in school Dickinson (2005) © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

37 Practicing Best Practices • Find your CROWD questions • Brainstorm for ideas to enhance experience • Choose one idea to fully develop • Be prepared to share with the group © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

I pinky 38 • How can you implement dialogic reading? promise to…… • How will it most benefit your class? • What are you excited about? Tell your elbow partner “I pinky promise to…” © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

39 Bye… Thank you for coming! © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

References 40 • Beck, I. L. , Mc. Keown, M. G. , & Kucan, L. (2002). Bringing Words to Life: Robust vocabulary instruction. New York: The Guilford Press. • Biemiller, A. (2001). Teaching Vocabulary: Early, direct, and sequential. The American Educator, 25(1), 24 -28. • Biemiller, A. (in press). Vocabulary Development and Instruction: A prerequisite for school learning. In Neuman, S. B. and Dickinson, D. K. (Eds. ), The Handbook of Early Literacy Research (vol 2). New York: The Guilford Press.