Dialogic Reading CLASS How are these related Suzanne

Dialogic Reading & CLASS How are these related? Suzanne Parrott Barbara Dowling SDAEYC 2014

Typical Literacy Development • • • Three year olds: Recognize a book by the cover Pretend to read Comment on characters Begin to attend to print in books Produce some letter like formations when drawing/writing

Typical Literacy Development • • Four year olds Recognizes local environmental print Pays attention to separable and repeating sounds in language Uses new vocabulary when speaking Identifies 10 alphabet letters, especially those in first name

Typical Literacy Development • • Five year olds Understands that the sequence of letters in a written word represent the sequence of sounds Notices when simple sentences fail to make sense Correctly answers questions related to books Given spoken segments, can merge the sounds into a word

What is Dialogic Reading? Having a conversation about a book. l All about teaching critical thinking skills. l Developing experiential knowledge l Teaching juicy vocabulary l Developing a relationship with a child l Making reading an enjoyable experience l

Having a conversation about a book • Frequent Conversations—back and forth exchanges and contingent responding • Repetition and Extension • Prompting thought processes • Providing information • Scaffolding

All about teaching critical thinking skills • • • Feedback loops—aim for 5 verbal volleys Prompting thought processes Scaffolding Open-ended questions Advanced Language

Developing experiential knowledge • • • Repetition and extension Advanced language—connect familiar words/ideas Provide information Integration of concepts Connections to the real world Concept development Clarity of learning objectives Student interest Effective facilitation Helps children comprehend what they are reading— excellent school readiness skill!

Teaching juicy vocabulary • • • Language modeling and advanced language Student Interest Listening Focused attention Integration

Developing a relationship with a child • • • Positive climate Physical proximity Shared activity Social conversation Matched affect

Making reading an enjoyable experience • • • Flexibility and student focus Support for autonomy and leadership Student expression Restriction of movement Positive Climate Smiling, laughter, enthusiasm Eye contact Warm, calm voice Cooperation and sharing Student comfort Awareness and responsiveness

Make reading aloud FUN!!! • Mem Fox’s reading aloud commandments • Read aloud with animation—hang loose and be loud, have fun and laugh a lot! • Read with joy and enjoyment • Read stories your child loves, over and over again. • Let children hear lots of language by talking to them constantly about the pictures • Look for rhyme, rhythm, or repetition in books • Play games with the things you see on the page • Never teach reading or get tense around books • Read aloud everyday since children love it!

How do I do it? Putting it all together

Choosing a Book— The most important step ! • Choosing high-quality books that… • Have an identifiable plot • Have at least three vocabulary words • Interesting and creative illustrations • Are relevant to children’s lives • Respect the child’s intelligence and abilities • Spark conversations—at least 3 conversational turns • Are based on children’s interests, strengths, or needs • Have patterns that invite children to participate • Engage children’s emotions • Related to children’s special interests and questions

More guidelines on choosing books • Does the book appeal to young children? • Is the content developmentally appropriate? • Does the book encourage discussion about the alphabet and its purpose? • Does the book allow you to focus on word awareness, directionality, or functions of print? • Is this book a good source of discussion topics?

Preparing a book • http: //community. fpg. unc. edu/connectmodules/resources/video-6 -5

Now it is your turn! • Choose a book • Using the suggestions for choosing a book and the CROWD prompts do the following • Identify the elements that make up a high-quality book • Prepare the book with sticky notes placing them in the pages

Taking a Picture Walk • A picture walk helps develop your children’s language and pre-reading skills. • The book picture walk allows you to find out what your child knows based on the pictures and encourages them to think about what they think might happen in the story. • You are not reading the book. You are encouraging your child to talk about the pictures

Reading the book • First time through the book • Repeated readings • http: //community. fpg. unc. edu/connectmodules/resources/video-6 -8

Story retellings • http: //community. fpg. unc. edu/connectmodules/resources/video-6 -10

Extensions • 3 little pigs—what if the wolf was a camel? • Comparing and contrasting 2 versions of the same story or fractured fairy tales • Having the children write their own endings

Working with Parents • CAR • C—Comment and Wait • A—Ask a question • R—Respond by adding a little more

Extending to parents • PEER & Follow the CAR

Pulling it all together! • What do you now understand about DR? • What do you still have questions about? • What will you implement next week related to DR?