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Connecting the students to the story by asking questions, defining terms and imitating sounds.

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3. Storybook reading helps to build children's content knowledge; Build complex grammar and vocabulary; Can teach specific lessons (social emotional skills, life skills); Learning the skills for early literacy to start reading (word recognition from read-alouds); Exposing to decontextualized language, so children can make their own meaning out of it

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3. Storybook reading helps to build children's content knowledge; Build complex grammar and vocabulary; Can teach specific lessons (social emotional skills, life skills); Learning the skills for early literacy to start reading (word recognition from read-alouds); Exposing to decontextualized language, so children can make their own meaning out of it

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4. Asking questions, such as open ended questions, defining words, making outside, real life connections, and describing the relationship between the illustrations and the story. Being interactive and acting out parts, the intonation of voice can make it interesting. 

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4. Asking questions, such as open ended questions, defining words, making outside, real life connections, and describing the relationship between the illustrations and the story. Being interactive and acting out parts, the intonation of voice can make it interesting. 

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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.

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Using actions such as vocalization, gestures and physical movements

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Using actions such as vocalization, gestures and physical movements

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Use realia to bring context to teaching for DLL and SPED students

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Sample Adapted book for ASD strand/inclusion

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Pre teach vocabulary with visuals
Realia
Keep reading times short, for SPED learners modify or adapt text length.
Select books with patterns and limited number of words per page
Use adapted books and multisensory, interactive strategies for SPED students
Use nonverbal interactive strategies (like thumbs up, thumbs down, etc)
Add music or songs whenever possible
Movement break beforehand and also flexible seating, fidget toys
Incorporate home language
Re-reading the same book multiple times
Encourage children to participate in movement/manipulative aspects of books & encourage them to point to/comment to parts of the book
Encourage and praise each child's contribution