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LETRS Unit 6 Participant Handouts Fillable 03-21-25

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Read Aloud Resources

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Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33(1), 1-25. doi:10.1023/A:1023666618800

Barber, J., Nagy-Catz, K., & Arya, D. (2006, April). Improving science content acquisition through a combined science/literacy approach: A quasi-experimental study. Paper presented at the annual conference of the American Educational Research Association, Berkeley, CA.

Beck, I.L., & McKeown, M.G. (2001). Text Talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.

Beck, I.L., McKeown, M.G., Hamilton, R.L., & Kucan, L. (1997). Questioning the author: An approach for enhancing student engagement with text. Newark, DE: International Reading Association.

DeBoer, G.E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. doi:10.1002/1098-2736(200008)37:63.0.CO;2-L

Duke, N.K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224. doi:10.1598/RRQ.35.2.1

Duke, N.K., & Kays, J. (1998). "Can I say 'once upon a time'?": Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13(2), 295-318. doi:10.1016/S0885-2006(99)80041-6

Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive readalouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8-17. doi:10.1598/RT.58.1.1

Ford, D.J. (2006). Representations of science within children's trade books. Journal of Research in Science Teaching, 43(2), 214-235. doi:10.1002/tea.20095

Goldenberg, C., & Patthey-Chavez, G. (1991). Discourse processes in instructional conversations: Interactions between teacher and transition readers. Discourse Processes, 19(1), 57-73. doi:10.1080/01638539109544905

Guthrie, J.T., & Ozgungor, S. (2002). Instructional contexts for reading engagement. In C.C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 275-288). New York: Guilford.

Harlen, W. (1997). Primary teachers' understanding in science and its impact in the classroom. Research in Science Education, 27(3), 323-337. doi:10.1007/BF02461757

International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE; Washington, DC: Authors.

Kletzien, S.B., & Dreher, M.J. (2004). Using informational books for read-alouds. In Informational text in K-3 classrooms: Helping children read and write (pp. 45-54). Newark, DE: International Reading Association.

Lane, H.B., & Wright, T.L. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), 668-675. doi:10.1598/RT.60.7.7

Maloch, B. (2008). Beyond exposure: The uses of informational texts in a second grade classroom. Research in the Teaching of English, 42(3), 315-362.

Metz, K.E. (2008). Narrowing the gulf between the practices of science and the elementary school science classroom. Elementary School Journal, 109(2), 138-161. doi:10.1086/590523

National Research Council. (1996). National science education standards: Observe, interact, change, learn. Washington, DC: National Academy Press.

Palincsar, A.S., Brown, A.L., & Campione, J.C. (1993). First-grade dialogues for knowledge acquisition and use. In E.A. Forman, N. Minick, & C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 43-57). New York: Oxford University Press.

Palincsar, A.S., & Magnusson, S.J. (2001). The interplay of first-hand and second-hand investigations to model and support the development of scientific knowledge and reasoning. In S.M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 151-194). Mahwah, NJ: Erlbaum.

Pappas, C.C. (1993). Is narrative "primary"? Some insights from kindergarteners' pretend readings of stories and information books. Journal of Reading Behavior, 25(1), 97-129.

Pappas, C.C., Varelas, M., Barry, A., & Rife, A. (2002). Dialogic inquiry around information texts: The role of intertextuality in constructing scientific understandings in urban primary classrooms. Linguistics and Education, 13(4), 435-482. doi:10.1016/S0898-5898(03)00004-4

Sandora, C., Beck, I.L., & McKeown, M.G. (1999). A comparison of two discussion strategies on students' comprehension and interpretation of complex literature. Reading Psychology, 20(3), 177-212. doi:10.1080/027027199278394

Smolkin, L.B., & Donovan, C.A. (2001). The contexts of comprehension: The information book read aloud, comprehension acquisition, and comprehension instruction in a first-grade classroom. The Elementary School Journal, 102(2), 97-122. doi:10.1086/499695

Smolkin, L.B., & Donovan, C.A. (2003). Supporting comprehension acquisition for emerging and struggling readers: The interactive information book read-aloud. Exceptionality, 11(1), 25-38. doi:10.1207/S15327035EX1101_3

Snow, C.E., Burns, M.S., & Griffin P.(Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Tower, C. (2002). "It's a snake, you guys!": The power of text characteristics on children's responses to information books. Research in the Teaching of English, 37(1), 55-88.

Webster, P.S. (2009). Exploring the literature of fact. The Reading Teacher, 62(8), 662-671. doi:10.1598/RT.62.8.4

Literature cited

Brown, D. (1999). Rare treasure: Mary Anning and her remarkable discoveries. Boston: Houghton Mifflin.

Davies, J. (2004). The boy who drew birds: A story of John James Audubon. Boston: Houghton Mifflin.

Markle, S. (2005). A mother's journey. Watertown, MA: Charlesbridge.

Markle, S. (2006). Little lost bat. Watertown, MA: Charlesbridge.

Markle, S. (2008). Finding home. Watertown, MA: Charlesbridge.

Martin, J.B. (1998). Snowflake Bentley. Boston: Houghton Mifflin.

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Introducing Science Concepts to Primary Students Through Read Alouds: Interactions and Multiple Texts Make the Difference

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This study of first and second graders looked at teacher-led read alouds as a way to introduce science concepts. Results suggest that multiple exposures to a related concept across different stories gave students more time to build a mental representation of important ideas.

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S8 E2: The joy of reading aloud with Molly Ness - Science of Reading: The Podcast

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Many educators understand the value of reading aloud to students, but may not yet have unlocked the full power of these tools as an intentional, consistent, and joyful instructional approach. In this episode, we welcome Molly Ness, author of the r…

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The Haudenosaunee | Journeys Through the Finger Lakes | PBS LearningMedia

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Learn about the indigenous people of the New York State area. The Haudenosaunee, also known as the Six Nations, have lived in the Finger Lakes Region and across New York State. Explore how their example of governance, women's rights, culture, and agricultural lifestyle impacted the US culture and the formation of US government.

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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.

Why are so many children deficient in the skills that are critical to school readiness?

Children's experience with books plays an important role. Many children enter school with thousands of hours of experience with books. Their homes contain hundreds of picture books. They see their parents and brothers and sisters reading for pleasure. Other children enter school with fewer than 25 hours of shared book reading. There are few if any children's books in their homes. Their parents and siblings aren't readers.

Picture book reading provides children with many of the skills that are necessary for school readiness: vocabulary, sound structure, the meaning of print, the structure of stories and language, sustained attention, the pleasure of learning, and on and on. Preschoolers need food, shelter, love; they also need the nourishment of books.

It is important to read frequently with your preschooler. Children who are read to three times per week or more do much better in later development than children who are read to less than three times per week. It is important to begin reading to your child at an early age. By nine months of age, infants can appreciate books that are interesting to touch or that make sounds.

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?" (the prompt) while pointing to the fire truck. The child says, truck, and the parent follows with "That's right (the evaluation); it's a red fire truck (the expansion); can you say fire truck?" (the repetition).

Except for the first reading of a book to children, PEER sequences should occur on nearly every page. Sometimes you can read the written words on the page and then prompt the child to say something. For many books, you should do less and less reading of the written words in the book each time you read it. Leave more to the child.

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.

Completion prompts
You leave a blank at the end of a sentence and get the child to fill it in. These are typically used in books with rhyme or books with repetitive phases. For example, you might say, "I think I'd be a glossy cat. A little plump but not too ____," letting the child fill in the blank with the word fat. Completion prompts provide children with information about the structure of language that is critical to later reading.

Recall prompts
These are questions about what happened in a book a child has already read. Recall prompts work for nearly everything except alphabet books. For example, you might say, "Can you tell me what happened to the little blue engine in this story?" Recall prompts help children in understanding story plot and in describing sequences of events. Recall prompts can be used not only at the end of a book, but also at the beginning of a book when a child has been read that book before.

Open-ended prompts
These prompts focus on the pictures in books. They work best for books that have rich, detailed illustrations. For example, while looking at a page in a book that the child is familiar with, you might say, "Tell me what's happening in this picture." Open-ended prompts help children increase their expressive fluency and attend to detail.

Wh- prompts
These prompts usually begin with what, where, when, why, and how questions. Like open-ended prompts, wh- prompts focus on the pictures in books. For example, you might say, "What's the name of this?" while pointing to an object in the book. Wh- questions teach children new vocabulary.

Distancing prompts
These ask children to relate the pictures or words in the book they are reading to experiences outside the book. For example, while looking at a book with a picture of animals on a farm, you might say something like, "Remember when we went to the animal park last week. Which of these animals did we see there?" Distancing prompts help children form a bridge between books and the real world, as well as helping with verbal fluency, conversational abilities, and narrative skills.

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.

A technique that works

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. We have found these effects with hundreds of children in areas as geographically different as New York, Tennessee, and Mexico, in settings as varied as homes, preschools, and daycare centers, and with children from economic backgrounds ranging from poverty to affluence.

Dialogic reading is just children and adults having a conversation about a book. Children will enjoy dialogic reading more than traditional reading as long as you mix-up your prompts with straight reading, vary what you do from reading to reading, and follow the child's interest. Keep it light. Don't push children with more prompts than they can handle happily. Keep it fun.

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Dialogic Reading: An Effective Way to Read Aloud with Young Children

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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.

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Planning for an Interactive Readaloud with Children in Pre-K, Kindergarten, or 1st Grade

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Planning for an Interactive Readaloud with Children in Pre-K, Kindergarten, or 1st Grade

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Baumann, J.F., Kame'enui, E.J., & Ash, G.E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp, J.R. Squire, & J.M. Jensen (Eds.), Handbook of research on teaching the English language arts (pp. 752-785). Mahwah, NJ: Erlbaum.

Beck, I.L., & McKeown, M.G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 10-20.

Beck, I.L., & McKeown, M.G. (2007). Different ways for different goals, but keep your eye on the higher verbal goals. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 182-204). New York: Guilford.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44-62. doi:10.1037/0022-0663.98.1.44

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Bravo, M.A., Hiebert, E.H., & Pearson, P.D. (2007). Tapping the linguistic resources of Spanish/English bilinguals: The role of cognates in science. In R.K. Wagner, A.E. Muse, & K.R. Tannenbaum (Eds.), Vocabulary acquisition: Implications for reading comprehension (pp. 140-156). New York: Guilford.

Brett, A., Rothlein, L., & Hurley, M. (1996). Vocabulary acquisition from listening to stories and explanations of target words. The Elementary School Journal, 96(4), 415-422. doi:10.1086/461836

Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, & G.A. Miller (Eds.), Linguistic theory and psychological reality(pp. 359-373). Cambridge, MA: MIT Press.

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Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive readalouds: Is there a common set of implementation practices? The Reading Teacher, 58(1), 8-17. doi:10.1598/RT.58.1.1

Green Brabham, E., & Lynch-Brown, C. (2002). Effects of teachers' reading-aloud styles on vocabulary comprehension in the early elementary grades. Journal of Educational Psychology, 94(3), 465-473. doi:10.1037/0022-0663.94.3.465

Herman, P.A., & Dole, J. (1988). Theory and practice in vocabulary learning and instruction. The Elementary School Journal, 89(1), 42-54. doi:10.1086/461561

International Reading Association & National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Newark, DE: International Reading Association.

Justice, L.M. (2002). Word exposure conditions and preschoolers' novel word learning during shared storybook reading. Reading Psychology, 23(2), 87-106. doi:10.1080/027027102760351016

Justice, L.M., Meier, J., & Walpole, S. (2005). Learning words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech, and Hearing Services in Schools, 36(1), 17-32. doi:10.1044/0161-1461(2005/003)

McGee, L.M., & Schickedanz, J.A. (2007). Repeated interactive read-alouds in preschool and kindergarten. The Reading Teacher, 60(8), 742-751. doi:10.1598/RT.60.8.4

Merriam, S.B. (2001). Qualitative research and case study applications in education (2nd ed.). San Francisco: Jossey-Bass.

Newton, E., Padak, N.D., & Rasinski, T.V. (2008). Evidence-based instruction in reading: A professional development guide to vocabulary. Boston, MA: Pearson Education.

Roberts, T.A. (2008). Home storybook reading in primary or second language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition. Reading Research Quarterly, 43(2), 103-130. doi:10.1598/RRQ.43.2.1

Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-406. doi:10.1598/RRQ.21.4.1

Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.C. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Erlbaum.

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Literature Cited

Anholt, L. (2007). Leonardo and the flying boy: A story about Leonardo da Vinci. Hauppauge, NY: Barron's Educational Books.

Cronin, D. (2008). Duck for president. New York: Atheneum.

Dahl, R. (1982). The BFG. New York: Puffin.

MacLachlan, P. (1985). Sarah, plain and tall. New York: HarperTrophy.

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Vocabulary Development During Read Alouds: Primary Practices

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Reading aloud is a common practice in primary classrooms and is viewed as an important vehicle for vocabulary development. Read alouds are complex instructional interactions in which teachers choose texts, identify words for instruction, and select the appropriate strategies to facilitate word learning.

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Step 9 Draft P-12 Mathematics Standards PDF.pdf

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3 Steps to a Science of Reading-Aligned Read Aloud | Learning A-Z

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Dr. Molly Ness shares her 3-step approach to make the most of your storytimes and boost reading development.

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Blank Text Dependent Writing Lesson Template 