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Pick an author the children are familiar with (GES)

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Before reading, do a picture walk

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Let the students know that when we read we looks at the pictures but also pay attention to the text. 

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Let the students know that when we read we looks at the pictures but also pay attention to the text. 

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After the reading, have a discussion in which students can make deep connections (LE)

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Allow kids to browse and look for unfamiliar words.

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Allow kids to browse and look for unfamiliar words.

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BM

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Allow kids to browse and look for unfamiliar words.

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Allow kids to browse and look for unfamiliar words.

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ask questions to your audience, GET ENGAGED

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ask questions to your audience, GET ENGAGED

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Use three dimensional characters (finger puppets) MR

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pick a relatable book

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change voice for different characters

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Have an instructional purpose for the read aloud. MR 

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Have an instructional purpose for the read aloud. MR 

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allow for students to have purposeful discussion 

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allow for students to have purposeful discussion 

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TLM

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set a purpose for reading the story

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use

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Use a variety of genres --PS

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During the reading give students time to discuss

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(HLE)

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Scaffold the

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Plan a meaninguful and engaging

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Connect information in the book

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Scaffold the information in the book with things the students already know

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Allow kids time to answer questions --PS

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Stop to explain confusing words or phrases (RAP)

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Stop to explain confusing words or phrases (RAP)

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Allow kids time to answer questions --PS

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(KG)

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Connect information in the book to prior information

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(HLE)

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Connect information into the book

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Ask higher level thinking questions but not too many 

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Ask higher level thinking questions but not too many 

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find a way for your students to make connections TLM

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find a way for your students to make connections TLM

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Pace Yourself When Reading Out loud (RAP)

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Pace Yourself When Reading Out loud (RAP)

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ask higher level thinking questions DR

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Bm

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Ask higher level thinking questions but not 

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Ask higher level thinking questions but not 

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Introduce the story by providing background knowledge and creating predictions (LE)

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Use additional resources to supplement the reading.

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Use additional resources to supplement the reading.

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BM

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Use gestures to help with vocabulary

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Use lots of expression in your voice. (SMT)

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Use lots of expression in your voice. (SMT)