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Brown Bear

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"When children read an unfamiliar book, they are required to innovate, bringing more of their own schema, personality, and purpose to the task." pg. 51

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We can show the child how to act out the story and how to give voice to characters.

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We can show the child how to act out the story and how to give voice to characters.

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When a child tries to read an unfamiliar book they need opportunities to independently orchestrate all of the strategies they've learned & the need opportunities to problem-solve on their own.

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When a child tries to read an unfamiliar book they need opportunities to independently orchestrate all of the strategies they've learned & the need opportunities to problem-solve on their own.

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Have the child make predictions about the story by using  the illustrations. He/She starts to construct meaning without the help of an adult. It requires engagement and persistence which helps build stamina. 

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Have the child make predictions about the story by using  the illustrations. He/She starts to construct meaning without the help of an adult. It requires engagement and persistence which helps build stamina. 

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When connecting one page to another we can show the child how to turn back a page to remind the child of what's going on if he/she gets stuck. 

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When connecting one page to another we can show the child how to turn back a page to remind the child of what's going on if he/she gets stuck. 

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Ask the child to predict while reading the story. I wonder...

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Silly Sally

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You can support the child by discussing the story with them and having them retell it to you in sequence using their own words

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You can support the child by discussing the story with them and having them retell it to you in sequence using their own words

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An unfamiliar book opens up a whole new world to the reader - talk about EXCITING!

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An unfamiliar book opens up a whole new world to the reader - talk about EXCITING!

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We can ask questions to help the child invest more into the book. We can ask them why things happened or how a character may be feeling.

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It can build their stamina for an unfamiliar task. This can help them later when trying new things whether they be academic or not. 

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It can build their stamina for an unfamiliar task. This can help them later when trying new things whether they be academic or not. 

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I would say this is a level 3 because she is reading a familiar text and using textual accuracy. Lovely is not a word she would typically use.

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Collins & Glover state, When children children have regular opportunities to read unknown books before they're able to read conventionally, they do some important tasks as readers and they develop some constructive learning habits. (p.50)

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To keep the child engaged in the story you might have to stop and ask the student questions about the characters or even help make some connections for them so they stay engaged in the book 

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To keep the child engaged in the story you might have to stop and ask the student questions about the characters or even help make some connections for them so they stay engaged in the book 

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If the student is not connecting the text from one page to another you can model  to the student by using connecting words such as, "And then..." and "After that..."

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If the student is not connecting the text from one page to another you can model  to the student by using connecting words such as, "And then..." and "After that..."

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Before reading a familiar text discuss story elements (main character, setting, problem, solution) with student, and ask him to think about those as he is reading.  After reading, discuss again in an effort to make more connections with the text.

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Before reading a familiar text discuss story elements (main character, setting, problem, solution) with student, and ask him to think about those as he is reading.  After reading, discuss again in an effort to make more connections with the text.

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Reading an unfamiliar book is challenging and encourages students to be persistent and focused.

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Reading an unfamiliar book is challenging and encourages students to be persistent and focused.

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We can model how to carry one page to the next to create cohesion between pages by using connecting words such as "And then..." and "After that...".

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We can model how to carry one page to the next to create cohesion between pages by using connecting words such as "And then..." and "After that...".

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Level 4..."if you close your eyes, you might think the child is reading conventionally" pg. 42

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QR 3.6 Hannah Reads Bad Case of Stripes (Familiar)

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"These experiences with unfamiliar books are important to children's development as readers, meaning-makers, risk-takers, and problem-solvers." pg. 47

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"These experiences with unfamiliar books are important to children's development as readers, meaning-makers, risk-takers, and problem-solvers." pg. 47

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Level 3 she uses text from the story "Come a little closer" and connects one page to another

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We want the students to feel confident to choose unfamiliar books to read, think about their future love for books and reading!

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We want the students to feel confident to choose unfamiliar books to read, think about their future love for books and reading!

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There Was An Old Lady Who Swallowed A Fly.
Sent by: Elaine Mayer

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There was an old lady who swallowed the fly

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Book: There Was An Old Lady Who Swallowed A Fly

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Book: There Was An Old Lady Who Swallowed A Fly

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Students can retell a story using character props or puppets. Students get excited to retell the stories or reenact them with puppets. These tools help support their comprehension and sequencing of events.
Sent by: Elaine Mayer

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Sent By: Elaine Mayer                The illustrations of a book help children understand what they are reading and allow readers to analyze the story. When children are having difficulty, the illustrations can help them figure out the meaning of what they are reading.  

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Sent By: Elaine Mayer                The illustrations of a book help children understand what they are reading and allow readers to analyze the story. When children are having difficulty, the illustrations can help them figure out the meaning of what they are reading.  

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Level 3  she connects one page to another to create a cohesive reading.

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Level 3  she connects one page to another to create a cohesive reading.

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https://images-na.ssl-images-amazon.com/images/I/510gSLUUueL._SX258_BO1,204,203,200_.jpg

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Having students read unfamiliar books helps build stamina and helps them create new experiences. 

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Having students read unfamiliar books helps build stamina and helps them create new experiences. 

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We can ask questions and have the child retell the story in their own words. 

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We can ask questions and have the child retell the story in their own words. 

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Allowing children to read an unfamiliar book helps to strengthen their problem-solving skills.

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Both children are demonstrating a language level 3. They are able to read the book cohesively while elaborating on the text and illustrations.

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Having them look at the pictures will help them connect to what is happening on each page.

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Having them look at the pictures will help them connect to what is happening on each page.

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He was reading at a level 4, connecting the text, adding actions to the story, and reading from left to right.

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The advantage of having students read unfamiliar books interpret what the story is going to be about.

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When a student reads unfamiliar books it allows them to use the illustrations to interpret what is happening in the story.

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She is using level 4 while reading this familiar book.  She relies on picture cues while reading with accuracy, intonation and expression.

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She is using level 4 while reading this familiar book.  She relies on picture cues while reading with accuracy, intonation and expression.

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Having students read unfamiliar books helps to develop stamina with challenging tasks and helps sharpen their abilities to stay focused.

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Having students read unfamiliar books helps to develop stamina with challenging tasks and helps sharpen their abilities to stay focused.

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Ask the child to think about why things happened and what the characters might be thinking or feeling.

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Ask the child to think about why things happened and what the characters might be thinking or feeling.

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"We can model full sentences and elaboration." Kids nowadays especially need this modeling. They often do not come to school with good language and conversation skills. Or often, English is not even spoken in the home. 

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"We can model full sentences and elaboration." Kids nowadays especially need this modeling. They often do not come to school with good language and conversation skills. Or often, English is not even spoken in the home. 

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Also, "we can teach the child how to use the pictures/illustrations to remind them of what is going on with the text."

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They "problem-solve independently and take managed risks as they explore a safe unknown." 

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They "problem-solve independently and take managed risks as they explore a safe unknown." 

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(My video was too large to upload.) I would say this student read this mostly on a level 3. He expresses a high level of interest in this book. He connects one page to each other. He notices illustrations and uses that to get the meaning of the story. He does not read the text with complete accuracy, but he does use lots of voice as he reads with excitement, which is a level 4.

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Every student will have a different language level-- discern that level and then ask individualized questions to further their instruction.

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Every student will have a different language level-- discern that level and then ask individualized questions to further their instruction.

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It provides for a deeper level of attention, allows for problem-solving independence,and develops stamina for focus and staying on task.

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It provides for a deeper level of attention, allows for problem-solving independence,and develops stamina for focus and staying on task.

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We can teach the child how to use the pictures/illustrations to remind her of the text if she forgets or loses her place or to help her add language from the text.

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The student is using level 4 while reading this book. She is able to read this book "Mrs. Wishy-Washy" with accuracy. "Reads with attention to print." pg.43

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Reading unfamiliar books gives the students opportunities to make hypotheses, inferences, and predictions using the clues the book provides along with all of the experiences and schema they bring to their reading.

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*This is Krissy. I Can't figure

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An advantage to a student reading an unfamiliar book would be that it allows them to progress through and interpret the book without any prior knowledge. The drive to interpret a book on their own can help with personal confidence not only in reading, but also in other tasks as they grow and develop.

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Familiar and lends itself to predeicting

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What will the next page say?

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It encourages children to use their own schema.

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In a predictable book such as Are You My Mother you can prompt the child by asking what do you think he will ask the next animal or object?

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In a predictable book such as Are You My Mother you can prompt the child by asking what do you think he will ask the next animal or object?

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Unfamiliar texts encourage students to rely on picture clues and prior knowledge.  It also invites them to take risks.

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Unfamiliar texts encourage students to rely on picture clues and prior knowledge.  It also invites them to take risks.

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Unfamiliar text is great for picture walks and having the students predict based on what they are seeing in the pictures. 

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Unfamiliar text is great for picture walks and having the students predict based on what they are seeing in the pictures. 

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Level 3 they were following the pattern from the previous page. 

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Level 3 they were following the pattern from the previous page. 

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Ask questions to help them dig deeper, such as open ended questions. 

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Ask questions to help them dig deeper, such as open ended questions. 

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I just star by saying it's one of my favorite books

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I just star by saying it's one of my favorite books

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By reading unfamiliar books they can get used to doing picture walks

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By reading unfamiliar books they can get used to doing picture walks

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Students love to "re-read" a familiar story to themselves or with a partner in the Reading Center. 

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Students love to "re-read" a familiar story to themselves or with a partner in the Reading Center. 

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"We can model full sentences and elaboration." Kids nowadays especially need this modeling. They often do not come to school with good language and conversation skills. Or often, English is not even spoken in the home.

Andrea Spaulding
2d
"We can model full sentences and elaboration." Kids nowadays especially need this modeling. They often do not come to school with good language and conversation skills. Or often, English is not even spoken in the home. 
Also, "we can teach the child how to use the pictures/illustrations to remind them of what is going on with the text." 
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Every student will have a different language level-- discern that level and then ask individualized questions to further their instruction.

kristinaconnor
2d
Every student will have a different language level-- discern that level and then ask individualized questions to further their instruction.
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kristinscott 19h
We can show them/point to the pictures on the page and ask what the student thinks the characters are feeling or doing in that particular part/scene of the story.
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We can teach the chi

Bailey Waller
1d
 We can teach the child how to use the pictures/illustrations to remind her of the text if she forgets or loses her place or to help her add language from the text.
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Brown Bear, Brown Bear

mauracuny
9h
Brown Bear, Brown Bear
What will the next page say?
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What is happening in this picture?

Pamela Ingle
6h
What is happening in this picture?
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In a predictable book such as Are You My Mother you can prompt the child by asking what do you think he will ask the next animal or object?

Carey Pomaro
6h
In a predictable book such as Are You My Mother you can prompt the child by asking what do you think he will ask the next animal or object?
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Ask questions to help them dig deeper, such as open ended questions.

Mrs. Steele
2h
Ask questions to help them dig deeper, such as open ended questions. 
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I just star by saying it's one of my favorite books

Sara Rullan - Guzman
2h
I just star by saying it's one of my favorite books

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Level 3-the student is able to read the words accurately from left to right. She needs direction to go to the next page.

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Model how to transition from one page to the next. example: Next...And then...After that...

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Model how to transition from one page to the next. example: Next...And then...After that...

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One child is reading a book while other childern listen and act out parts in the story.

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It gives them a chance to challenge themselves to stay focused. 

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It gives them a chance to challenge themselves to stay focused. 

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There was an old lady who swallowed a bell

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There was an old lady who swallowed a bell

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Actually, I love reading these books each month that goes with the season or holiday.

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There was an old lady who swallowed a bell

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There was an old lady who swallowed a bell

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Actually, I love reading these books each month that goes with the season or holiday.

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My student is reading between level 2 and 3. They also use expressive voice and motions.

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I think it is a great way to introduce children to the excitement of stories! Children are able to picture walk and predict what the story will be about and then actually see if they were correct or if it was completely different.

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I really like to use character cards and or picture cardsto sequence the story.