Reading a Book Aloud

Materials:

• Good quality children’s books and poetry

Purposes:

• To support the child in the expression of ideas in sequence

• Development of self-confidence in communication

• A foundation for writing

Age: 2 ½ and up

Preparation: None

Presentation Description: 

Reading a Book Aloud can be done individually, with a small group, or whole group. Start by sharing the title of the book, the author, and the illustrator.  Explain the role of the author and the illustrator. Read clearly, slowly, and with expression.  Read one page and then offer the group a quick look at the illustration and repeat. Refrain from asking the children questions during the story and/or allowing the children to interrupt. The children may ask questions after the story is finished.  You may also take a little time to talk about and ask the children about the characters, their feelings, the setting, etc. These are casual conversations with back-and-forth exchanges. When you are finished, tell the children that the book will be in the library for them to enjoy. 

*Poetry is offered in this same way. Repeat reading selected poems often and have the children start reciting them with you.

Control of Error: None

Following Exercises: None

Pedagogical Notes:

• We do not hold the book open and on display while we read because we are modeling how to read a book to the children.

• Offering a quick look at the illustration supports the child in developing mental imagery as well as patience.

• The book selection for the First Plane child should be based in reality (relating to the child’s culture, daily life, and the environment around them) with good quality illustrations and storyline. Reality-based books support the child in understanding the world around them as well as to start to distinguish reality from fantasy.  Often this age of child cannot tell the difference between reality and fantasy.  No doubt they will be exposed to the kind of books with talking animals and superheroes, but in the classroom, do your best to surround the child with what they concretely understand. 

• Reading to the children should happen:

  • During the work period when you are establishing a new group of children.

  • With a child that may have anxiety in the classroom to help build a safe bond between child and adult.

  • At transition times.

  • With small unforced groups of children as a means to channel their attention and energy.

  • During whole group time/circle time.

• If the group of children is having difficulty sitting for the story, try:

  • Closing the book and telling the children you will continue when they show you they are ready by sitting quietly (if they cannot bring themselves under control within a minute or so move to the next step below).

  • Closing the book and engaging in a movement activity such as Simon Says, the Hokey Pokey, or Head, Shoulders, Knees, and Toes.