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Shared Reading:Tools to Bring Literacy to Life

Learn how to read with your childrento help them become engaged in dialogue

no matter how old they are.

2010 KBYU Eleven. All rights reserved. This document may be downloaded and copied or noncommercial home or educational use.

Ready To Learn; View, Read & Do; and Learning Triangle are registered trademarks o the Public Broadcasting Ser vice Corporation.


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Shared reading is reading with, not to, a child and incorporates dialogue about the story.Parents can acilitate learning by incorporating questions, defning terms, and expoundingtopics. Shared reading increases language understanding, story comprehension, wordknowledge, and emotional reactions and also helps children learn word context. Bookrepetition multiplies learning opportunities.

This workshop includes the following sections:

Learning Triangle Activity Sheet Why Is This Important to My Child?What Can I Do or My Child? Book List

Activities Additional Resources

Special Thanks

KBYU Eleven grateully acknowledges the ollowing individuals and organizations thatcontributed to the design and creation o this workshop and the thousands o workshopparticipants whose questions and suggestions inspired our work: Stephanie Anderson,Carrie Allen Baker, Barbara Leavitt, Aubrey McLaughlin, Theresa Robinson, PublicBroadcasting Service, and United Way o Utah County.




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What Are the 12 KBYU ElevenReady To Learn Workshops?

1. Benefts o Media and the Learning Triangle

2. Rhymers Are Readers: The Importance o Nursery Rhymes

3. Music Is a Must!

4. Storytelling: You Can Do It!

5. The Brain: How Children Develop

6. The FUNdamental Powers o Play

7. What Do You Do with the Mad That You Feel?

8. Who Is My Child? Understanding Temperament

9. Math Is Everywhere!

10. Learning Through the Early Years: The Benefts o Repetition and Variation

11. Shared Reading: Tools to Bring Literacy to Lie

12. Building Blocks: The Sequence o Emergent Literacy Skills

How Can I Participate in a KBYU Eleven Ready To Learn Workshop?

Video versions o the workshops are available online at no charge. While they are sequentiallybasedwith each workshop building on the previous onethey can also be viewed

independently. To watch a workshop, visit kbyueleven.org and click on Ready To Learn underthe Kids & Family section.

What Are the Four Areas of Child Development?

1. Cognitive development includes thinking, inormation processing, problem solving,remembering, decision making, understanding concepts, and overall intelligence.

2. Physical development is rapid ollowing birth as children learn to control large and thensmall muscle groups. The sequence o stages is important, and providing an environmentchildren can physically explore while they are growing is critical to all ages.

3. Language development is most intensive during the frst three years while the brainis developing rapidly and is stimulated most by exposure to sights, sounds, and beingtalked to.

4. Social/emotional development is critical to all other areas o development, because howchildren perceive their world (their ability to give and accept love, be confdent and secure,show empathy, be curious and persistent, and relate well to others) aects how the brainphysically develops and how they learn and process inormation.


http://kbyueleven.org/http://kbyueleven.org/


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The Learning Triangle is a three-part learning pattern that helps reachall types o learners by teaching through a variety o activities.The three points o the Learning Triangle are View,Read, and Do.

VIEW with your child an educational program that teaches a concept or skill.

READ with your child age-appropriate books that reiterate the new concept or skill.

DO an activity that reinorces the concept or skill and allows your child to practice what she or he has learned.

What is the PBS Learning Triangle?

As you use the Learning Triangle you will see how each point reinorces the others. Theworkshops provide suggested Learning Triangle activities, but more important, they teach you

how to build your own learning triangles to best meet the needs o your child.

How Do Children Learn?The Learning Triangle is built on how we learn. Using our senses we gather inormation andthen process it into our memory. Some learners rely more on one sense than another.

Auditory learners use their sense o hearing. They process inormationbetter when they can hear the inormation.

Visual learners use sight as a key tool or processing inormation.

Kinesthetic (or hands-on) learners process inormation best by physicallyperorming a task that incorporates the new inormation.

While learners can have a strong afnity to one type o learning, it is more eective to teachusing a combination o all three. As a parent or caregiver, it is important to understand whattypes o learning work best or your child so that you can guide them to become betterlearners. For young children, ages 03, learning is holistic, meaning that they use all threetypes o learning. PBS developed the Learning Triangle to help reach all types o learners andenhance their learning through repetition. According to Dr. Bruce Perry, repetition is key to thedevelopment o a childs brain. Repetition leads to skill mastery, which increases confdenceand builds sel-esteem.




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Learning Triangle

Activity Sheet


The single most important activity for building the knowledge required for

eventual success in reading is reading aloud to children. Shared reading

involves reading aloud to children, having older children read aloud to

you, and taking time to talk about the characters, plots, and morals of thestories you have read. Reading aloud with your child will give them a head

start in many areas of their development.

Hi, Cat!by Ezra Jack Keats

orChrysanthemumby Kevin Henkes

Predictions episode oSid the Science Kid

orGrouchy episode o

Sesame Streeton PBS

Make an ice cream shake!(www-tc.pbskids.org/etch/parentsteachers/activities/pd/FETCH_IceCreamShake_AG.pd)

orCreate a photo album that tells a story.

ReferencesTrelease, J. (2009). Why read aloud to children? Retrieved rom www.trelease-on-reading.com/read-aloud-brochure.pd


http://www-tc.pbskids.org/fetch/parentsteachers/activities/pdf/FETCH_IceCreamShake_AG.pdfhttp://www-tc.pbskids.org/fetch/parentsteachers/activities/pdf/FETCH_IceCreamShake_AG.pdfhttp://www.trelease-on-reading.com/read-aloud-brochure.pdfhttp://www.trelease-on-reading.com/read-aloud-brochure.pdfhttp://www-tc.pbskids.org/fetch/parentsteachers/activities/pdf/FETCH_IceCreamShake_AG.pdf


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Why Is This Important to My Child?

ReferencesCockburn, M. (2006). Eects o shared parent-inant book reading on early language acquision. Inant Toddler Specialists o Indian

Network. www.cs.purdue.edu/itsi/bries/EectsOSharedParent-InantBookReadingOnEarlyLanguageAcquisition.pdTrelease, J. (2009). Ten acts parents should know about reading. www.trelease-on-reading.com/10-reading-acts-brochure.pdTrelease, J. (2009). Why read aloud? www.trelease-on-reading.com/rah-ch1-pg3.html#vocabulary

Language Development

Reading with your child is critical to languagedevelopment. Children who are read to hearmore words on a daily basis when compared tochildren who are not read to. The more wordsa child is exposed to, the greater the childsvocabulary. A large vocabulary is one o the

strongest predictors o academic success. Inother words, one o the best things you cando or your childs language development is toread with them daily. During and ater a story,talk about what you have read.

Ask questions about the main characters in thestory, make predictions or what the characterswill do next, and discuss your avorite partsrom the book. Take turns reading with yourolder child so that they have supervisedpractice sounding out words.

It is never too early to start reading to children.Studies have shown that reading to inantspositively impacts language development.Make reading a part o your childs daily lieright rom the start.

Cognitive Development

The ability to read is the most importantacademic skill your child can acquire. Considerthat a child can not solve word problems inmath or read science and social studies booksuntil they have learned how to read. Beorechildren can learn to read, they must learn to

listen to and understand spoken language.A toddler understands what you mean when youask them to wash their hands long beore theycan say, Wash your hands. Because listeningcomprehension comes frst, it is important thatyou begin reading to your child rom inancy.The sound o your voice calms and reassuresyour inant; he or she will associate positiveeelings o security and enjoyment with reading.Eventually, as children learn to comprehendwhat you are saying and to speak on their own,

they will also learn to read on their own.

It is critical that you continue to read aloud toyour child even ater they have learned to readon their own. The reason or this is that childrencan be read to rom books slightly higher thantheir individual reading level. This means thatas you read aloud to them they are continuingto broaden their vocabulary. Shared readingalso allows you to discuss books together, thusincreasing comprehension.



http://www.cfs.purdue.edu/itsi/briefs/EffectsOfSharedParent-InfantBookReadingOnEarlyLanguageAcquisition.pdfhttp://www.trelease-on-reading.com/10-reading-facts-brochure.pdfhttp://www.trelease-on-reading.com/rah-ch1-pg3.html#vocabularyhttp://www.trelease-on-reading.com/rah-ch1-pg3.html#vocabularyhttp://www.trelease-on-reading.com/10-reading-facts-brochure.pdfhttp://www.cfs.purdue.edu/itsi/briefs/EffectsOfSharedParent-InfantBookReadingOnEarlyLanguageAcquisition.pdf


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Why Is This Important to My Child?

Referenceswww.trelease-on-reading.com

Henniger, M. L. (2009). Play and language and literacy development. Pearson. Retrieved rom www.education.com/reerence/article

play-language-literacy-development

Physical Development

Healthy physical growth and developmentis a critical actor in reading success. Inantsand young children must develop the musclesand coordination necessary to orm words, seeletters and pictures, and listen attentively.

These physical abilities are developed best

through the medium o play. Young childrenlearn many important skills and develop smalland large muscle control through play. Childrenwho develop a large vocabulary show greaterreading and academic success.

One o the best ways or children to broadentheir vocabulary is by trying out new words asthey play. Also, consider that children must beable to use their imaginations as they engagein dramatic play as well as while they listen

to a airy tale or other story. Allow your childplenty o time or supervised reeplay in orderto allow or healthy physical development.

Social/Emotional Development

Children who have positive emotionalresponses to reading will enjoy reading. Youcan help your child develop these positiveassociations by making shared reading aspecial part o your childs day where theycan hear your voice and listen to enjoyable,

age-appropriate stories. You can alsomake reading an enjoyable social event byattending story time and other un activitiesat your local library.

Books are a great way to teach social andemotional skills. There are many booksavailable that teach children about eelings,emotions, and relationships. Consider whatsituations your child may be acing (such aslearning to share or potty training) and fndbooks that teach about similar circumstances.

Children also learn rom example. As theysee you reading books, magazines, andnewspapers they learn that reading can be anenjoyable part o everyday lie. Children whosee their parents reading are more likely toenjoy reading themselves.



http://www.trelease-on-reading.com/http://www.education.com/reference/article/play-language-literacy-developmenthttp://www.education.com/reference/article/play-language-literacy-developmenthttp://www.education.com/reference/article/play-language-literacy-developmenthttp://www.education.com/reference/article/play-language-literacy-developmenthttp://www.trelease-on-reading.com/


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What Can I Do for My Child?


Fathers Involved in the Early Development of Their Child

A study assessing the level o adaptation o one-year-olds ound that, whenlet with a stranger, children whose athers were highly involved were less likelyto cry, worry, or disrupt play than other one-year-olds whose athers were lessinvolved.




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What Can I Do for My Child?


For Babies to Toddlers (02 years) Read sturdy board books to your baby or toddler. This ensures that your child can still intera

with the book by helping to turn pages without tearing them.

Dont become discouraged i your baby only seems interested in chewing on books. Givingyour baby a chew toy or teething ring may help distract him or her rom wanting to chewon the book. Reading to your inant will pay o as he or she grows and becomes moreinterested in listening to the stories you read.

Nursery rhymes are a great way to introduce basic literacy skills to babies and toddlers. Youcan fnd books with illustrated nursery rhymes at your local library.

See i your local library oers story time or babies and toddlers. Age-appropriate story timewould include lots o songs, fngerplays, and reading short stories with big pictures.

A great way to incorporate reading into your young childs day is to read to him or her whilehe or she is in the bathtub. For very young children you can even purchase vinyl books thatare waterproo.

For Toddlers (24 years)

Take your child to your local library and help them select books that interest them. I your library allows it, help your child sign up to receive their own library card. Teach them

to care or the books they borrow and to return them on time.

Read to your child or 20 to 30 minutes a day. To keep your childs attention, you may choosto read or 10 minutes at dierent times throughout the day. For example, you could readbeore nap time and beore bedtime.

You can also read to your child during their bath time, while you are waiting or a doctor ordentist appointment, or in the car i someone else is driving.

For Older Children (45 years) Take your child to your local library and help them select books that interest them.

I your library allows it, help your child sign up to receive their own library card. Teach themto care or the books they borrow and to return them on time.

Read to your child or 30 minutes a day.

Purchase a small reading lamp or your childs room. Allow them an additional 10 to 15minutes o reading time ater shared reading as a privilege.


Ready To Learn; View, Read & Do; and Learning Triangle are registered trademarks o the Public Broadcasting Ser vice Corporation. 1


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Book List


Aesop for Children, The Illustrated by Milo Winter Books or Older Children

Animal Homes Betsey Chessen Nonfction

Anne of Green Gables Adapted by M. C. Helldorer Books or Older Children

Another Perfect Day Ross MacDonald Books That Predict

Ants Go Marching, The Illustrated by Jerey Scherer Books That Predict

Baby Natashas Busy Day Illustrated by Tom Brannon Few Words/For Babies

Big Orange Splot, The Daniel Manus Pinkwater Books That Predict

Bird Tales from Near and Far Susan Milord Books or Older Children

Buttery Susan Canizares NonfctionBuzz Said the Bee Wendy Cheyette Lewison Sequencing

Charlottes Web E. B. White Books or Older Children

Chicka Chicka Boom Boom Bill Martin Jr. and John Archambault Sequencing

Chrysanthemum(any Kevin Henkes title) Kevin Henkes Social/Emotional

Cloud Book, The Tomie dePaola Nonfction

Colors of Us, The Karen Katz Social/Emotional

Ducks in Muck Lori Haskins Books That Predict

Each Peach Pear Plum Janet and Allan Ahlberg Sequencing

Earthquack! Margie Palatini Social/Emotional

Fantastic Frogs! Fay Robinson Nonfction

Frogs (Face-to-Face) Edited by Tamar Mays NonfctionFrom Caterpillar to Buttery Deborah Heiligman Nonfction

Good Night, Gorilla Peggy Rathmann Few Words/For Babies

Goodnight Moon Margaret Wise Brown Few Words/For Babies

Goodnight, My Duckling Nancy Tauri Social/Emotional

Grapes of Math, The Greg Tang Sequencing

Have You Seen My Duckling? Nancy Tauri Few Words/For Babies

I Like It When . . . Mary Murphy Social/Emotional

I Love You Because Youre You Liza Baker Social/Emotional

I Love You, Little One Nancy Tauri Social/Emotional

I See Animals Hiding Jim Arnosky Books or Older Children

I Went Walking Sue Williams Books That Predict

Is Your Mama a Llama? Deborah Guarino Books That Predict

It Begins with an A Stephanie Calmenson Books That Predict

Junie B. Jones(any title in the series) Barbara Park Books or Older Children

Just the Two of Us Will Smith Social/Emotional

K Is for Kissing a Cool Kangaroo Giles Andreae Sequencing

Kisses Nanda Roep Few Words/For Babies

Koala Lou Mem Fox Social/Emotional

Little Rockets Special Star Julie Sykes Social/Emotional

Title: Author: Subject:




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Book List

Look What I Did with a Leaf! Morteza E. Sohi Nonfction

Make Way for Ducklings Robert McCloskey Social/Emotional

Miss Bindergarten(any title in the series) Joseph Slate Sequencing

Missing Tooth, The Joanna Cole Books That Predict

Mole in a Hole Rita Golden Gelman Books That Predict

Mommys Hands Kathryn Lasky and Jane Kamine Social/Emotional

More Parts Tedd Arnold Social/Emotional

Mouse Makes Words Kathryn Heling and Deborah Hembrook Books That Predict

Muggie Maggie Beverly Cleary Books or Older ChildrenMy First 100 Words Brimax Books Books That Predict

No Matter What Debi Gliori Social/Emotional

Oink! Moo! How Do You Do? Grace Maccarone Books That Predict

Pancakes, Pancakes! Eric Carle Sequencing

Papa Papa Jean Marzollo Few Words/For Babies

Parts Tedd Arnold Social/Emotional

Peek-a-Who? Moira Butterfeld Few Words/For Babies

Round the Garden Omri Glasir Sequencing

Smell Sue Hurwitz Nonfction

Snowy Flowy Blowy Nancy Tauri Books That Predict

So Many Bunnies Rick Walton Books That PredictSpider Names Susan Canizares Nonfction

Stand Tall, Molly Lou Melon Patty Lovell Social/Emotional

Ten Little Mummies Philip Yates Nonfction

Ten, Nine, Eight Molly Bang Sequencing

Tumble Bumble Felicia Bond Books That Predict

Very Busy Spider, The Eric Carle Books That Predict

We Are All Alike, We Are All Different Cheltenham Elementary

School Kindergartners Social/Emotional

What a Wonderful World George David Weiss and Bob Thiele Social/Emotional

What Bounces? Kate Duke Nonfction

What Dads Cant Do Douglas Wood Social/Emotional

What Mommies Do Best/What Daddies Do Best Laura Numero Social/Emotional

What Moms Cant Do Douglas Wood Social/Emotional

Whats It Like to Be a Fish? Wendy Peer Nonfction

Wheels Go Round Yvonne Hooker Few Words/For Babies

Where Do Kisses Come From? Maria Fleming Social/Emotional

Whos Been Eating My Porridge? Nick Ward Books That Predict

Whose Toes Are Those? Jabari Asim Books That Predict

This is a small reference sample of books that can be found at your local library.


Title: Author: Subject:




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Activities



Try fnding all o the letters o the alphabet on signs and license plates as you drivetogether.

Choose a topic that interests your child, such as a avorite animal or activity. Find a varietyo books on this topic at your local library and read them together.

Try turning on the closed-captioning unction on your television while your child iswatching a avorite show or movie. This helps your child associate words with plots anddialogue.

Make your home an interactive book by creating written or typed labels naming the

common objects in your house such as door and table. Read the labels to your child asyou go throughout your day.

Provide paper and writing utensils or your childs use. Even children who do not yet knowhow to write letters can pretend to write stories, messages, or recipes as they play. Thistype o play increases literacy awareness.

Learn how to make your own bookshelves out o rain gutters by visiting Jim Treleaseswebsite at www.trelease-on-reading.com/rah-ch7-pg3.html#raingutters

Remember: As a parent, you have the greatest inuence on your young childs development.This is especially true when it comes to raising an individual who loves to read. Consider thatin one year a child spends 7,800 hours outside o school and only 900 hours in school. Makethe most o the time your child spends at home by setting aside time each day to read aloudtogether.


http://www.trelease-on-reading.com/rah-ch7-pg3.html#rainguttershttp://www.trelease-on-reading.com/rah-ch7-pg3.html#raingutters


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Activities




The Day ________ Was Born (for girls)

Read Chrysanthemum, by Kevin Henkes, with your child. As described in the story, make a scrapbookwith pictures o your child and the ollowing captions.

The day ________________ was born was the happiest day in

________________s lie. Shes perect, said her mother.

Absolutely, said ________________.

And she was. She was absolutely perect.

Her name must be everything she is, said her mother.

Her name must be absolutely perect, said her ather.

And it was.

Her ________________ named her ________________.

And ________________ grew. And she grew. And she grew.

And when she was old enough to appreciate it, ________________ loved her name.


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Over in the meadow,Where the stream runs blueLived an old mother fshAnd her little fshes two.Swim! said the mother;We swim! said the two.So they swam and they leapedWhere the stream runs blue.

Activities

Over in the meadow,In the sand in the sunLived an old mother toadieAnd her little toadie one.Wink! said the mother;I wink! said the one.So they winked and they blinkedIn the sand in the sun.

Over in the meadow,In a hole in a treeLived a mother bluebirdAnd her little birdies three.Sing! said the mother;We sing! said the three.So they sang and were gladIn a hole in the tree.

Over in the meadow,In the reeds on the shoreLived an old mother muskratAnd her little ratties our.Dive! said the mother;We dive! said the our.So they dived and they burrowedIn the reeds on the shore.

Over in the meadow,In a snug beehiveLived a mother honey beeAnd her little bees fve.Buzz! said the mother;We buzz! said the fve.So they buzzed and they hummedIn the snug beehive.

Over in the meadowIn a nest built o sticksLived a black mother crowAnd her little crows six.Caw! said the mother;We caw! said the six.So they cawed and they calledIn their next built o sticks.

Over in the meadow,Where the grass is so evenLived a gay mother cricketAnd her little crickets seven.Chirp! said the mother;We chirp! said the seven.So they chirped cheery notesIn the grass sot and even.

Over in the meadow,By the old mossy gateLived a brown mother lizardAnd her little lizards eight.Bask! said the mother;We bask! said the eight.So they basked in the sunOn the old mossy gate.

Over in the Meadow




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Over in the meadow,In a sly little denLived a gray mother spider

And her little spiders ten.Spin! said the mother;We spin! said the ten.So they spun lacy websIn their sly little den.

Over in the meadow,Where the quiet pools shineLived a green mother rog

And her little roggies nine.Croak! said the mother;We croak! said the nine.So they croaked and they splashedWhere the quiet pools shine.

Over in the Meadow Activities

Shared Reading

Explain that the meadow is a habitata place where animals fnd everything they need to live,such as ood, air, water, and shelter.

Make a list o animals in the poem. Ask the children what they remember about the animals.What were the animals doing with their mother? How many were there?

As you read, ask the children to predict each successive number in the counting pattern.

Math

Have the children draw pictures o the animals rom smallest to largest, largest to smallest, or bynumber o animals.

Have the children group the animals by characteristics they have in common: animals that live inwater; animals that y; the animals colors; animals that are reptiles, mammals, or insects; etc.

Have the children color in a graph chart to show how many o each kind o animals there are.




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Additional Resources


Reading Rockets

Find resources or parents, educators, and other proessionals.

www.readingrockets.org/article/400

Jim Trelease on Reading

Print handouts and tips about reading aloud to children.www.trelease-on-reading.com/brochures.html

Education World

Use the shared-reading approach to help your child gain an enthusiasm or reading.

www.educationworld.com/a_curr/prodev/prodev083.shtml

Raising Readers

Get inormation on engaging literacy and book-related activities

as well as suggestions or reading and using books with children.raisingreaders.org

Dialogic Reading Information from Utah State Library

Learn about dialogic reading and how to do it.

library.utah.gov/programs/youth/documents/dialogic_reading.pd
http://www.readingrockets.org/article/400http://www.trelease-on-reading.com/brochures.htmlhttp://www.educationworld.com/a_curr/profdev/profdev083.shtmlhttp://raisingreaders.org/http://library.utah.gov/programs/youth/documents/dialogic_reading.pdfhttp://library.utah.gov/programs/youth/documents/dialogic_reading.pdfhttp://raisingreaders.org/http://www.educationworld.com/a_curr/profdev/profdev083.shtmlhttp://www.trelease-on-reading.com/brochures.htmlhttp://www.readingrockets.org/article/400

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