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Reading with/to Children

Listed book selection criteria for pre school children and introducing how to read with/to children. Slides content sourced from Sparkletots school workshop with parents, and the workshop based on Singapore MOE L&L program.

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Reading with/to Children

  1. 1. READING WITH/TO CHILDREN Shared Book Approach (SBA) component
  2. 2. Reading  Reading involves constructing meaning from print. Generally, children go through the following phases when learning to read:  Pre reading  Initial reading  Fluent reading
  3. 3. Reading with understanding and for enjoyment  Print and book awareness  Alphabet knowledge  Phonological awareness  Word recognition  comprehension
  4. 4. Book selection
  5. 5. Book selection criteria  Story structure  Content  Language / Format
  6. 6. Story structure Components • Beginning • Development (action- packed) • Problem • Satisfying • Happy ending Characters • Uncomplicated • Believable • Strong Dramatic appeal • Safe edge of fear • Sadness • Suspense • Happy ending
  7. 7. Story structure  The story “must affirm the child. It must be a mirror that show the child to herself/himself as a wonderful person, a hero, a winner.” – Joy Cowley
  8. 8. Content Concepts • No too difficult or abstract. Theme • Related to experiences and level of understanding of children. Length • Not too long in view of attention span of preschool children.
  9. 9. Content  Appropriate having regard to the child’s age, level of development and interest.
  10. 10. Language / Format Language • Natural • Simple sentence structure • Rhyme • Repetition • Familiar/sight/high frequency words Illustrations • Support and complement text Text • Directionality • Left justified • Typeface • Font appropriate in size with proper spacing
  11. 11. Reading with/to Children
  12. 12. Reading with/to Children  Introducing a new book  First reading  Asking questions  Children’s questions  Second reading
  13. 13. Introducing a new book  Show cover of book and get children to describe it and share what they think the book is about.  Invite children to relate the cover content to prior knowledge.  Point and read the title, author and illustrator.
  14. 14. First reading  Ask for pre directions or ask questions to focus on illustrations for each page.  Read the text aloud, pointing to the words fluidly as you read.
  15. 15. Asking questions  Engage children’s interest  Provide opportunity for them to talk about the story as it unfolds.  Stimulate thought and foster understanding.  Ascertain understanding and direct attention to a specific point.
  16. 16. Asking questions  Too many questions may disrupt flow of the story and cause children to lose interest.  Re-phrasing every question will confuse children.  Acknowledge children’s responses.
  17. 17. Children’s questions  Children ask questions to clarify or extend their understanding.  Encourage them to ask questions.  Acknowledge children’s questions and answer them as best you can.  Do NOT ignore or dismiss them.
  18. 18. Second reading  Re read the book straight through without stopping, encouraging children to read with you.  Have children respond to the story in some ways.
  19. 19. Reading with your children  “Reading with your children” by British council SG on YouTube  Suggestions  Show the cover of the book  Ask personalized questions  Use picture clues from the story  Check understanding of the context  Use different voices  Encourage prediction skills  Use actions to make it engaging  Re-reading builds self-confidence  Ask your child what they liked/disliked

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