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"From a didactic point of view, storybooks can provide children with new information about the world, enrich vocabulary and enhance specific language skills (in the classroom or at home), nurturing communication between the storyteller (teacher, parent or other professional staff) and the listeners."
Children's Literature to Promote Students Global Development and Wellbeing
Teaching young children how to summarize a read-aloud story is important because it builds critical foundational skills that support their overall literacy development. It enhances their comprehension, develops their critical thinking, improves retention and memory, builds vocabulary and language skills, and promotes narrative skills. It lays the foundation for future academic success.
We should not expect students to be able to retell a story in sequence without some intentional instruction.
Vocabulary is the bridge between reading and comprehension. A strong vocabulary helps readers grasp complex ideas.
Listening Comprehension - LC
Listening Comprehension - LC
What is Listening Comprehension?
"Listening comprehension is the ability to understand spoken language. It’s a complex process that involves hearing, understanding, and responding to what’s being said." ~ 5 Activities for Building Listening Comprehension Skills
Listening & Speaking Resources
Listening Comprehension GD Folder
Reading Comprehension - RC
Reading Comprehension - RC
Reading comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows." ~ Wikipedia
“One of the best ways to expose young children to abstract and complex language is with storybook routines,” and “children learn more from book-reading experiences when they actively participate in activities that are thoughtfully and intentionally planned” ~ (Hart Paulson & Moats, 2018, p.76).
It is suggested that books are read at least three times to build children’s understanding, background, knowledge and ability to retell the story (Hart Paulson & Moats, 2018).
Resources to support multiple reads in your classroom: fiction example | nonfiction example | blank template
READ ALOUD 1 - Comprehension
(FOCUS OF INSTRUCTION: story elements: characters & motivation, setting, story sequence-events, problem-solution, etc.)READ ALOUD 1 - Comprehension
Intentional planning for read alouds is essential. Templates and completed examples below demonstrate how each reading of a book focuses on specific literacy skills. ~ NCDPI Office of Early Learning
In-Depth Interactive Read Aloud Guide (template)
Articles & Resources
Articles & Resources
Close Reading and Annotating in Pre-K, 2016
Creative Curriculum Reads supporting document
Creative Curriculum Reads, Created by NaKeya Brailsford and Mary Douglas June 2017
Digital storybooks might be just as good as an adult reading to a child: The quality of the story matters more than the medium, according to a new study
How to Incorporate Visual Literacy in Your Instruction When students make observations, they learn how to describe what they see, interpret the images, and then make deeper connections.
Is the ‘Science of Reading’ Becoming Too Much of a Good Thing?- 2023
Launching Readers Workshop (Elementary age-background for vertical alignment supports)
Making the Case for Using Informational Text in Preschool Classrooms
Reading Aloud to Students Shouldn’t Get Lost in Shift to ‘Science of Reading,’ Teachers Say - 2023
Repeated Interactive Read Alouds in Preschool and Kindergarten
Multiple Reads-Storytime Crosswalk, McClanahan 2015
Story Book retell visuals, created by Elizabeth Ricciardi
Interactive Read Alouds~
Interactive Read Alouds~
Instructional Focus: Comprehension Strategies
Close Reading is Not Guided Reading
by Donna Whyte
Topics: Early Childhood, English/Language Arts, Classroom Management
Close Reading is often being confused with guided reading. Close reading does not require a before, during and after activity. In fact, a great starting point with young children is to have them look closely at a picture that has no words and to ask you questions about the picture. There are times when you will say, “the picture doesn’t really tell us for sure” — this will be teaching children inferring skills and to question all text.
Graphic Organizers:
Graphic Organizers:
Story Elements Anchor Chart (see above)
The 'picture/word web' organizer is great for supporting students use of new vocabulary or to dig deeper into a theme concept. (Frayer Model)
The 'Story Train' organizer is used for retelling the sequence of a story. (See picture below.)
The 'Somebody Wanted But So' organizer is used to summarize when the story has a clear problem and solution.
The '5 W's' organizer is great for summarizing the details of the story.
Venn Diagram: compare and contrast characters, books, settings, etc.
18a. Interacts during read alouds and book conversations
18b. Uses emergent reading skills
18c. Retells stories
Repeated Reading Best Practices
Repeated Reading Best Practices
Introduce minimum new vocabulary words that are critical to understanding the story with visuals before reading and/or with quick asides as the story is read.
Focus on one objective (ODL 18a or 18c) and student learning outcome [SLO] (i.e, notice and use important information from the pictures; identify story related events, identify story related problems and solutions, identify characters emotions by the way they look, act or think, etc.) Comprehension Planning Resource for Read Aloud 1
Provide students a purpose for listening that is related to the outcome.
Plan a different purpose for listening for each read that builds on the same focused objective.
Make a few, short purposeful stops during the reading emphasizing the focus while keeping the flow of the story.
Circle back to the purpose for listening after the story to check comprehension and take notes on student learning outcomes.
A Tree Named Steve Read Aloud with Ms. Glam
Character Emotions instructional focus
Comprehension Supports
Comprehension Supports
Step 1: Exposure & Explanation
Step 2: Recognition & Identification
Story Elements
Story Elements
A story has five basic but important elements. These five components are: the characters, the setting, the plot, the conflict, and the resolution. These essential elements keep the story running smoothly and allow the action to develop in a logical way that the reader can follow.
Comprehension Focus: Characters
Comprehension Focus: Identifying Emotions/Feelings of Characters
Comprehension Focus: Identifying Character Traits
Comprehension Focus: Problem & Solution
Story Elements Anchor Chart:
Story Elements Anchor Chart:
Tiering Questions and Using Graphic Organizers to teach/reinforce Comprehension Skills/Strategies:
Tiering Questions and Using Graphic Organizers to teach/reinforce Comprehension Skills/Strategies:
‘Tiering’ is a researched based differentiation strategy. Several years ago when planning with Pre-K teachers in CMS, I created the criteria below as it relates to questions we ask students.
Tier 1 questions are always simple recall questions in which answers may be found directly in the text.
Tier 2 questions are those that require some thinking on the part of the reader, but they may also find a direct reference to the text.
Tier 3 questions are usually open-ended (no right or wrong answer), but students must have a logical answer based on information inferred from the text. They may also be any of the higher level (analysis, evaluative) types of questions where information is inferred from the text.
You may ‘tier’ all your comprehension questions throughout the year using this guide. You may also collect data on student’s abilities to answer questions from the different tiers . I added some key words beside each tier heading for easy reference.
CSPAR
Characters (who)
Setting (where)
Problem (problem)
Actions (what)
Resolution (solution)
Story Sequencing
Story Sequencing
Retelling a story in a particular order in which related events follow each other.
Story Sequence - Reading Rockets
Google Slides for Story Sequence: Teaching with Technology
Google Slides for Story Sequence: Teaching with Technology
Summarizing
Summarizing
To give a brief statement of the main points.
Google Slides for Summarizing: Teaching with Technology
Google Slides for Summarizing: Teaching with Technology
!TEMPLATE SWBST - Summarizing Stories
A Chair for My Mother SWBST - Summarizing Stories Building Study
Little Red Riding Hood SWBST - Summarizing Clothing Study Books
The Girl Who Wore Too Much SWBST - Summarizing Clothing Study Books
The Three Little Javelinas SWBST - Summarizing Stories Building Study
Three Little Pigs SWBST - Summarizing Stories Building Study
Story Retell props
Story Retell props
Book Handling and Print Concepts
Book Handling and Print Concepts
Articles & Links:
Concepts of Print - Mrs. Jones's Class
Concepts of Print Assessment - Reading Rockets
Concepts of Print in Preschool - Pre-K Pages
Concepts of Print Teaching Aid: this resource requires an email address to access the free materials.
See also: Print Concepts
Video lesson supports
Concepts of Print
Concepts of Print
NCDPI OEL ~ Print Knowledge in Pre-K
Concepts of Print refers to the awareness of 'how print works'. This includes the knowledge of the concept of what books, print, and written language are, and how they function. It encompasses a number of understandings that allow the reading process to take place including: understanding that print conveys a message. Jun 16, 2020 Google
Letters and words hold meaning
Print is what we read
Illustrations correspond to the print
We read from left to right
We read from top to bottom
Return sweep – when we get to the end of a line on a page we return to the next line and begin reading on the left again
Books have a front, back, and an author
Difference between a letter and a word
Spaces between words
Where to start reading
One-to-One Correspondence – Print matches spoken words
Punctuation
Vocabulary
Vocabulary
“Teaching vocabulary will not guarantee success in reading, just as learning to read words will not guarantee success in reading. However, lacking either adequate word identification skills or adequate vocabulary will ensure failure” (Biemiller, 2005)
Vocabulary is the cornerstone of reading comprehension—did you know students need to understand 98% of the words in a text to fully grasp its meaning?
Articles & Links~
NCDPI OEL - Pre-K and Vocabulary
-
Enriching Academic Vocabulary: Strategies for Teaching Tier Two Words to E.L.L. Students
//Language gap between rich and poor children begins in infancy//, Stanford psychologists find
A “million word gap” for children who aren’t read to at home: That’s how many fewer words some may hear by kindergarten
Quality of Words, Not Quantity, Is Crucial to Language Skills, Study Finds
Remarks and Presentation: Using Technology to Bridge the Word Gap http://www.edcentral.org/wp-content/uploads/2014/10/NewAmerica_EarlyEd_CooneyCenter_MapLink_Word_Gap_WhiteHouse_101614NEW.pdf
Research-based Practices in Vocabulary Instruction: An Analysis of What Works in Grades PreK-12
Small Kids, Big Words: Research-based strategies for building vocabulary from Prek to grade 3 by Laura Pappano
The Magic of Words: Teaching Vocabulary in the Early Childhood Classroom
Vocabulary - Reading Rockets
Expressive Vocabulary
Expressive Vocabulary
Promoting Preschoolers’ Expressive Language Skills
What is Vocabulary? Expressive Vocabulary section (Speech and Language Kids/SLP)
Objectives for Development and Learning (ODL)
Objectives for Development and Learning (ODL)
8. Listens to and understands increasingly complex language
9. Uses language to express thoughts and needs
10. Uses appropriate conversational and other communication skills
Google Slides for Vocabulary Development: Teaching with Technology
Google Slides for Vocabulary Development: Teaching with Technology
Four Types of Vocabulary
Four Types of Vocabulary
The Creative Curriculum for Preschool Vol. 3 LITERACY pg. 538
Listening vocabulary - the words we need to know to understand what we hear.
Speaking vocabulary - the words we use when we speak.
Reading vocabulary - the words we need to know to understand what we read.
Writing vocabulary -the words we use in writing.
document originally created by Hakeem; modified by Pre-K Literacy Facilitators 2019
Five Principles to Increasing Vocabulary Development
Principle of Interest: This principle emphasizes the importance of promoting an individual's interest in words as objects of attention and scrutiny (Example: Introducing visuals from the story, prior to reading, to ignite interest) ( CC visual link)
Principle of Use: This principle emphasizes the importance of an individual's active engagement with words as an effective route to learning new words. (Example: student utilizes visuals to interact with vocabulary from text or student doing movement of vocabulary) Total Physical Response
Principle of Explicitness: This principle emphasizes the need to provide clear connections between words and their meanings to facilitate learning. (Example: Frayer Model using visuals to model vocabulary (Definition, Characteristics, example, non-example)
Principle of Repetition: This principle emphasizes that one learns the meaning of a word only gradually over time and with repeated exposures to that word in a variety of different contexts. (Example: When are you embedding vocabulary throughout the day as you have conversations with children)
Principle of Intensity: This principle emphasizes the importance of addressing as many words as possible within vocabulary interventions to promote breadth of knowledge. (Example: What opportunities are you providing to expose students to the vocabulary within their environment)
Evidence-Based Vocabulary Interventions
Question and Modeled Answer- When introducing a new word, asking a student “What is that?” or “Do you know what that is?” and providing the answer with the word and definition.
Example- Teacher- “What is that?”
Student- “”It is a watch?” (The correct answer is “clock”.)
Teacher- “It is a clock. It helps us tell time. It has numbers on it and this (point to hands) moves around.”
Repeated Reading- Repetition is key to children learning new words. Reading storybooks repeatedly ensures that children will be exposed to new words several times consistently.
Active Responding- This strategy addresses students’ receptive knowledge (comprehension and understanding of words). Some active responding strategies:
Students stating and pointing to a word upon request
Dramatization of story book
Body movements to represent a word
December 2019 PLC Support Document created by Pre-K Coaches
Principle of Use
TPR: Total Physical Response (TPR) is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. The purpose of TPR is to create a brain link between speech and action to boost language and vocabulary learning. Examples:
Dramatizing words in story book
Body movements to represent a word
Principle of Repetition
SIOP: The Sheltered Instruction Observation Protocol (SIOP) Model is a means for making grade-level academic content more accessible for English Learners. Teachers modify instruction so that it is comprehensible for students. SIOP includes the practice of highlighting key language features and incorporating strategies that increase interaction and practice using language.
SIOP strategies allow everyone a chance to respond, not just higher level students (Sample Activity)
Say it. (Say the word)
Clap it. (Clap out the syllables of the word as you say it)
Snap it. (Snap syllables of the word as you say it)
Whisper it. (Whisper the word)
No sound. (Lip Sync the word)
Additional actions: Yell it, Cheer it, Stomp it
Principle of Explicitness
Frayer Model: The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. This information is placed on a chart that is divided into four sections to provide a visual representation for students.
Resource: SIOP Images
Resource: Creative Curriculum Picture Cards
Resource: Frayer Model planning template
Principle of Use, Explicitness
Anchored Vocabulary: The “Anchoring Word Learning” strategy was developed by Beck & Associates and is intended for teachers to use during read alouds as an additional way to introduce words.
Hanen Program -
Hanen Program -
Book: ABC and Beyond
The Building Blocks for Emergent Literacy
Turn Book Reading into a Conversation
Handout - Turn Book Reading into a Conversation
Chapter 3
Make New Words Sparkle to Build Vocabulary
Handout - Make new words sparkle to build vocabulary
Print Referencing Read Aloud
Print Referencing Read Aloud
In this video the teacher completes a text referencing read aloud with the purpose of showing children how print works! Take notice of how the teacher mentions that they took a walk around the parking lot prior to reading this book to look at real world examples of signs, which is the topic of the book. This is one effective way to build vocabulary, background knowledge, and oral language skills.
In this video the teacher completes a text referencing read aloud with the purpose of showing children how print works! Take notice of how the teacher mentions that they took a walk around the parking lot prior to reading this book to look at real world examples of signs, which is the topic of the book. This is one effective way to build vocabulary, background knowledge, and oral language skills.
Print Referencing Read Aloud
Print Referencing Read Aloud
In this video, the teacher introduces a book and guides students' attention to the book title, author, illustrator, direction of print, as well as familiar capital and lower case letters. Consider how this teacher engages students throughout the read aloud with responses and how engagement could be increased even further through choral responses or body movement.
In this video, the teacher introduces a book and guides students' attention to the book title, author, illustrator, direction of print, as well as familiar capital and lower case letters. Consider how this teacher engages students throughout the read aloud with responses and how engagement could be increased even further through choral responses or body movement.
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