1 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN)...

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© 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/12/12

Dialogic ReadingFoundations and Framework

Volume 1

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Outcomes• Understand the language and literacy

foundations with a focus on dialogic reading.• Understand the language and literacy strategies

outlined in the framework that focus on dialogic reading.

• Become familiar with the research supporting dialogic reading.


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Teacher viewsWhat is her dilemma?

What is she looking for in an answer?

What are some things that you do for similar results?


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Early Learning System


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Two California Department of Education Resources

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Foundations

With appropriate support

After 1st or 2nd year of preschool

©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012

At 48 and 60 months

High-quality program

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Framework Strategies

• Developmentally appropriate

• Reflective and intentional

• Individually and culturally meaningful

• Inclusive

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Curriculum Framework• Guiding Principles• Encouraging and

building on child's self-initiated play

• Selecting appropriate materials

• Planning and implementing teacher-guided learning activities.


9Why the focus?Within the Within the

classroom, studies classroom, studies conducted with conducted with

preschool children preschool children have shown that have shown that

intervention-intervention-enhanced teacher-enhanced teacher-

child interactions child interactions have positive have positive effects on the effects on the

children’s children’s language skills language skills

PLF, Vol. 1, p. 84PLF, Vol. 1, p. 84©2012 California Department of Education (CDE) California Preschool



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Dialogic reading by families and caregivers

results in substantial positive change in

language development.Arnold, Lonigan, Whitehurst, & Epstein,

1994; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Lonigan &

Whitehurst (1998).

Take a Bite of Research

• Read your quotes• Choose the two that

your table group connects with the most

• Visually represent them to the group– Draw, skit, dance, etc.

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More Research… Such practices as shared

reading, when conducted over time, provide children with a sense of the purposes of literacy…and the processes and skills involved in shared reading.

PLF, Vol. 1, p. 84

©2012 California Department of Education (CDE) California Preschool



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What is Dialogic Reading?

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What is Dialogic Reading?An interactive form of storybook reading In which an adult helps a child become the storyteller. “Building a Foundation for Preschool Literacy” by Carol Vukelich and James Christie


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Support for Dialogic ReadingChildren whose language continued to develop the most productively in the early years were those who not only heard language spoken, but who also learned to take part in that talk through the conversational interaction of listening to and responding to one another.

Hart and Risley 1999




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Dialogic Reading Example


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Reflect

• What did you see?• What did you feel while watching?• What are you still thinking about after watching?

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Language and literacy work together. PCF, Vol.1, p. 100

Intentional teaching enhances children’s learning experiences. PLF, Vol. 1, p. 7 ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

18The Five Componentsof CROWD•C stands for completion prompts•R is for recall •O stands for open-ended prompts•W are who, what, where, when, why, and how •D is for distancing prompts©2012 California Department of Education (CDE) California Preschool



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Completion Prompts

• Leave a blank at the end of a sentence and get the child to fill it in.

• These are typically books with rhymes or repetitive phrases.


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Recall Prompts

• Asks questions about what happened in a book with which the child is familiar.

• Recall helps the child to understand the plot, and to describe a sequence of events.

• Recall works for almost all books except alphabet books.


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Open Ended Prompts

• Prompts that enable children to wonder about the book.

• Children may make their own version of the story.• There is no right answer.


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Wh Prompts

• Questions that ask who, what, where, why, when, or how.

• Usually focuses on pictures that the teacher points to asking, “What’s the name of this?”

• Teaches children new vocabulary.


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Distancing Prompts

• Asks children to relate the pictures or words in the story to experiences that they have had.

• Helps the children form a bridge between the book and the world in which they live.– Helps with verbal fluency, conversation, and

narrative skills.


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PEER

• Strategies for asking questions and responding to children when reading a story:

• PROMPT• EVALUATE• EXPAND• REPEAT


25Review:Dialogic Reading in Action!

• Take out the Dialogic Reading Template (Handout 2).

• Fill in the CROWD questions as the teacher in the video facilitates the story.


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Dialogic Reading TechniqueCompletion (fill in the blanks)

Recall (remember the story)

Open-ended questions (expand thinking) What do you think? What could happen? How could you? What would you do?

Who? What? Where? When? Why/How? (ask questions)

Distancing (relate questions to life experiences in class or home)

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Quick Check

• Get your paddles ready• Choose a scribe• Listen to the question• Write the type of question• Hold your paddle high

©2012 California Department of Education (CDE)

California Preschool Instructional Network (CPIN) 04/17/2012

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Dialogic Reading Reflections and Planning Questions

• What is different from my current reading style?

• What do I like about this method of reading?

• What will be my planning process?

• What strategies can I begin to use next week?

• What books will I choose?

• My small group will have ____ children.

• Each day I will devote ____ minutes to small group reading.

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Family Engagement

Dialogic reading by families and caregivers results in substantial positive change in language development.Arnold, Lonigan, Whitehurst, & Epstein, 1994; Lonigan, Anthony, Bloomfield, Dyer, & Samwel, 1999; Lonigan & Whitehurst (1998).



30Small Group ReadingSmall Group ReadingHigh quality instruction can be a High quality instruction can be a

mechanism for building relationships. mechanism for building relationships.

Theresa Roberts (2008)Theresa Roberts (2008)


31Questions for ReflectionWhat are you

already doing to connect home and

school, and can you think of ways to strengthen this

connection? PCF, Vol. 1, p.

127



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Scaffolding for Instruction

Scaffolding involves the performance of some task elements by the teacher when a child is just beginning to learn how to do something. PCF, Vol. 1, p. 309


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Universal Design for Learning as a guide for Best Practice

• Best practice increases child engagement

• Universal design provides for multiple means of – Representation– Engagement– Expression


34Best Practice Strategies

• Use visuals• Use movement and gestures• Use synonyms• Point to illustrations• Use rich explanations



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Best Practice for Dual Language©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012


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Best Practice Dialogic ReadingStrategies to Support English Language Learners

• Repeated readings are very important• Use a word in a sentence that is different from the

sentence used in the book• Engage parental support by sending home translated

versions of the story• Give explicit understandable definitions of words

while reading aloud• Provide parents translations of key words that you

will focus on in school

Dickinson (2005)


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Practicing Best Practices

• Find your CROWD questions

• Brainstorm for ideas to enhance experience

• Choose one idea to fully develop

• Be prepared to share with the group


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I pinky promise to……• How can you implement

dialogic reading?

• How will it most benefit your class?

• What are you excited about?

Tell your elbow partner

“I pinky promise to…”

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Bye…Thank you for coming!



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References

• Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust vocabulary instruction. New York: The Guilford Press.

• Biemiller, A. (2001). Teaching Vocabulary: Early, direct, and sequential. The American Educator, 25(1), 24-28.

• Biemiller, A. (in press). Vocabulary Development and Instruction: A prerequisite for school learning. In Neuman, S.B. and Dickinson, D.K. (Eds.), The Handbook of Early Literacy Research (vol 2). New York: The Guilford Press.

1 © 2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN)...

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