Dialogic Reading & CLASS

How are these related?

Suzanne ParrottBarbara Dowling

SDAEYC 2014

Typical Literacy Development

Three year olds:• Recognize a book by the cover• Pretend to read• Comment on characters• Begin to attend to print in books• Produce some letter like formations when drawing/writing

Typical Literacy Development

Four year olds• Recognizes local environmental print• Pays attention to separable and repeating sounds

in language• Uses new vocabulary when speaking• Identifies 10 alphabet letters, especially those in first name

Typical Literacy Development

Five year olds• Understands that the sequence of letters in a

written word represent the sequence of sounds• Notices when simple sentences fail to make

sense• Correctly answers questions related to books• Given spoken segments, can merge the sounds

into a word

What is Dialogic Reading?

Having a conversation about a book.

All about teaching critical thinking skills.

Developing experiential knowledge

Teaching juicy vocabularyDeveloping a relationship with a

childMaking reading an enjoyable

experience

Having a conversation about a book

• Frequent Conversations—back and forth exchanges and contingent responding

• Repetition and Extension• Prompting thought processes• Providing information• Scaffolding

All about teaching critical thinking skills

• Feedback loops—aim for 5 verbal volleys • Prompting thought processes• Scaffolding• Open-ended questions• Advanced Language

Developing experiential knowledge

• Repetition and extension• Advanced language—connect familiar words/ideas• Provide information• Integration of concepts• Connections to the real world• Concept development• Clarity of learning objectives• Student interest • Effective facilitation• Helps children comprehend what they are reading—

excellent school readiness skill!

Teaching juicy vocabulary

• Language modeling and advanced language• Student Interest• Listening• Focused attention• Integration

Developing a relationship with a child

• Positive climate• Physical proximity• Shared activity• Social conversation• Matched affect

Making reading an enjoyable experience

• Flexibility and student focus• Support for autonomy and leadership• Student expression• Restriction of movement• Positive Climate• Smiling, laughter, enthusiasm• Eye contact• Warm, calm voice• Cooperation and sharing• Student comfort• Awareness and responsiveness

Make reading aloud FUN!!!• Mem Fox’s reading aloud commandments

• Read aloud with animation—hang loose and be loud, have fun and laugh a lot!

• Read with joy and enjoyment• Read stories your child loves, over and over again. • Let children hear lots of language by talking to them

constantly about the pictures• Look for rhyme, rhythm, or repetition in books• Play games with the things you see on the page• Never ever teach reading or get tense around books• Read aloud everyday since children love it!

How do I do it?

Putting it all together

Choosing a Book—The most important step!

• Choosing high-quality books that…• Have an identifiable plot• Have at least three vocabulary words• Interesting and creative illustrations• Are relevant to children’s lives• Respect the child’s intelligence and abilities• Spark conversations—at least 3 conversational turns• Are based on children’s interests, strengths, or needs • Have patterns that invite children to participate• Engage children’s emotions• Related to children’s special interests and questions

More guidelines on choosing books

• Does the book appeal to young children?• Is the content developmentally appropriate?• Does the book encourage discussion about the alphabet

and its purpose?• Does the book allow you to focus on word awareness,

directionality, or functions of print?• Is this book a good source of discussion topics?

Preparing a book • http://

community.fpg.unc.edu/connect-modules/resources/videos/video-6-5

Now it is your turn!• Choose a book• Using the suggestions for choosing a book and the

CROWD prompts do the following• Identify the elements that make up a high-quality

book• Prepare the book with sticky notes placing them in the

pages

Taking a Picture Walk• A picture walk helps develop your children’s language

and pre-reading skills. • The book picture walk allows you to find out what your

child knows based on the pictures and encourages them to think about what they think might happen in the story.

• You are not reading the book. You are encouraging your child to talk about the pictures

Reading the book

• First time through the book• Repeated readings• http://

community.fpg.unc.edu/connect-modules/resources/videos/video-6-8

Story retellings• http://

community.fpg.unc.edu/connect-modules/resources/videos/video-6-10

Extensions • 3 little pigs—what if the wolf was a camel?• Comparing and contrasting 2 versions of the same story

or fractured fairy tales• Having the children write their own endings

Working with Parents• CAR

• C—Comment and Wait• A—Ask a question• R—Respond by adding a little more

Extending to parents

• PEER & Follow the CAR

Pulling it all together!• What do you now understand about DR?• What do you still have questions about?• What will you implement next week related to DR?