 Let’s recap what you learned at last week’s meeting regarding alphabet knowledge.  Would you like to share something you did at home this past week to promote your child’s alphabet knowledge?  Any questions you have?

 Reading aloud to your child!  Interactive read alouds provide the opportunity to promote literacy and have fun at the same time!  An interactive read aloud involves being engaged with the text. Stop and talk about what you are reading, explain things, ask questions, make comments, etc. (Bennett-Armistead, et al., 2007, p.123 )

 One obvious reason—for FUN!  Reading aloud builds letter sound knowledge.  Reading aloud helps your child develop concepts of print.  Reading aloud to children helps their comprehension.  Reading aloud to children increases their vocabulary.  Reading aloud increases your child’s knowledge about the world. (Bennett-Armistead, et al., 2005, p. 65)

 Snuggle in with your child as you read.  Encourage your child to be a participant during the read aloud—either by reading along, asking questions, making comments, turning pages, etc.  Take cues from your child. If he/she has difficulty sitting still, think about reading in short chunks.  Encourage all family members to read aloud to your child!  Find books that involve movement (Eyes, Nose, Fingers, and Toes, by Judith Hindley) (Bennett- Armistead, et al., 2005, p. 124). (Bennett-Armistead, et al., 2005, p. 66)

 To help develop your child’s vocabulary during a read aloud, it is important to take the time to explain and talk about important new words in the text (Bennett- Armistead, et al., 2005, p. 76).  Take time to talk about vocabulary words before, during, and after a read aloud (Bennett-Armistead, et al., 2005, p. 77).  Try to use the new words in your every day life! (Bennett-Armistead, et al., 2007, p. 135).

 Comprehension is our ability to make sense of what we read.  During read alouds you can encourage your child’s comprehension by doing many things.  Ask questions about what you are reading (think about open ended questions vs. closed questions that only require a yes/no answer)  Have a conversation about the book.  Make connections between the book and your child’s life, or between the book and another book your child has read. (Bennett-Armistead, et al., 2007, p. 139)

 ANYWHERE!  Be creative when thinking about where to read aloud.  Some suggestions include: outside, in a cozy “nook” in the house, in the bathtub, in a tent.  One of my daughter’s favorite read aloud “nooks” in our house is in our living room behind a chair that is angled in a corner. She has a pile of blankets and pillows stashed behind the chair to make it extra cozy!

 As the weather is getting warmer, is your child excited to spend more time outside?  If so, try this!  Pick a spot to read outside such as under a tree, on the front or back porch, in the yard, etc.  Choose a book related to the outdoors and/or something your child is interested in. (Bennett- Armistead, et al., 2007, p )  My daughter loves to feed the birds and chipmunks that come to our feeders, so I may choose a book about birds or chipmunks to read aloud outside. We may even see them while we are reading!

 Choose books that have rich language and a compelling plot.  Make sure non-fiction books have correct information.  Choose books by well known, respected authors/illustrators (ask a librarian, friend, teacher, etc. for recommendations).  Choose books based on your child’s interests.  Choose books from a wide variety of genres. (Bennett-Armistead, et al., 2007, p. 40)

 I brought a few examples of suggested books for read alouds. Feel free to take a look at the end of our session.  I will also provide a handout with a list of great books to read aloud for all ages.

 Feel free to contact me if you have a question after you leave. My is:  Tonight’s meeting concludes our series of parent meetings.  I will send an regarding future opportunities for parent meetings.  Thank you for coming and have a great evening!

Bennett-Armistead, V. S., Duke, N. K., Moses, A. M. (2007). Beyond bedtime stories: A parent’s guide to promoting reading, writing, and other literacy skills from birth to 5. New York: Scholastic. Bennett-Armistead, V. S., Duke, N. K., & Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York: Scholastic.