1. G ROWING R EADERS & W RITERS A T H OME I NSTRUCTOR : M EGAN C ONROY

2. M ODULE 4 Rereading Prior Read Aloud Stories

3. Module 4: Rereading Prior Read Aloud Stories ~Research has shown the activities of: -retelling and dramatizing stories, -reading a book repeatedly, and -inserting short definitions for words have increased comprehension and language development. (McGee & Schickedanz, 2007) Why reread a story?

4. Module 4: Rereading Prior Read Aloud Stories ~ McGee & Schickedanz (2007) provide a technique to make adjustments to the -book introduction, -the interactive reading of the text, and -the after reading discussions for the 1 st, 2 nd, and 3 rd readings of the same story. ~Let’s take a look at those adjustments! How can you read it differently?

5. Module 4: Rereading Prior Read Aloud Stories ~Book Introductions (McGee & Schickedanz, 2007) How can you read it differently? 1 st Reading2 nd Reading3 rd Reading Provide a few sentences to introduce the main character and the problem. Remind children they know the characters and what they do in the story. Invite children to identify the characters, problem, and solution in the story. Use the cover illustrations and title to promote predictions & possible story content. Ask questions about the characters and the problem of the story. Have children recall the title. You’re guided their reconstruction of the story.

6. Module 4: Rereading Prior Read Aloud Stories ~Interactive Reading of the Text (McGee & Schickedanz, 2007) How can you read it differently? 1 st Reading2 nd Reading3 rd Reading Insert vocabulary enhancements wile reading (point to picture clues, use gestures, short definitions. Insert same vocabulary enhancements with stronger definitions. Call attention to some of the vocabulary. Model your thinking aloud to aide in understanding of the main character’s thinking and feelings. Model your thinking about the other characters in the story. Before reading, ask “What’s happening here?” Extend or clarify children’s responses. Ask, “What happens next?” Ask questions based on your comments. Ask more follow up questions. Ask questions throughout to guide the child/children in reconstructing the text.

7. Module 4: Rereading Prior Read Aloud Stories ~After Reading of the Text Discussions (McGee & Schickedanz, 2007) How can you read it differently? 1 st Reading2 nd Reading3 rd Reading Ask why questions that require explanations. Use follow up questions to prompt retelling. Ask more why questions. Prompt thinking with additional questions. Dig deeper into the story with more why questions. Demonstrate how to answer questions, “I’m thinking…” Ask what if style questions. Prompt further thinking about the story. Demonstrate your thoughts. Dig deeper still, asking more “what would have happened if…” questions.

8. Module 4: Rereading Prior Read Aloud Stories “During a first read, teachers take a more active role by reading the text and making comments; children are actively listening and sometimes comment or answer questions. During a second read, children participate more verbally by answering questions and commenting more frequently. In the third read- aloud, children take a highly active role as they re- construct the story with teacher guidance.” (McGee & Schickedanz, 2007, p. 747) Parents please remember, you are teachers too! How can you read it differently?

9. Module 4: Rereading Prior Read Aloud Stories “ The repeated interactive read-aloud approach requires that teachers study closely each book they read. They must craft effective comments and questions and be able to respond on the spot to children’s answers, which often indicate misinterpretations and misunderstandings.” (McGee & Schickedanz, 2007, p. 747) Parents please remember, you are teachers too! How can you read it differently?

10. Now you are ready to try this work on your own! 1.Choose a story you have not read at home before to your child/children and plan read it repeatedly this week. 2.Identify the words you will teach for vocabulary 3.Study the text, craft your comments and questions. 4.Read and enjoy! Read and enjoy! Read and enjoy! 5.Reflect on this work of repeatedly reading a text.

11. Assignments 1.Maintain your log of literacy activities (formal/informal). 2.Choose a book to use to plan for vocabulary instruction and repeated readings. Plan and deliver your repeated readings over the course of this week. 3.Blog Post- What are your thoughts/reflections on purposefully rereading stories at home? Did this differ from previous times you reread a story at home? Was this more effective?

12. Thank You! For viewing this presentation For your continued desire to take this course For your invested time and interest in Growing Readers & Writers at Home

13. Contact Me As always, don’t hesitate to contact me at any time for support during and after our work together in this course! My Email: mconroy@shorecrest.org