Reading Aloud
with
Babies and Toddlers
Presented by:
Kim Flower and Debbie Starling Phillips
ELA Kindergarten through Second Grade Specialists for
Duval County Public Schools
Agenda
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Overview of reading aloud to children
Nursery rhymes and books
Model how to read aloud to children
Activity with Article: Reading Aloud with
Babies and Toddlers
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Active Participation: Practice how to read
aloud
Questions ?
Why read aloud?
There is 100% enthusiasm and desire to
read in young children when they
start school…
What happens?
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By 4th grade, 45.7% of children read
for pleasure each day.
By 8th grade, 27% of children read
for pleasure daily.
By 12th grade, 24.7% of children read
ANYTHING for pleasure daily –
What happened to the 100% we had in K?
“The single most important activity for
building the knowledge required for
essential success in reading is reading
aloud to children.”
Becoming a Nation of Readers, 1985
Reading to Young Children
Before children know what words are:
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Benefit from watching and listening to adults
read aloud
Learn basic language and reading concepts
Reading Aloud Should Happen
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At home
In the classroom
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AND, at all age and grade levels!!
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Reading Aloud
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Associates reading with pleasure
Creates and/or builds background
knowledge
Provides reading role models
According to Jim Trelease….
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Humans are pleasure centered
Reading is an accrued skill
AND
Reading aloud provides a means to an
end -- the pleasure and love for
reading!
Benefits of Reading Aloud
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It is fun
Reading and listening skills are improved and
reinforced
Interests and tastes are broadened
The imagination is exercised
Background knowledge and vocabulary are built
Reading maturity develops
Reading independence is promoted
Lifelong readers may be developed
Stages of Reading Aloud
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Talk with babies
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“Label”ing a toddlers world
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Interactive – “touch and feel” books
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Favorite books
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Wordless/Predictable books
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Waldo, Pop-up, Joke books
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Picture books
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Beginning chapter books
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Chapter books
Why do children become attached to
particular books?
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Reassurance – family/security (Whose Mouse are You, Robert Krauss)
Identification (Sam’s Teddy Bear, Robert Kraus)
Humor (Curious George, H.A. Rey)
Predictability (Brown Bear, Brown Bear, Bill Martin, Jr.)
Artistic Distinction (The Snowy Day, Ezra Jack Keats)
Rhythm (Bear Snores On, Karma Wilson)
Happy (association w/ feelings) (Blueberries for Sal, Robert McCloskey)
Gimmick books (Where’s Waldo?; Where’s Spot?)
Special Interest (Big Wheels, Anne Rockwell)
Establishing a Successful Read Aloud Time
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Make a do not disturb sign and use it.
Plan time to read and discuss the book.
Do not skip days when reading to your child.
Set aside time every day.
Don’t let read aloud be an optional activity on busy
days.
Let your child know that you enjoy it!
Preparing to Read Aloud
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Plan to read aloud at least once a day.
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Choose quality books that you find FUN!
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Choose books with good illustrations.
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Consider any vocabulary words that your child might not know.
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Read the book to yourself BEFORE you read it to your child.
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Use props to help the story come alive.
Selecting Books to Read Aloud
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Read from multiple genres: alphabet books, rhyming books,
fiction, non-fiction, wordless books, etc.
Read as many of your favorites as possible.
Never, NEVER read a book that you have not already read!
Be open to suggestions/requests from your child.
Try to select books that will have your child “listen UP”
REMEMBER… the art of listening is an acquired skill – it must
be developed and it will take time! (Jim Trelease)
Do’s of Reading Aloud
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Begin reading as young as possible.
Use Mother Goose rhymes to stimulate infant’s language and
listening.
Read and reread predictable/repetitive books.
Allow your child to insert key words/phrases when rereading
Read OFTEN!
Vary length and subject matter
Insert your child’s name and family members’ names
Allow your child to get involved (hold book, turn pages, etc.)
Make sure your child can see the pictures, and talk about the
pictures
PRACTICE!!
Adjust pace/voice to read the story (i.e., If the story takes place
at night, use a quiet, whisper voice.)
Make connections/extensions to books at stores and places in the
community
Don’ts of Reading Aloud
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Read books you don’t enjoy yourself!
Continue a book if it is a poor choice
Select books children have seen on
television
Be fooled by awards (they don’t
guarantee good read alouds)
Confuse quantity with quality
Reading the Book
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Preview the book – discuss the cover
Talk about the author and illustrator (song)
Talk about the front, back, and spine of the book
Take a picture walk
Introduce new concepts or vocabulary
Read the story completely!
Discuss the story
Reread the story and talk about the book
Discussing the Book
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Research shows that the discussion that
happens during and after the reading is
more important than the reading itself
Some questions for discussion during the
reading:
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How do you think the character feels?
What will happen next?
Why did the character act that way?
What is happening in this picture?
Discussing the Book
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Some questions for discussion after the
reading:
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What was your favorite part of the book and
why?
Did you like how the book ended; why or why
not?
What do you think would happen after the
story ended?
If you could write a new ending, what would
happen?
The Best Books for Family Reading…
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Award winning books (but not always)
Attractive covers
Beautiful illustrations
Good, rich vocabulary
Interesting characters
Defined plot
May include humor
Help children solve problems in their lives
Handout Activity
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Directions: Count off by 1,2 at your table.
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1’s read the article, Reading Aloud with Babies
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2’s read the article, Reading Aloud with Toddlers
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After reading, discuss at your table
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Share out findings with whole group
Teaching Children to Care for Books
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Model, model, MODEL!
 Demonstrate how to pick up a book, how to hold it, and
handle it. Teach your child that you value books and he
or she will do the same.
Allow your child to practice.
 The only way children can learn to be responsible when
holding and caring for books is by handling books!
Involve your child in developing book handling rules.
 “We handle the books with our clean hands.”
 “We turn the pages gently.”
REMEMBER…
“Being able to handle books independently
allows children to “read” the books
themselves, using words they remember
from being read to. These activities
improve verbal abilities. Children who are
not allowed to handle books will be far less
likely to seek out books for entertainment
or information.”
And ABOVE ALL…
Have FUN!!!
Practice Reading a book
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Practice what we have learned about
reading aloud to young children with
your table partners
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Choose a book/Preview the book
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Read the book to table partners
Questions and Answers
Suggested Sources
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Book Lists for Reading Aloud
Children’s Literacy Initiative (Click “Professional
Development” to find book lists) www.CLIontheweb.org
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www.alastrore.ala.org
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www.cbcbooks.org
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www.brodart.com
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www.trelease-on-reading.com
Sources: Family Reading
Jana Crosby, Reading Specialist
Read to Succeed Initiative
Alissa Ongie, Preschool Project Coordinator