Role Playing NBO: Read LLDI 2 pages 89 forward and pages 162-163.

An orientation will make the child familiar with:
I.
The story
II.
The plot
III.
Phrases of language he may not have heard
IV.
Unusual names or words
V.
Old words used in a new way

Things a teacher will do to take the ‘bugs’ out before the story is read (the child knows the story before he reads it; the child has heard language of the story before he reads it; the child is alerted to things he must look for before he reads it).
I.
Draw attention to an important idea
II.
Discuss pictures to give a sense of the plot
III.
Provide opportunities for the child to hear and use a.
New words b.
Structures (phrases) c.
A page that could be challenging d.
The whole story once or twice before he reads it
IV.
Prepare the child for something in the story that is new
V.
Pronounce one or two words that occur in the text and a.
Ask the child what he would expect to see in the beginning of the word b.
Ask the child to find the word
VI.
Tell the child the ending or not tell the child the ending
VII.
Introduce into the child’s TALK any concept or word or phrase the child has not used.

Introductions can be ROBUST or minimum.
Selection of Book
The teacher knows and considers within the child factors
Experiences and Interests
Life’s experiences
or what they know about the topic
School experiences

How literacy is being taught in classroom
(Reading/Writing)
Cultural background

Ability to imagine or believe story

Conflict of values
Interests
The teacher knows and considers within the book factors
Content
Important ideas:
Common experiences depicted:
Language patterns used: at home, on the playground, in school
Language Book Language
Language pattern - syntax:
B ook language:
The teacher does
Selects a book that will support the child’s reading.
Designs and delivers a
NBO that exposes the child to helpful information about :
The book’s content and that is sensitive to the child’s -
 background of experiences,
 cultural experiences,
 interests,
 how the language works,
The child reads and interprets the story
Dr. Garreth Zalud _ Professional Development – Do Not Use Without Permission

Experiences with Books
Kind of books that the child has been reading versus the new book
Child’s Competencies
What the child needs to learn to do next
What the child is mostly doing at difficulty
The teacher knows and considers within the child factors
Characteristics of Books and
Stories
Connections to other books
Story line and or plot
Sources of Predictability and
Redundancy:

Repeating structures
(sentence - phrase - word)

Rhyming

Pattern of pattern change (only a word or several words)

Number of repetitive patterns
Print or Text features:

Print size and font:

Amount of print
(number of words, pages, sentences per page)

Text match to picture

Layout (where lines break, page layout, continuations to another page, etc.)

Use of space on the page

Punctuation
Words:

Frequently encountered words

High frequency words

New and Important words

Conceptual words

Long words

Referent words
The teacher knows and considers within the book factors how books work,

And how reading works
The teacher does The child reads and interprets the story
Dr. Garreth Zalud _ Professional Development – Do Not Use Without Permission