Effective Uses of Books in Preschool Effective Uses of Books in Preschool ClassroomsClassrooms

David K. Dickinson

Peabody College, Vanderbilt University

Effective Uses of Books in Preschool Effective Uses of Books in Preschool ClassroomsClassrooms

David K. Dickinson

Peabody College, Vanderbilt University

C-PIN Conference, Los Angeles CA

October 27, 2005

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Book Reading Is ImportantBook Reading Is Important

• New NAEYC Program Accreditation – Curriculum standard: Daily Reading required

• Home-School study: – Analytic discussions foster vocabulary and

comprehension– Skilled style of reading improves engagement

• Advice to parents: – “Read to your child every day.”

• Most effective home behavior (FACES). • Builds language skills (long-term effects on literacy).

• But classroom use often is not optimal ….

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Book Use in Classrooms Book Use in Classrooms • Frequency? (169 days in 100 classrooms):

– 66 days: no book reading • Time per session:

– 9 ½ minutes on average– Usually one book (average = 1.3)

• Time use observed during the day: – Time reading books: 7-8% (transitions: 12%)– Planned time: 1.5% of weekly time for books

• Quality of conversations about books:– 72% of comments with low cognitive demand

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Book Choice – Issues to ConsiderBook Choice – Issues to Consider• What kinds (genres) of books do you read:

– Storybooks (fiction) only?– Information books? Poetry?

• Challenge level of the books:– One short sentence per page? Short books?– Several sentences? Longer books?– Varied sentence structure and vocabulary?

• Is there some sequence to your choice of books?– Do you increase the complexity of books? – Do books relate to each other in some way?

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Goals of Story Reading: Affective FocusGoals of Story Reading: Affective Focus

• Instill a love of books and reading.

• Develop appreciation for particular books, characters and authors.

• Build a sense of community around shared books.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Story Reading Goals: Skills FocusStory Reading Goals: Skills Focus• Teach vocabulary by:

– Intentionally selecting key words– Using words in meaningful contexts repeatedly– Teaching meaning with intentionality

• Build extended language skills– Understanding of complex sentence structures– Gain familiarity with literary uses of language

• Build skill comprehending books– Gain sense of story structure– Learn about standard characters & motivations

• Learn to participate in group book reading

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Sample of a Systematic Approach from Sample of a Systematic Approach from Opening the World of Learning Opening the World of Learning (OWL)(OWL)

(Schickedanz & Dickinson, 2005)(Schickedanz & Dickinson, 2005)

• 6 units, 4 weeks each• High quality children’s literature

– Fiction– Nonfiction– Poetry

• Teacher’s manuals with extensive guidance for the full day.

• Detailed suggestions for book reading.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Adopt a Systematic ApproachAdopt a Systematic Approach• Reading One:

– Establish characters, plot, sequence of actions

– Define focus vocabulary

– Provide overall story

• Reading Two:

– Reconstruct book with children

– Ask comprehension and recall-focused questions

– Don’t confuse predicting with recalling

– Provide reinforcement of vocabulary

• Reading Three:

– Engage children in reconstructing the story

– Encourage children to use words

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Using Books to Teach VocabularyUsing Books to Teach Vocabulary

• Reading and discussing books supports vocabulary learning (at home and in school).

• Children learn more vocabulary when you: – Plan which words you will teach.

– Have readily available appropriate, child-friendly definitions for new words.

– Provide rich explanations of word meanings.

– Reread stories with a focus on the selected words.

– Encourage use of key words all day long.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Guidance for Selecting WordsGuidance for Selecting Words• Beck & McKeown’s Tier II words:

– Useful in everyday conversation

– Important to the storyline

– Appropriate for sophisticated 4 year old

– Avoid nonsense and very odd words

• Create child-friendly definitions.

– Use words they know.

– Try to be precise. Use clear examples.

– Avoid overly general definitions.

– Use words in well-formed sentences.

– Use a dictionary when needed. (Spanish-English dictionaries are very useful classroom tools.)

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Example: A NounExample: A Noun

• Eagle:

Too general:

It’s big and it flies.

It’s a kind of bird.

Better:

It’s a very large bird that eats small animals like rabbits and mice. (use a picture if one is available)

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Example: An AdjectiveExample: An Adjective• Slippery:

Too general: – Something you can’t hold onto is slippery.

Better: – If something is slippery it is hard to hold onto

because it is very smooth. Things also can be slippery they have something on them like wet soap. Wet soap can be slippery.

– Sidewalks can be very slippery too if they have ice on them.

– (If possible link to a picture or the story: “See, he slipped and fell because the walk is slippery.”)

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Vocabulary: General GoalsVocabulary: General Goals

• Provide information about meaning• picture cues• story context • clear definitions• demonstrations of meaning

• Provide information about use:• hear word in sentence contexts• hear word in other stories• hear word in other settings and sentences

throughout the day

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Analyzing Vocabulary MethodsAnalyzing Vocabulary Methods

• Observe me reading.

• Listen and watch for different methods I used to communicate the meanings of words.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Vocabulary Teaching StrategiesVocabulary Teaching StrategiesImplicit Methods___ points to the picture ___ facial expression communicates meaning___ gesture communicates meaning___ tone of voice, manner of speaking communicate meaning___ say word slowly and clearly, special emphasis draws attention to the word

Explicit Strategies___ directly defines the word___ responds to child comment or question and makes meaning clear___ sets up contrast with another word___ links to another word or concept___ uses analogy, notes similarity to another object or experience___ children are encouraged to say the word

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Your Task: Plan 1-2 PagesYour Task: Plan 1-2 Pages

1. Read 2 pages. Select 1-3 words.

2. Create child-friendly definitions for 1-2 words.

3. Decide how to read the page so that words are introduced, but the flow is not overly disrupted.

4. Have a volunteer be prepared to read.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Support Second Language LearnersSupport Second Language Learners

• Books can support learning of English.

• Rereading is very important.

• Engage parental support by sending home translated versions (that you create) prior to in-school reading.

• Provide parents translations of key words that you will focus on in school.

• Provide explicit definitions of words while reading aloud.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Impact of Rich Explanations of Vocabulary Impact of Rich Explanations of Vocabulary When Presented to ESL preschoolersWhen Presented to ESL preschoolers

Molly Collins, BU dissertation, Erickson Institute Molly Collins, BU dissertation, Erickson Institute

Children who heard explanations learned more target words than children who did not.

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Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Support for ELLsSupport for ELLs• Begin supportive talk immediately!

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Story Comprehension: GoalsStory Comprehension: Goals

• Understanding of the plot and characters– where and when the book takes place– who the characters are; how they are related– what they are trying to accomplish– why characters do what they do

• how actions are related to goals• what characters know, believe, can see

– how characters are feeling, reacting– physical cause-effect relationships– sequence of events

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Planning Comprehension TeachingPlanning Comprehension Teaching

• Clarify plot for yourself– who characters are– what they are trying to accomplish and why

• Identify possible points of confusion– gap in information (unstated action, motive,

reaction)– unclear what character sees, knows, thinks– difficult concept, needed background

information• Select strategy(ies) for ensuring understanding

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Plan Follow-up QuestionsPlan Follow-up Questions• Plan follow-up conversations. Avoid stereotypic

questions: “Did you like that?” “Wasn’t that good?”

• Use your analysis of the complex parts of the story. Select a singe focus.

• Plan a sequence of questions to ask on different readings. Vary your questions. – Support understanding of tricky places to

ensure understanding of basic storyline.– Support understanding of the sequence of

events.– Link to children’s experiences to deepen

understanding.

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

The Power of Small Group ReadingThe Power of Small Group Reading

• Emotional bonding with teacher and friends

• Individualized choice of books

• Detect subtle misunderstanding

• Engage in more extended conversation

• More opportunity for the child to speak

• Use details in the book more fully

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Practice Makes PerfectPractice Makes Perfect

• Refer to the lists of strategies provided as you plan book reading.

• Develop partnership with colleague or coach– set personal objectives– practice particular techniques– have conversation about your effort

• Share plans with colleagues

Created by David Dickinson for CPIN conference and follow-up. Not for other uses without explicit permission.

Be “The One” for Each ChildBe “The One” for Each ChildI am only one.

But still I am one.

I cannot do everything.

But still I can do something.

And because I cannot do everything

I will not refuse to do the something that I can do.

by the Rev. Edward Everett Hale(from the Unitarian Universalist hymnal)