5 Steps to Doing a Good Read Aloud

Remember those storytimes you grew up with? Remember sitting next to a warm parent at night before bed . . . or with a rambunctious crowd at the library . . . or mesmerized at your desk with the teacher reading aloud?

All children need to be read to--to introduce them to quality literature, to help them with early reading development, to familiarize them with advanced vocabulary and sentence structure, and to learn the love of hearing stories.

There are no shortage of lists of recommended books for children. Unfortunately, there is not a lot of information for parents on how to read aloud, which is equally as important! It seems so simple, doesnt it? You just open and read! But for a child to get the most out of a book, there are things you can do that will make the experience even more meaningful to your child. Here are a few steps that will soon become a natural part of your read aloud habits if you practice them every day.

1. EXAMINE the cover together. Then, ask the child what he or she thinks the story will be about. This is called making predictions, which experts now know all good readers do automatically. Good readers make and revise their predictions constantly while reading. It is one way the brain stays actively involved in the story. (By the way, there is no wrong prediction. If the child was wrong, he or she just revises the prediction! It's very liberating.)

2. READ THE TITLE (again) and then the AUTHOR AND ILLUSTRATOR names. Knowing the author and illustrator is so important. First, it teaches children that books just don't appear--someone had to create them. Reading their names shows respect for the people and their hard work. Another good reason to know the author and illustrator is for recognizability. My boys quickly learned that they liked Jan Brett's style, so library searches were easier--I sent them to the B's and let them bury themselves in books until they found another Jan Brett.

3. READ THE STORY. Always read slowly. I say this as a reminder to people like me who tend to talk fast naturally! Remember that an author and editor chose every word to be in that book, so respect the wording the author has used. If the book has a couple of lines of text per page, it is good to move your finger along under the words. This shows children the patterns of reading that will be foundational as they learn to read.

One of my young adult children recently told me that he loved how I read aloud to him. He said, "You made the voices for characters and you did different things with your voice to move the story along." So, in that vein, read extra slowly at suspenseful parts, speed up when Peter is being chased my Mr. MacGregor, and whisper when he is hiding under the pot. Reading with energy and purpose will engage your children in the story. 

Don't stop to answer a lot of questions or explain material, but if there is a question in the text, have your child answer it! 

4. WRAP UP. Encourage some dialogue after the story: "Wow, I sure didn't expect it to end that way! " or "What was your favorite part?" or "Should we read this one again tomorrow night?"

5. ASK QUESTIONS. Only do this if the child is still interested. "When we were reading, I heard an interesting word. [Turn back to the page, point to the word, and say it.]. Do you know what that means? Let me read that sentence again and maybe we can figure it out." Or "Do you think this story could have ended differently?" Children will often have questions while you are reading, and if you don't answer them during the story (which is best because things are often explained in the course of the story or context will make things clearer), this is a good time to say, "What was that question you had back on page [x]?"

One thing we did with our children while they were growing up was to discuss the art medium the illustrator used, which led to a lot of creativity in their own artistic expressions.

It is fine, of course, if the child is done with that book for the day and doesn't want to do any "vocabulary development" or "analysis." Children don't learn to love books by analyzing them to death.

These five steps, with any age child and any genre of story, will get you started in a very enriching reading time together! Pin It

Let's Be Real

One of my great passions is using literature in lesson plans. When I was growing up, all stories were in the language text book, all history came from the history textbook, and all science was from the science textbook.  Fortunately for students, much has changed.  Students are no longer subjected to only short stories, excerpts from great literature, and stories created to fit into the state standards and that fit within the boxy corners of a textbook.

Children deserve more than contrived literature that looks like it belongs on the back of a cereal box.  They deserve excellent literature in every part of the school day.  About twenty years ago, the trend for using "real books" came about.  Although it has continued to grow in acceptance, there is so much more teachers can do.

Real books are literature--real literature--that students will enjoy, be moved by, and read again and again.  A good book is like a friend--you return to it over and over, it moves you, it isn't stagnant but changes as you read it at different stages.

After Disney comes out with a movie, the market is flooded with merchandise using that motif.  In book form those Disney stories have cheap paper, colorful but flat and uninteresting illustrations, and boring text.  They are there just to tell the retell the story.  Although I love Disney and Pixar movies, the blasé books that they develop are an embarrassment to literature. 

So how do you know a real book from a blasé book?

1. Real books have reputable authors. 
    Blasé books often have no author name but just list a publisher.  (There are plenty of blasé books that do have authors--either pseudonyms, made up, or entry-level writers.)

2. Real books have beautiful, inspiring illustrations. 
    Blasé books look like an imitation.  They are flat and uninteresting.

3. Real books stand alone. 
    They are not meant to be a part of some marketing campaign or educational standard. 

4. Real books come before the movies! 
    Almost always after a movie comes out, a book will follow.  These are written quickly, just to capitalize on the timing of the movie's release.  Truly blasé.

5. Real books are the ones you remember from your childhood. 
    Although it is possible, it is very unlikely you remember the books that were take offs on movies or TV shows from your childhood.  You probably don't remember much from your language textbook, either.  And if you read from Dick and Jane readers (although they are seeing a resurgence for their art's sake), you were definitely NOT moved by the riveting storyline. 

The question becomes then, how to incorporate real books into the curriculum.  If this is the best of literature and we want our children exposed to quality, not depressing readers, how can teachers use literature inspiringly in their classrooms?  The best thing about real books is that they are not intended to teach a curriculum subject, but they can be used to do so! 

Real books are being used in the classroom to supplement the content areas.  Literature becomes more authentic because students are able to see that stories apply to history, science, and even math!  Books like Elinor Pinczes' One Hundred Hungry Ants and A Remainder of One (illustrated by Bonnie Mackain), take math concepts like grouping, number sense, and division and show children how fun math can be--They can start to imagine looking at life through math-glasses. 

In language, there are beautiful poetry books that help children understand grammar!  Ruth Heller is an expert at explaining grammar, even the exceptions to the rules!, in books like Kites Sail High, Behind the Mask: A book about prepostions, and Many Luscious Lollipops: A book about adjectives.  Another possibility is using quality children's literature to teach writing concepts like dialogue, characterization, and voice. 

In science, teachers and parents can use a book like The Snowy Day (Keats) to demonstrate concepts like weather, solid-to-liquid, and temperature.  It's a real book, and in a very real way it demonstrates those concepts by story.

The best and easiest use of real literature is for history.  Studying the Civil War with 4th graders?  Choose My Brother Sam Is Dead.  Studying immigration?  Try Esperanza Rising.  Looking at the African-Americans struggle during the 20th century? Roll of Thunder, Hear My Cry will teach more than a lecture can--or certainly make a lecture come to life.  These are all novels, but storybooks abound for history, as well. 

Fortunately, students aren't stuck just with textbooks anymore.  They can see how the concepts they are learning have been lived out or can be interesting and entertaining.  This is just one more way to make school relevant to real life!

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Location! Location! Location!

I've gotten off my schedule this week, but I don't think any of you is married to my blog schedule, so I will just feel the freedom to change it up every now and then.  Soon, there will be more literature-related blog posts, but I am so excited about what happened today!

I decided to overcome my fear and take a look at the magical spot I have reserved (in my mind only) for Once Upon a Storybook.  It has been available since November 2011, and I have seen the inside twice.  It is PERFECT for my needs--almost like it was made just for me :-)  I haven't gone to see the space in awhile because my projected opening date keeps getting extended farther and farther out.  Although I am praying the spot will stay available for me, it just doesn't seem like that's likely for so long.

Below you will see some pictures of this darling spot.  And if you look carefully, you will see a lease sign in the window!  It is still available!  So, if you are the praying sort, please ask the Lord to hold it for me. 

Someday, where it says "Sugar Press," it will say "Once Upon a Storybook"!

That little parking spot in front of the door is just for you!

You can see Sugar Press on the right . . . on the left are many other darling shops!  Wouldn't you want to shop here?

The outside is darling with the little gable window that will always be filled with great displays.  Inside is even more amazing!  The cash wrap area is already built in, with white beadboard and a beautiful wood countertop.  On the other side of the cash wrap area is where I will have my storytime corner.  My friend and professional children's illustrator, Priscilla Burris, has offered to make a mural for me.  I know just what I want it to look like: a huge shade tree with lots of animals around the trunk, peeking in to listen at storytime.  The main wall on the left will be all white bookshelves, and there will be some shelving and display tables in the middle.  There will be children's beanbags, a small white picnic table, and two padded benches--plenty of seating for moms and kids. 

One of my favorite things about this shop is that, although it appears small (which is really what I want), behind the wall in the back is a room, perfect for a craft and party room!  I knew that wherever I leased, I would put one in, but in this location, it is here already! 

So, here it is, the beginnings of what Once Upon a Storybook will look like.  I hope you will soon be able to come visit me at Plaza Lafayette, on the corner of Newport and Irvine Blvds in Tustin!
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First steps

Norm and I have talked about owning a business since the first year we were married. We dreamed outloud about "Sweetie's," a 50's diner that would be walking distance from a high school--the perfect hangout. On a trip to the Bay Area, I got motivated to look into drive-through coffee shops. Nevermind that I was homeschooling full time and that I don't drink coffee! (This was pre-Starbucks days.) Then, it was a Dream Dinners franchise. We almost put money down on that one!

Why didn't we pursue any of these options? Mainly, the timing wasn't right. Norm also believed we should be involved in something that used both of our interests, experiences, and passions. Wouldn't it be great if we could find something we would both love, perhaps in education, where making money would be the goal but feel like a hobby!

In December 2011, my position was eliminated at LearningRx, a cognitive training company that works with students with learning issues (another franchise that we researched with some seriousness). After leaving a job I had loved, I knew I wouldn't be satisfied to just "have a job." It was time for me to reevaluate and determine what God had for the second half of my life!

Children's literature has always been my passion (see the first blog entry, April 15, 2012). When I was homeschooling, I did dream of owning a bookstore or working in children's publishing. When my friend, Lori, recently suggested how much fun it would be to own a used children's bookstore, my heart started racing--of course! A children's bookstore! It's the perfect time! It utilizes Norm's business experience (he's a CFO, nominated of OC CFO of the Year last year!) and My biggest passion.

And the more I think about it, research it, write about it, discuss it, the more I know this is the best way for me to accomplish my professional goals.

Next Thursday--the where and when of opening my bookstore Pin It

Are Fairy Tales Important?

I have spent most of my adult life reading fairy tales.  Sometimes it’s the escapism, sometimes it’s the predictability, sometimes it’s the romance that draws me to these timeless stories. 

Fairy tales are seeing a great resurgence in children’s literature.  It is fun to see what many consider “the same old stories” relived, reworked, and reillustrated for a new generation of young (and old!) readers. 

But, still, why should fairy tales be a part of our literary diets?  Do young children really need the predictable, often stereotypical events and characters in fairy tales? 

I love the philosophy of educator E.D. Hirsch, who argues that students need to understand a core curriculum of information so that everyone can communicate and fully participate in democratic life.  His Cultural Literacy: What Every American Needs to Know is a primer of the basic information that everyone should know, and he contends, “To be culturally literate is to possess the basic information needed to thrive in the modern world” (Hirsch, Cultural Literacy, xiii). I mention this not because everyone should run out and buy Hirsch’s book (although it is worth it!), but because I truly believe the concept that we all need a basic foundation to ensure that we have a fair playing field for education, jobs, and democracy.

Literacy? Education? Employment? Democracy?  What does all this have to do with fairy tales???

Fairy tales are typically the first types of stories to which children are introduced—especially before the last couple of generations when picture- and storybooks for children began to see a huge development.  Children are drawn to elements in fairy tales that make them “safe,” or predictable.  That familiar conclusion to every fairy tale, “and they lived happily ever after” is second only in recognizability to that “once upon a time” introduction.  We all recognize that young children need security and predictability--stories provide that in a way that real life cannot always do.  Children quickly learn that no matter how dire the circumstances (think Hansel and Gretel), the good will win out in the end and the evil will pay the price.

Children need to be familiar with fairy tales because so much of more advanced literature is based on them.  If a student doesn’t know The Three Little Pigs, it will make the experience of hearing Jon Scieszka’s The True Story of the Three Little Pigs a little empty.  Certainly, The Paperbag Princess is an effective story that can stand on its own, but what makes it significant is the way it turns the typical fairy tale on its head—and if you don’t know that typical fairy tale, you won’t get the joke.  The plot of a damsel in distress, a romantic gentleman, a wicked woman, and elements of magic forms the basis for so many stories. 

Teen literature is also connecting with fairy tales these days.  Especially enjoyable are Donna Jo Napoli’s fractured fairy tales—Beast, Bound, and Zel have all been honored with multiple literary awards.  Again, they are enjoyable stories in their own rights, but what makes them powerful literature is the way they play on fairy tale themes and conventions.  Much of the best of new literature for young children, older children, and teens is taking the form of the fairy tale, either literally or in some fractured sense.

The best reason to read fairy tales goes back to my E.D. Hirsch rant.  Fairy tales are a part of our lives, whether we realize it or not.  Just like with Shakespeare (we’ll discuss that another day!), the language and character stereotypes are part of our culture.  “Happily ever after” is discussed in media, although usually in the negative . . . as in There is no “happily ever after.”  But to know that there isn’t a reality like this, a reader must be able to compare it to the fantasy of the fairy tale.  We use expressions like “the Big, Bad Wolf” to signify villains in our society and the “poisoned apple” to represent something that appears innocent but is truly dangerous.  When we make these literary allusions, we are assuming the audience knows to what we are referring.  Children with strong literary backgrounds will be more well educated than those who aren’t familiar with the traditional stories.

So pull out those dusty copies of some beautiful books and introduce them to young and older children, alike!  Fairy tales are the some of the basics that everyone should know and love!  Along with those mentioned above, here are some of my favorites:

Picture books—

The Rough-Faced Girl (Martin); Native American version of Cinderella

The Stinky Cheese Man: And Other Fairly Stupid Tales (Scieszka); fractured fairy tales

Lon Po Po (Young); Chinese version of Little Red Riding Hood

Rapunzel (Zelinsky); traditional

Young Adult Literature—

Fairest (Levine); reworked Snow White (appropriate for jr. high readers)

Ella Enchanted (Levine); reworked Cinderella (appropriate for jr high readers)

Cinder (Meyer); reworked Cinderella (Note: I have not read, but the author is reputable; this is her latest work)



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What's It All About?

This is not my first attempt at today's post. Ok, so part of it was my lack of technical knowledge about blogging. But, the truth is, I'm glad the first draft is lost in a black hole. I've known what I wanted to say, but I don't really know how to say it. I know I am not the first person to have this problem.

Thursdays are going to be Bookstore Progress days. I will share with you my actual journey of building a bookstore, letting you in on my timelines and deadlines, but I wanted to start by acknowledging the foundation of a bookstore--the thing I am learning more each week.

It's all about the people.

I thought I would have this great idea, get some money behind it, and it would be open in a couple of months. But what I am learning is that a business not only takes time (oh so much slow time) and money (that I don't have), but it takes that proverbial village of people involved and enthusiastic about it. I would like to think that I have enough enthusiasm for the whole thing, but I know that is not true. I can't run a successful business by myself. And even if I did, what would it matter?

Because it is FOR people that I am developing this business. Getting good literature into the hands and minds of children, helping moms and grandmas choose quality picture books as the perfect gifts, guiding teachers to the very best real books and helping them develop literature-based lesson plans. If I'm doing it all for myself, it's really not worth all the time, money, and energy. But if I'm doing it for the people, well, then, everything will be worth it!

I've been thinking about this because of all of the people who have already helped me along the way. In my previous draft, I started to list them and tell you about each of their contributions, but that seemed a little contrived, if not boring. So let me just say I can't accomplish this wonderful dream I have without the cheering section of Norm, Laura, Janet, Lori, Lynda, Karen, Ina, Betty, and perhaps a hundred others who have been so encouraging to me. I have already utilized the counsel of Priscilla, Tootie, Cerise, Neil, Randy, Cheri, Tamara, the CSUF marketing club, and many online friends, including booksellers and other book consulting experts.

When Once Upon a Storybook opens, it will be because people have cared about me, and that's an awfully humbling thing. It will also be because I have decided that people matter, and I want to invest in my passion to help them.

Thank you, again, for joining me on my journey. Pin It

I Want I Want My Hat Back!

I Want I Want My Hat Back!

Wednesdays: What's New in the World of Children's Literature

The biggest thing to hit the children's market this year is an instant classic, I Want My Hat Back, by Jon Klassen.  This simple story is winning awards and accolades from all of the literary experts--to date it has won at least 13 literary awards!  Klassen proves that minimal language and sparcity in color can make the humor of a story really stand out.

Poor Bear loses his hat, so he checks with all of the woodland creatures.  Bear isn't the smartest animal in the forest, so it takes him awhile, wandering around the forest, to realize that he has, indeed, seen his hat!  And the one who took it most definitely regrets it! 

I love this story for its simplicity.  Dr. Seuss was the first to show us that one can write a great story with just a few simple words.  (The Cat in the Hat used only 236 distinct words.)  But the best part of the story is the humor!  The facial expressions on the animals are enough to make any preschooler giggle--oh, and a high schooler or two might, as well, as my daughter did the whole way through the book!  Even with the minimalist approach, you can see that Bear is a real character.  The surprising conclusion (which is somewhat controversial), provides some irreverant humor for adults but keeps the youngsters in the dark.  (I would like to say that children who do understand the end, will giggle and love it, while adults, who tend to be a little too literal for most children's literature, will perhaps be shocked.)

Enjoy a short video, introducing this story and the clever illustrations of Jon Klassen:
http://www.youtube.com/watch?feature=player_embedded&v=-zrHYwcrecU
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