After reading Schickedanz Ch.2-4, what is your reaction to multiple story readings? How has the information influenced your thoughts on sharing books with young children?
After reading about different ages and stages of literacy development it brings up for me a refresher on why we do the things we do in my classroom. Reading books and listening to books is one of my favorite things to do in my classroom. We have so much fun getting into the stories , pulling information out of them, and interacting with the story. We are always reading stories over and over again because we pick up on new things every time. It helps us really get into the books and submerse ourselves into the book. We just did a huge lesson on frogs and there life cycle and one of the coolest things happened to me last night involving a book and 7 children. I was in my classroom just me and 7 kids, when I noticed one child needed to be change so as I was changed her I was watch the other children and what they did melted my heart. One child who is quite, intelligent, and soft speaking was reading a book when one child came over to here and said can you read me a book. Then before you know it all the came over to her and said can you read me that book. They all went over to the circle rug and had their eyes glued to the story and the little girl began to recall the book. It was about the life cycle of a frog and was more like an information book. We read this book at circle so many times and have had it on the shelf for a couple of weeks. She went thru the whole book and I just watched in amazement that she recalled all of the information and actually interacted with the other children. She then was asked to read more books and 45 mins later we where all still in the same space listen to her tell us stories. Its moments like these that you look at your career and are so grateful that you made the choice to be a teacher! Katlyn
I have done multiple story readings before but not exactly the way that Schickedanz described. Recently I did an entire week of circle times using The Very Hungry Caterpillar. The first day I just read it normally with the book. The next day I used a puppet with paper food and retold the story without the book. The third day I told it using a necklace with the food (lamented pictures) as charms, again without the book. And on the last day I showed a youtube video of Eric Carle reading the story. I really liked how Schickendanz said to introduce the story. I always talk about the author and illustrator. But I loved how she pointed out the characters and then identified the problem in the story. I can see how this method would work and help with comprehension. I am excited to try this method in my own classroom. My only question is where does she stand on using story props? At what reading would she do this? After reading this chapter I think that the first two readings should be done as she described and then introduce props. I feel like this would enhance comprehension even more.
After reading chapters 2-4 in Schickedanz, I have been able to form an opinion pertaining to multiple story readings. I agree that multiple readings of a story are beneficial to a group of young children. In my classroom, we will read a book in small groups, large groups, with individual children, multiple times a week. Each time we read and reread the book, the children gather new information and increasingly make logical inferences. For example, we recently have read the book, “Hey Little Ant”. We had this book available for free choice for a week prior to introducing it at circle. We read it as a large group three times in one week. Each time, we would do a different activity pertaining to the book. We had a survey twice asking each child if they would squish or save the ant, as at the end of the book the author asks “what would you do?” The first survey was after the first time we read the book and the second survey was done on Friday, the last day the book was read at a large group circle. Also, we had an ant hunt with magnifying glasses while on the playground. Each time the book was read the children picked up on new information, whether it be vocabulary, illustrations, a deeper contemplation on whether or not the ant should be saved or squished. Multiple story readings are extremely beneficial to children’s literacy development and I plan to continue to share books with young children this way.
After reading chapters 2-4 in Schickendanz, and watching and learning from an amazing preschool teacher in practicum three I have formed a strong opinion on multiple story reading. I agree that multiple story readings are very beneficial to all children. I attended South Portland public preschool for my last semester of college and the teacher used OWL curriculum which does three readings of each story. At first I thought it was very repetitive, and to be honest I was skeptical of how well children would pay attention and how long they would be engaged in the story. To my surprise children were very much engaged and answering questions, reading along with the story and really comprehending what was happening in the stories. Over the course of the semester, I learned about the OWL curriculum and I got to observe the impact of the readings and activities. Everything flows together smoothly and is connected. I am an assistant teacher and this past year we did not do multiple story readings on a regular basis, however, it is one of our goals to do this in the next school year.
Multiple Story Readings are very beneficial to the children and their language development. At my preschool practicum placement I noticed the children enjoyed hearing the author and the title. The teachers would introduce the book and ask what do you think will happen or what do you think the story will be about. I do think rereading a book allows for a child to pick up on new things and fully understand what the book is saying. In my young toddler classroom we leave the same books out for a while then switch them out. We read the books we have out and sometimes the children listen, but most of the time not but they do still go over and look through the book and then I can say oh do you see the elephant or whatever is on the page they are looking at. For my classroom since they are young it is challenging to do a circle time or story time but having the books available I think at least gets them introduced to books and look at pictures.
Multiple story readings engage children and are fun for children to experience. It helps children develop language and become familiar with and attracted to books and different types of stories. In my classroom we have a book of the day and we usually read it at least twice because the children loved it so much. The book is read in large, small and individual groups. We usually have a prop box, flannel board or other means of allowing the children to retell the story if they want to. I feel it is very beneficial for the children to experience the book multiple ways and be involved in how the story is told.
Multiple story readings is a part of the OWL curriculum we follow in our Pre-K. Multiple story readings provide children/teachers with unique opportunities that first reading could not do. I realized children, who have been exposed to multiple story readings, became more familiar with the author and the title of the book and they tend to remember the name of the authors more than other children. These children hear new vocabularies more and they have more chances to save them in their vocabulary store. Children with higher literacy skills will be challenged to read the key words in the story. The discussion question at the end of each reading is a great way of starting a conversation with the engaged children. This is where children can go beyond their imaginations and be the main character of the story. I will continue multiple readings in my classroom but I will be open for other ways of story readings as well.
At the short period of time that I'm with the children at the center where I volunteer, I learned that multiple story reading not only helps children get familiar with vocabularies and or rhyming words, but it also connects each one of them to the story as they listen to it over , and over. Children's literacy development gets better and better as multiple stories reading are introduced to them. I also noticed that if the teacher accidentally skipped a page from the story, he or she would be called out on it because of being so familiar with certain climax, and words from books that are read to them all the time. At my classroom children are read to before going outside, doing free play, and we listen to one last story before they take a nap. The readings from Schickendanz influenced me to share books with children whichever ways they prefer to as a group. As long as it benefits them literacy wise.
I thought I had a fairly concrete understanding as to why multiple story readings were beneficial, however, after reading through the chapters I realized I was missing some pretty vital steps in the multiple readings. For one, the introduction to the story is not just about introducing the characters but also to address the problem the characters encounter in the story. "Because the problem in the story is not always explicitly stated, young children often miss it. If they do not understand the problem, children can't judge well the significance of story events or characters' actions and motivations." I was under the impression that the teacher should leave it up to the children to recognize and determine what the problems were on their own. Or to at least see what ideas they have after the first reading, address them, and then guide their thinking towards what the problem actually entailed. I was also surprised when reading about what pitfalls to avoid when reflecting on a story; asking children to relate the story to a personal experience. I had always thought that this was an effective way for children to make the connections between their life and the story, in hopes for their understanding of the characters emotions to be stronger. Also, when thinking about all the new vocabulary that is introduced in a story, a child is not going to gain a concrete understanding after a first reading, and it may take multiple readings before they feel comfortable using that word themselves if at all. Overall, multiple story readings has proved itself to be beneficial in all aspects of language and literacy development, but it depends on how the teachers introduces the story and keeps them engaged by reflecting back on different parts and meanings of the story.
Ugh I wrote a long response to this blog I went to publish and presto... It is gone! How frustrating:( Here goes again I have the great opportunity to work with many different ages for many years on end. I too place selected books out for children to explore throughout the classroom but I also offer many book shelves full of books for children to explore. One reason I do this is so I can offer books to the many different ages, stages and interests that I have enrolled. I also think it is beneficial to read a book to a child if asked no matter how many times it has been read before. I feel like you are telling that child by spending time with them and reading to them that they are important and reading is as well. I feel that you are showing children that reading is enjoyable and you are setting the stage for future readers, writers, editors. Either way if reading is presented in a positive way than children will also see it as a positive experience. By reading the same book children learn vocabulary and meanings of words, they learn to predict what will happen next and eventually they will learn to re-tell the story. Like mentioned in others posts they will learn more about authors and illustrators as well and become more familiar with names and what they actually do.
I have long appreciated the importance of multiple story readings for young children, as this is how teachers can scaffold children's acquisition of new language and concepts and understanding of the story. However what I learned was that the repeated readings should be carried out differently each time in order to increase the interactive and dynamic nature of the experience. I also liked how Schickedanz emphasized the need for asking 'why' questions to the children and also, the importance of explaining the main conundrum in the stories, as children could sometimes miss this important information.
After reading about different ages and stages of literacy development it brings up for me a refresher on why we do the things we do in my classroom. Reading books and listening to books is one of my favorite things to do in my classroom. We have so much fun getting into the stories , pulling information out of them, and interacting with the story. We are always reading stories over and over again because we pick up on new things every time. It helps us really get into the books and submerse ourselves into the book. We just did a huge lesson on frogs and there life cycle and one of the coolest things happened to me last night involving a book and 7 children. I was in my classroom just me and 7 kids, when I noticed one child needed to be change so as I was changed her I was watch the other children and what they did melted my heart. One child who is quite, intelligent, and soft speaking was reading a book when one child came over to here and said can you read me a book. Then before you know it all the came over to her and said can you read me that book. They all went over to the circle rug and had their eyes glued to the story and the little girl began to recall the book. It was about the life cycle of a frog and was more like an information book. We read this book at circle so many times and have had it on the shelf for a couple of weeks. She went thru the whole book and I just watched in amazement that she recalled all of the information and actually interacted with the other children. She then was asked to read more books and 45 mins later we where all still in the same space listen to her tell us stories. Its moments like these that you look at your career and are so grateful that you made the choice to be a teacher!
ReplyDeleteKatlyn
I have done multiple story readings before but not exactly the way that Schickedanz described. Recently I did an entire week of circle times using The Very Hungry Caterpillar. The first day I just read it normally with the book. The next day I used a puppet with paper food and retold the story without the book. The third day I told it using a necklace with the food (lamented pictures) as charms, again without the book. And on the last day I showed a youtube video of Eric Carle reading the story. I really liked how Schickendanz said to introduce the story. I always talk about the author and illustrator. But I loved how she pointed out the characters and then identified the problem in the story. I can see how this method would work and help with comprehension. I am excited to try this method in my own classroom. My only question is where does she stand on using story props? At what reading would she do this? After reading this chapter I think that the first two readings should be done as she described and then introduce props. I feel like this would enhance comprehension even more.
ReplyDeleteAfter reading chapters 2-4 in Schickedanz, I have been able to form an opinion pertaining to multiple story readings. I agree that multiple readings of a story are beneficial to a group of young children. In my classroom, we will read a book in small groups, large groups, with individual children, multiple times a week. Each time we read and reread the book, the children gather new information and increasingly make logical inferences. For example, we recently have read the book, “Hey Little Ant”. We had this book available for free choice for a week prior to introducing it at circle. We read it as a large group three times in one week. Each time, we would do a different activity pertaining to the book. We had a survey twice asking each child if they would squish or save the ant, as at the end of the book the author asks “what would you do?” The first survey was after the first time we read the book and the second survey was done on Friday, the last day the book was read at a large group circle. Also, we had an ant hunt with magnifying glasses while on the playground. Each time the book was read the children picked up on new information, whether it be vocabulary, illustrations, a deeper contemplation on whether or not the ant should be saved or squished. Multiple story readings are extremely beneficial to children’s literacy development and I plan to continue to share books with young children this way.
ReplyDeleteAfter reading chapters 2-4 in Schickendanz, and watching and learning from an amazing preschool teacher in practicum three I have formed a strong opinion on multiple story reading. I agree that multiple story readings are very beneficial to all children. I attended South Portland public preschool for my last semester of college and the teacher used OWL curriculum which does three readings of each story. At first I thought it was very repetitive, and to be honest I was skeptical of how well children would pay attention and how long they would be engaged in the story. To my surprise children were very much engaged and answering questions, reading along with the story and really comprehending what was happening in the stories. Over the course of the semester, I learned about the OWL curriculum and I got to observe the impact of the readings and activities. Everything flows together smoothly and is connected. I am an assistant teacher and this past year we did not do multiple story readings on a regular basis, however, it is one of our goals to do this in the next school year.
ReplyDeleteMultiple Story Readings are very beneficial to the children and their language development. At my preschool practicum placement I noticed the children enjoyed hearing the author and the title. The teachers would introduce the book and ask what do you think will happen or what do you think the story will be about. I do think rereading a book allows for a child to pick up on new things and fully understand what the book is saying. In my young toddler classroom we leave the same books out for a while then switch them out. We read the books we have out and sometimes the children listen, but most of the time not but they do still go over and look through the book and then I can say oh do you see the elephant or whatever is on the page they are looking at. For my classroom since they are young it is challenging to do a circle time or story time but having the books available I think at least gets them introduced to books and look at pictures.
ReplyDeleteMultiple story readings engage children and are fun for children to experience. It helps children develop language and become familiar with and attracted to books and different types of stories. In my classroom we have a book of the day and we usually read it at least twice because the children loved it so much. The book is read in large, small and individual groups. We usually have a prop box, flannel board or other means of allowing the children to retell the story if they want to. I feel it is very beneficial for the children to experience the book multiple ways and be involved in how the story is told.
ReplyDeleteMultiple story readings is a part of the OWL curriculum we follow in our Pre-K. Multiple story readings provide children/teachers with unique opportunities that first reading could not do. I realized children, who have been exposed to multiple story readings, became more familiar with the author and the title of the book and they tend to remember the name of the authors more than other children. These children hear new vocabularies more and they have more chances to save them in their vocabulary store. Children with higher literacy skills will be challenged to read the key words in the story. The discussion question at the end of each reading is a great way of starting a conversation with the engaged children. This is where children can go beyond their imaginations and be the main character of the story. I will continue multiple readings in my classroom but I will be open for other ways of story readings as well.
ReplyDeleteAt the short period of time that I'm with the children at the center where I volunteer, I learned that multiple story reading not only helps children get familiar with vocabularies and or rhyming words, but it also connects each one of them to the story as they listen to it over , and over. Children's literacy development gets better and better as multiple stories reading are introduced to them. I also noticed that if the teacher accidentally skipped a page from the story, he or she would be called out on it because of being so familiar with certain climax, and words from books that are read to them all the time. At my classroom children are read to before going outside, doing free play, and we listen to one last story before they take a nap. The readings from Schickendanz influenced me to share books with children whichever ways they prefer to as a group. As long as it benefits them literacy wise.
ReplyDeleteI thought I had a fairly concrete understanding as to why multiple story readings were beneficial, however, after reading through the chapters I realized I was missing some pretty vital steps in the multiple readings. For one, the introduction to the story is not just about introducing the characters but also to address the problem the characters encounter in the story. "Because the problem in the story is not always explicitly stated, young children often miss it. If they do not understand the problem, children can't judge well the significance of story events or characters' actions and motivations." I was under the impression that the teacher should leave it up to the children to recognize and determine what the problems were on their own. Or to at least see what ideas they have after the first reading, address them, and then guide their thinking towards what the problem actually entailed. I was also surprised when reading about what pitfalls to avoid when reflecting on a story; asking children to relate the story to a personal experience. I had always thought that this was an effective way for children to make the connections between their life and the story, in hopes for their understanding of the characters emotions to be stronger.
ReplyDeleteAlso, when thinking about all the new vocabulary that is introduced in a story, a child is not going to gain a concrete understanding after a first reading, and it may take multiple readings before they feel comfortable using that word themselves if at all.
Overall, multiple story readings has proved itself to be beneficial in all aspects of language and literacy development, but it depends on how the teachers introduces the story and keeps them engaged by reflecting back on different parts and meanings of the story.
Ugh I wrote a long response to this blog I went to publish and presto... It is gone! How frustrating:(
ReplyDeleteHere goes again
I have the great opportunity to work with many different ages for many years on end. I too place selected books out for children to explore throughout the classroom but I also offer many book shelves full of books for children to explore. One reason I do this is so I can offer books to the many different ages, stages and interests that I have enrolled.
I also think it is beneficial to read a book to a child if asked no matter how many times it has been read before. I feel like you are telling that child by spending time with them and reading to them that they are important and reading is as well. I feel that you are showing children that reading is enjoyable and you are setting the stage for future readers, writers, editors. Either way if reading is presented in a positive way than children will also see it as a positive experience.
By reading the same book children learn vocabulary and meanings of words, they learn to predict what will happen next and eventually they will learn to re-tell the story. Like mentioned in others posts they will learn more about authors and illustrators as well and become more familiar with names and what they actually do.
I have long appreciated the importance of multiple story readings for young children, as this is how teachers can scaffold children's acquisition of new language and concepts and understanding of the story.
ReplyDeleteHowever what I learned was that the repeated readings should be carried out differently each time in order to increase the interactive and dynamic nature of the experience. I also liked how Schickedanz emphasized the need for asking 'why' questions to the children and also, the importance of explaining the main conundrum in the stories, as children could sometimes miss this important information.