The Read-Aloud Handbook Chapter 2 – When to Begin (and End) Read-Aloud

Published July 12, 2013 by Mrs. Malo

I have  a bit of a confession to make, I didn’t really ever read to my children until they could sit up with me (approx. 6 months).  I have a really cute picture of my husband reading to Kaitlyn with 1 week old Eileen in his lap but usually they were not read to as babies, especially Kaitlyn (my eldest).  Since then we have read to all of our children and filled our house with books.

Much of the first part of chapter about the impact of reading-aloud to children starting young and continuing to read to them as they grow up. There are a number of very inspiring stories of different families in different situations with different challenges.

I am a parent and teacher who likes specific an concrete steps to follow.  Before my teaching career I earned a degree in Microbiology and I have a pretty analytical approach to most things.  Because of these I appreciate the steps Trelease outlines throughout his book.  On pages 32 and 33 he gives 4 factors found in the home environment of every early reader (I love lists):

  1. Child is read to on a regular basis.
  2. Variety of printed materials are available in the home.
  3. Paper and pencil are always available to the child.
  4. People in child’s home stimulate child’s interest in reading and writing.

So I thought I would check. 1 – Our kids are read to on a regular basis, we could do better but we could definitely do worse.  2 – We have tonnes of books in our house, if we weighed them they might actually come close to a tonne.  Both the girls have bookshelves in their rooms (we are working on Michael’s), there is one in the kitchen, our raingutter shelves in the playroom, and many drawers are filled with books.   We have some magazines but could improve on the variety of material available.  3 – There are definitely writing materials everywhere, from and early age the goal has been to keep them writing on paper and not the furniture.  4 – I like to think I am pretty good at stimulating their interest in reading and writing.  I am always answering my children’s questions in proper detail and posing new ones to them, even Michael’s thousand why questions a day.  If I don’t know an answer we always go to a book or the computer to find an answer.  We go to the school library frequently and in the summer the public (even though right now I am a bit scared to due to over due fines we owe).  This summer both of my girls are keeping journals and as I expect this of them I am also keeping my own journal, and sharing it with them.

Some other thoughts from chapter 2:

  1. Page 35 talkes about reading to each child separately if possible.  At school, in my class of 30+ kinders this is virtually impossible but I encourage co-op students, volunteers and anyone else in my class to read to individuals and small groups.  At home, when my husband is home, we try to divide up so that throughout the week everyone gets some one-on-one reading time.  I was happy to get a little reminder how important this is.
  2. “When a child has little or no experience with books, it is impossible for him to have a concept of them and the pleasure they afford.” (page 36) Very simply but honestly put!
  3. Bed lamp – my girls each have a bed lamp but I like the idea of suggesting to them that they are old enough to read for 15 minutes.  My eldest has a really hard time falling asleep and this might be the one thing to help her wind down, she loves to read and loves to think she is ‘big’.
  4. Can I still read Dr. Seuss to my kids?   Eileen went through a phase where she loved Horton Hears a Who and we read it every night.  I personally feel this is still important as it is her pleasure in reading, but maybe I need to throw in a few more challenging (vocabulary books) for her.  With Kaitlyn we are in to reading chapter books but maybe Eileen, my advanced reading (almost ) 5 year old, is ready for read-aloud chapter books

Looking forward to chapter 3!

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One comment on “The Read-Aloud Handbook Chapter 2 – When to Begin (and End) Read-Aloud

  • I thought the bed lamp and an extra 15 minutes for reading was great idea, too.

    I enjoy reading “easier” familiar books with my first grade class, and we’ll continue to do that. Even these books are chosen for a purpose when I read them. But I’ve been reminded (or challenged) to continue to read at a higher level too. Build that vocabulary!

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