FootprintBooks

Sharing high-quality storybooks and nonfiction books is not only enjoyable for young children and teachers—it is also a powerful way to build crucial literacy skills. This engaging guide provides effective strategies for selecting books and using read-alouds to develop children's oral language, vocabulary, concepts of print, alphabet knowledge, phonological awareness, and comprehension. Illustrated with rich examples from diverse classrooms, the book takes teachers step by step through planning and setting goals for read-alouds, as well as reflecting on each lesson to inform future instruction. Helpful planning templates can be reproduced for repeated use; the large-size format facilitates photocopying.

Audience: Teachers and reading coaches in PreK–1; early grades program administrators/supervisors; teacher educators in early literacy.

Grade Range: PreK-1

Course Use: May serve as a text in advanced undergraduate- or graduate-level courses on early literacy.

1. Using Read-Alouds to Build Early Literacy and Language

2. Preparing for Read-Alouds in the Classroom

3. Developing Oral Language through Read-Alouds

4. Developing Vocabulary through Read-Alouds

5. Developing Book and Print Conventions through Read-Alouds

6. Developing Alphabet Awareness through Read-Alouds

7. Developing Phonological Awareness through Read-Alouds

8. Developing Comprehension through Read-Alouds

9. Tracking Your Progress

Appendix. Blank Planning Templates

Children's Books

"In an engaging and accessible style as if speaking directly to other teachers the authors provide clear instructions for reading aloud to young children in order to develop their full potential as emerging readers. The focus on picture books, the detailed and realistic portraits of teachers in their classrooms, and the consistent format of each chapter make this a book I highly recommend for preservice and practicing early childhood teachers." April Whatley Bedford, PhD, College of Education and Human Development, University of New Orleans

"In this excellent book, Beauchat et al. provide teachers of young children with an incredibly clear and cogent explanation of why and how to harness the instructional potential of read-alouds. Their discussion draws on current research to describe how high-interest read-alouds can strengthen children's alphabetic, linguistic, and comprehension skills. One feature that separates this book from others is the support it offers for teaching these crucial skills individually and in combination." David Coker, EdD, School of Education, University of Delaware

"Preschool and primary teachers who want to raise the caliber of their read-alouds need to read this book. Experienced teachers will enjoy the book as a smartly written refresher guide, and new teachers will find it an invaluable resource. Phonological awareness, the development of oral language and print awareness, vocabulary, and comprehension are discussed in clear, easy-to-digest chapters. Handy planning guides are provided, too. If you've ever thought you could get more from your read-alouds, you're right this book shows you how." Amy Walter, MA, primary teacher, The American School in London, United Kingdom

"There is a consistent structure across chapters that makes the book reader friendly. Planning templates in each chapter facilitate application of the strategies presented. I found the content to be current and evidence based. Teachers will walk away with a cache of high-utility instructional strategies; Head Start directors and other school leaders will find this book a great professional development resource." Priscilla L. Griffith, PhD, Ruth G. Hardman Chair in Education and Director, Oklahoma Writing Project, University of Oklahoma

Katherine A. Beauchat, EdD, is Assistant Professor of Education at York College of Pennsylvania, where she teaches undergraduate and graduate classes in literacy education. Her research interests include professional development for preschool educators in the area of literacy and language instruction and effective techniques and strategies to bolster at-risk preschool children’s oral language and vocabulary development.

Katrin L. Blamey, PhD, is Assistant Professor of Education at DeSales University, where she teaches courses on early childhood literacy and elementary reading methods. Her research interests include finding effective, practical ways to implement professional development in the preschool setting and developing instructional techniques for building the language and literacy skills of preschool-age English language learners.

Zoi A. Philippakos, MEd, is a doctoral student in literacy education at the University of Delaware. She has her master's degree in reading and has worked as an elementary school teacher and literacy coach. Her interests include reading and writing instruction for students in the elementary grades. She provides professional development to teachers about effective reading and writing strategies.