Connecting with Students
Through Read-Alouds
California After School Resource Center
(C.A.S.R.C.)
Administered for the California Department of Education (C.D.E.)
Welcome to the Connecting with Students Through Read-Alouds online
training. This training was developed with funding from the California
Department of Education (C.D.E.) After School Division. It will take about 30
minutes to complete, so let's get started!
1
Objectives
1. Identify the main goals, benefits, and
guidelines for reading aloud with students.
2. Recognize key criteria for selecting highquality multicultural literature to engage
diverse learners.
3. Obtain literature-based ideas for reinforcing
comprehension and vocabulary skills.
4. Access free resources from the California
After School Resource Center.
By the end of this training, participants will:
1. Identify the main goals, benefits, and guidelines for reading aloud with
students in after school programs.
2. Recognize key criteria or considerations for selecting high-quality
multicultural literature to engage diverse learners.
3. Obtain literature-based ideas for reinforcing comprehension and
vocabulary skills.
4. Access free resources from the California After School Resource Center.
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Do You Remember Your Early
Reading Experiences?
Let’s start by taking a short walk down memory lane. What feelings are
evoked by your memories of being read to as a student? What was your
favorite children’s book? Who read to you before you could read? Did you
read as a family? Take a moment to reflect on your own feelings about what
reading for pleasure does for students before going to the next slide.
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The Benefits of Reading Aloud
Reading promotes:
• Bonding opportunities.
• Better communication.
• School readiness.
• Increased attention span, imagination,
vocabulary, and understanding of the
world.
The simple act of reading at any age is invaluable. The benefits of reading
aloud to children are well-documented in academic research and personal
accounts. Reading provides wonderful opportunities to bond with students. It
promotes increased communication between parents and their children, as
well as between educators and students. In addition, young children who are
exposed to reading tend to perform better in school. There is no question
that reading allows students to build an increased attention span, a livelier
imagination, a greater vocabulary, and a deeper understanding of the world
around them.
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What is a Read-Aloud?
A read-aloud involves reading a book or a
passage to students for any of the following
reasons:
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For student engagement/enjoyment.
As an introduction to a theme or concept.
To build a deeper understanding about a topic.
To enhance listening, comprehension,
vocabulary, and critical thinking skills.
In teaching, the act of reading a book or passage to students is known as a
read-aloud. In formal teaching practice, read-alouds are usually conducted
with a specific purpose in mind:
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Engaging the students in reading for pleasure.
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As a way to introduce a new theme or concept.
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To build a deeper understanding about a topic.
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To enhance listening, comprehension, vocabulary, and critical
thinking skills.
Knowing these purposes should help you decide when and why to use a
read-aloud. If you work in California, chances are you serve a diverse
student population. If your student population is not very diverse, learning
can still help to prepare students for coexisting in a diverse society.
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Why Use Multicultural Literature?
Allows diverse students to:
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Connect to their heritage.
Build a stronger self-image.
Develop cross-cultural awareness.
Understand history and universal values.
An excellent way to connect with diverse students is to use multicultural literature. That is,
books about characters and story lines from various cultures. Multicultural stories allow
students to connect to their heritage and understand others, build a stronger identity or selfimage, develop an awareness about other cultures, and understand history and universal
values that apply to all people. On this slide, you can see four notable chapter books for
elementary- to middle-school students:
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The Hundred Penny Box, by Sharon Bell Mathis, is the story of a friendship between
an African American boy and an elderly aunt who keeps a precious box with a
penny for every year of her life. It highlights the importance of respect and caring for
others.
•
One Thousand Paper Cranes, by Takayuki Ishii, is the story of the Japanese
national campaign to build the Children’s Peace Statue honoring young victims of
the Hiroshima bombing. Readers explore the need to protect the innocent from the
devastation caused by war.
•
Dragonwings, by Laurence Yep, is the story about a Chinese American boy and his
father struggling to make their dreams come true in the early 1900s. It explores
family separation and devotion.
•
Number the Stars, by Lois Lowry, is an inspiring story about a non-Jewish young girl
who helps a Jewish friend avoid being captured by the Nazis in Denmark during
World War II. This book explores the tragedy of the Holocaust and touches upon
friendship.
You may obtain a bibliography of the resources featured throughout this module by
accessing the Multicultural Literature List handout available at the end of this training. You
may also borrow a sample set of these books from the California After School Resource
Center library by accessing item number 9-1-5-1, Multicultural Read-Aloud Kit.
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Universal Values
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Honesty
Compassion/empathy
Friendship
Commitment
Justice
Determination
Collaboration
Truth
Many books reinforce universal values or themes that cut across cultures,
such as honesty, compassion or empathy, friendship, commitment, justice,
determination, collaboration, and truth. These values unify humanity
regardless of individual differences. In addition, these values are often tied to
school day curricula students may be studying in the classroom, so it is good
to find natural connections in after school.
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Diversity and Inclusion Through
Reading
While it is important to appreciate values that connect human beings to one
another, it is also important to help students recognize and celebrate
individual differences and uniqueness among human beings. Students
benefit from understanding that individuals from diverse backgrounds and
abilities create the rich society that we live in. Many books are written to help
young readers appreciate the fact that it is okay to be different, and that it is
our unique traits and stories that make everyone special. The books shown
on this slide can help to promote diversity and inclusion through reading.
They are:
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What I Like About Me, by Allia Zobel Nolan,
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Wendy on Wheels Takes a Stand, by Angela Ruzicka,
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Who Belongs Here: An American Story, by Margy Burns Knight,
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How My Parents Learned to Eat, by Ina R. Friedman,
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This Is My House, by Arthur Dorros, and
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Bringing Asha Home, by Uma Krishnaswami.
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Criteria for Selecting Multicultural
Literature
1.
2.
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6.
7.
Accuracy and respect for cultures
Bias-free messages
Authentic character representation
Appropriate illustrations
Author and illustrator qualifications
Publication date
Literary distinctions/awards
In this training we will examine seven important criteria for selecting
multicultural literature:
1. Accuracy and respect for cultures
2. Bias-free messages
3. Authentic character representation
4. Appropriate illustrations
5. Author and illustrator qualifications
6. Publication date
7. Literary distinctions/awards
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Accuracy and Respect for Cultures
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Heritage
Language
Clothing
Food
Holidays
Other
When selecting books to share with students, it is important to consider
whether they are accurate and respectful. No one is an expert in every
culture. Reading the books is likely to increase cross-cultural awareness. It
is important to preview the story to ensure that cultural components, such as
heritage, language, clothing, food, holidays, and other things are presented
sensibly. Books that present realistic or authentic story lines are likely to
appeal to students. Likewise, books that celebrate the students’
backgrounds or identities help students build a positive self-image. The three
books shown in this slide are:
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The Name Jar, by Yanshook Choi. This is about Unhei, a young
immigrant from Korea who engages her classmates in suggesting
American names for her, but ultimately decides to keep her given
name and teaches them how to pronounce it.
•
I Love My Hair, by Natasha Anastasia Tarpley. This book about an
African-American young girl who learns to appreciate her beautiful
hair with help from her mother.
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Gracias, the Thanksgiving Turkey, by Joy Cowley, tells the story of
Miguel, a Puerto Rican boy who lives in New York and saves the life
of a turkey, who was originally intended to become a Thanksgiving
meal.
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Bias-Free Messages
• Gender and ethnicity free of bias
• Social behaviors and roles free of
stereotypes
Always examine the books you are reading to students for underlying
messages. Do the books promote any kind of gender or ethnic biases? Are
the social behaviors and roles free of stereotypes? While it is understood
that sometimes these elements are actually a part of the story line, it is
important for educators to convey positive messages to boys and girls. One
way to do this is by reading books such as Princess Smartypants and Prince
Cinders, by Babette Cole. These books are Cinderella spin-offs, and present
characters who go against gender- and class-based societal expectations in
their pursuit of happiness. For instance, Princess Smartypants refuses to get
married and ends up living with her pets happily ever after, while the
unconventional Prince Cinders is able to get his princess, despite all odds
being against him. The underlying message in both stories is that doing what
makes you happy is important. However, educators should be sensitive to
the fact that some families may hold conservative cultural values that are in
opposition to the underlying messages in these stories. Some cultures
adhere to strict gender and class roles, so seeking parental input may be
recommended prior to exposing children to these types of books.
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Bias-Free Messages (Continued) –
The Importance of Alternative Tales
• Appreciating other
perspectives
• Understanding
cultural differences
There are a number of alternative tales that present traditional fairy and folk
tales from a different perspective, such as that of the antagonist or through a
different cultural lens. Examples include Sleeping Ugly, by Jane Yolen;
Honestly, Red Riding Hood was Rotten, by Trisha Speed Shaskan; Abuelo y
los tres osos/Abuelo and the Three Bears, by Jerry Tello; The Wolf Who
Cried Boy, by Bob Hartman; Mufaro’s Beautiful Daughters, by John Steptoe;
and The Stinky Cheeseman and Other Fairly Stupid Tales, by Jon Scieszka.
These stories are amusing and help readers understand other people’s
points of view and cultures.
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Authentic Character
Representation
Characters of equal value and importance:
• Protagonists are diverse, even within
ethnic groups
• Minorities and women in lead roles
• Power shared
Character representation relates to the external and internal traits that make
up the characters – their physical features and personality traits in relation to
the story. It’s helpful to consider whether the characters have equal value
and importance. Individualities exist within gender and ethnic groups, so
character diversity is important, just as it is to depict minorities and women in
lead roles. For instance, The Story of Ruby Bridges, by Robert Coles, relates
the poignant experience of the first African American student to attend an
integrated elementary school. Federal marshals escorted this intrepid firstgrader past angry crowds of protestors. Illustrator George Ford uses warm
watercolor paints mixed with acrylic inks to add a calming factor to a story
that is set against a backdrop of hostility, but sends a message of hope for a
brighter future. In A Day’s Work, by Eve Bunting, the readers explore the
hardships experienced by Latino immigrants. The main character in this
story is a young boy named Francisco who helps his grandfather get work by
translating. Acclaimed illustrator Ronald Himler uses expressive watercolors
to capture the characters’ range of feelings.
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Appropriate Illustrations
• Characters, scenes, and other details
enhance story line
• Images avoid promoting stereotypes
or degrading people
Now that we have begun to talk about illustrations, let’s keep in mind that
characters, scenes, and other details should enhance the story line or help
bring it to life. The pictures in the book are sometimes more memorable than
the story itself, and they make a big impression among young students, in
particular. Who can forget the whimsical characters drawn by Dr. Seuss,
such as in The Lorax? Many students easily recognize the work of Eric
Carle, and are familiar with his classics, such as The Very Hungry
Caterpillar. The pink undertones in the Pinkalicious books illustrated by
Victoria Kann are a part of their branding. The colorful work of Carmen
Lomas Garza, as seen in Family Pictures, helps to depict her experiences
growing up as a Mexican American. Always check the illustrations to ensure
that they avoid promoting stereotypes or degrading people.
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Author and Illustrator Qualifications
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Knowledge and insights
Credibility
Experience
Research
Other?
Checking the qualifications of authors and illustrators is an important part of
selecting high-quality literature. Consider whether the writer or artist has the
depth and breadth of knowledge necessary to represent the characters and
the story line appropriately. Do they seem credible to you? Check out their
biographies on the Internet, or do a quick search to verify their experience.
Have they conducted research in the topics they wrote about? Have their
works been recognized? Renowned author Scott O’Dell wrote about Native
American experiences. O’Dell was a journalist who traveled extensively and
conducted in-depth research about his topic. His award-winning books
continue to be used in classrooms because of their authentic and historical
value. Some of his novels for young readers include Sing Down the Moon,
Call It Courage, and Streams to the River, River to the Sea.
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Publication Date
• Recently published books may be more
relevant and sensitive to a diverse
population.
• The year of publication is no guarantee
that the book is exemplary.
Another factor to consider when selecting books is their publication date.
Recently published books may be more relevant and sensitive to a diverse
population. However, the year of publication is no guarantee that the book is
exemplary. In fact, many classics were written a long time ago.
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Literary Awards
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American Indian Youth Literature Award
Asian/Pacific American Award for Literature
Caldecott Medal
Coretta Scott King Book Award
Jane Addams Children’s Book Award
National Jewish Book Award
Newbery Medal
Pura Belpré Award
Tomás Rivera Mexican American Children’s
Book Award
• Young Reader’s Choice Award
This slide shows a short list of literary awards given out each year for
exemplary juvenile literature. Many educators are most familiar with the
Caldecott Medal, given for outstanding illustrations, as well as the Newbery
Award, given for exemplary story lines. It is important to be aware that there
are a variety of distinctions given to works authored by underrepresented
writers, such as the Coretta Scott King Book Award, or the Pura Belpré
Award. Be aware that literary distinctions are usually based on the quality of
the writing. The read-aloud’s appeal will likely depend on how the reader
presents it. Being familiar with the stories and expressive during the readaloud projects enthusiasm for reading.
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Literature for Teens
• Reading that appeals to the mainstream culture
dominates classroom curricula.
• Stories that help youths explore their identity and
understand their relationship to their actual
surroundings are powerful.
#8852
#7876
#7875
#7874
If you are looking for literature that appeals to teens, consider that most of
what they read in the classroom appeals to the mainstream culture and has
been selected by adults. Teens are probably interested in authentic stories
that help them explore their identity and understand their relationship to their
surroundings. The California After School Resource Center library has a few
resources written by adolescents for adolescents, including those shown on
this slide. You will be able to access these and other resources at the end of
this training.
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Case Scenario
You visit a library to check out a few books to
use as read-alouds. Although your students
are not very diverse, how would you go
about selecting appropriate books for them?
(Hint: Answers will vary)
Here is a likely scenario. You visit a library to check out a few books to use
as read-alouds. Although your students are not very diverse, how would you
go about selecting appropriate books for them? Take a moment to consider
what we have learned so far, and write down a few notes before going on to
the next slide.
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Sample Response to Case
Scenario
• Rely on the criteria for
selecting high-quality
multicultural books.
• Choose books from
diverse cultures.
• Choose a variety of
age- and grade-level
appropriate books.
 Accuracy/respect for cultures
 Bias‐free messages
 Character representation
 Appropriate illustrations
 Author/illustrator qualifications
 Publication date
 Literary distinctions/awards
Here are some sample responses. You may rely on some or all of the
criteria for selecting high-quality multicultural books. You may also feel free
to choose books from diverse cultures, even though your group of students
is not very diverse. Exposure to other cultures will be beneficial for everyone.
You should also select a variety of books for various age and grade levels.
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How to Use Read-Alouds
1. Select an appropriate story or passage.
2. Expressively read a portion of the story aloud
to the students.
3. Stop to model the thinking processes used
by proficient readers.
4. Stop to discuss unfamiliar vocabulary words.
5. Ask simple and open-ended questions.
6. Use an extension activity to build vocabulary
or comprehension.
This slide shows six basic guidelines for using read-alouds:
1. Select an appropriate story or passage.
2. Expressively read a portion of the story aloud to the students.
3. Stop to model the thinking processes used by proficient readers.
4. Stop to discuss unfamiliar vocabulary words.
5. Ask simple and open-ended questions.
6. Use an extension activity to build vocabulary or comprehension.
You may access the How to Conduct Read-Alouds Handout available at the
end of this training for more detailed information about each of these
guidelines.
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Comprehension Research
Comprehension is:
• A strong indicator of
reading and academic
success.
• Supported by modeling
the thinking processes
used by good readers.
• Best taught through a
combination of strategies.
Let’s take a moment to highlight the importance of comprehension.
Research suggests that comprehension is a strong indicator of reading and
academic success. A read-aloud helps students understand how proficient
readers process or make sense from reading. In order to reinforce
comprehension, it is helpful to follow a read-aloud with a literature-based
extension activity.
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Comprehension Through Idioms
Idioms:
• Exist in many cultures.
• Carry inherent wisdom.
• Can be confusing.
To help students better comprehend, it is important to teach them different
kinds of vocabulary, including academic and language used in social
situations, such as idioms. Many young students and English learners
experience difficulty understanding idioms or expressions that mean
something other than the literal meaning of their words. Although idioms
exist in many cultures and carry wise messages, they can be confusing
since their meaning is not literal. Many books address English idioms,
including In a Pickle and Other Funny Idioms, by Marvin Terban, and Why
the Banana Split, by Rick Walton.
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Comprehension Through Idioms
(Continued)
1. Select an idiom that is
interesting and current.
2. Write it down.
3. Illustrate it.
4. Explain its meaning.
Extension Ideas
• Research the origin of the idiom.
• Use the idiom as a springboard for a story.
• Research similar idioms from other countries.
One literature-based activity that can be done following a read-aloud to help
students understand idioms is to select an idiom that is interesting and
current. Have students write it down, illustrate it, and explain its meaning.
Once students have done this with some guidance, they can each select a
different idiom to work with, and create a class book of idioms. To further
extend their learning, older students may research the origin of the idiom,
use it as a springboard to write a story in which the idiom becomes the moral
lesson, or find similar idioms from other countries.
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Examples of Idioms
Jumping Through Hoops
The Elephant in the Room
To make a great effort to do
something.
An obvious truth or issue that
people are afraid to address.
Here are illustrated examples of the idioms the elephant in the room and
jumping through hoops.
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Vocabulary Research
• A wide vocabulary helps with reading
comprehension and academic success.
• Students should learn approximately 2,000
to 3,500 new words each year.
• New words may be learned incidentally,
through wide reading and exposure, or
through instruction.
We have established that social language, such as idioms, is important for
comprehension and vocabulary expansion. However, academic language is
critical to reading high-level books and to support students with writing.
Research suggests that for students to be academically successful, they
should learn approximately 2,000 to 3,500 new words each year. The good
news is that ample reading allows them to learn new words by accident or
incidentally, or through instruction.
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Picture Books That Build
Vocabulary
A variety of books aim to teach rich vocabulary to young children. Examples
are The Absolutely Awful Alphabet, by Mordicai Gerstein, Thesaurus Rex, by
Laya Steinberg, and Fancy Nancy Spectacular Spectacles, by Jane
O’Connor. In fact, the entire Fancy Nancy series is about a young girl who
loves to use sophisticated language. These books are excellent vehicles to
expose children to rich language.
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Vocabulary Through Homophones
Books can help students clarify commonly
confused words.
One simple way to help students with their academic vocabulary is to teach
them the proper meaning and spelling of homophones, or words that are
commonly confused because they sound alike, but are spelled differently
and have varying meanings. All students need help with homophones,
especially English learners, who may be especially confused by these
peculiar words in the English language. Books can also be instrumental for
this purpose. Dear, Deer, by Gene Barretta, and Amelia Bedelia’s First Field
Trip, by Herman Parish, are examples of books focused on homophones. In
fact, the entire Amelia Bedelia series uses word play.
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Examples of Homophones
1. Select a list of homophones.
2. Illustrate and label.
3. Discuss the meanings.
One fun and easy activity students may do to reinforce the reading is to
actually illustrate and correctly spell homophones. Knowing the correct
spelling and meaning for these words will enhance their writing in the long
run. At the end of this training, you may access the Commonly Confused
Words handout that contains a comprehensive list of homophones.
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A Note About Book Reports
• Be creative.
• Make it interactive.
• Connect to the school day.
Are you wondering about book reports as an extension activity? After all,
many students are assigned to do written book reports. Some reading
experts recommend avoiding such practice, as students may perceive it as
punishment for enjoying a good book. This defeats the purpose of reading
for pleasure that is inherent in reading aloud. If students need practice
summarizing or reflecting on a story, it is important to give them options
when it comes to completing a book report. Why not encourage them to
have fun with this task? Students may work in cooperative groups or add an
artistic touch to their book reports. The students on this slide are
collaborating to write an illustrated group book report. This extension activity
is appropriate for after school programs, so long as students are engaged
and actively involved in the task. Connecting with instructional day teachers
to discuss how this idea can support classroom learning is always a good
idea.
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Collaborating with the School Day
• Obtain literature lists from school teachers
or librarians.
• Visit the C.D.E. Recommended Literature
Web Page at http://www.cde.ca.gov/ci/rl/ll/.
• Borrow California After School Resource
Center material to support the selection of
high-quality children’s literature.
In fact, collaborating with the school day is an excellent way to support
students in building reading habits. School teachers or librarians can often
provide literature lists by grade level, or even offer books for students to read
in after school programs. For more information, you may also visit the C.D.E.
Recommended Literature Web Page, or borrow California After School
Resource Center resources to support you in selecting high-quality children’s
literature.
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Today You Learned
1. Why read-alouds are important, and how
to conduct them effectively.
2. Criteria for selecting high-quality
multicultural books to support diverse
students.
3. Ideas for developing comprehension and
vocabulary through literature.
4. How to access California After School
Resource Center materials for reading
aloud with students.
In today’s training, you learned about why read-alouds are important, and
how to conduct them effectively; criteria for selecting high-quality
multicultural books to support diverse students; easy and fun ideas for
developing comprehension and vocabulary through literature; and how to
access California After School Resource Center resources for reading aloud
with students.
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Thank You
Congratulations! You have reached the end of the training on Connecting
with Students Through Read-Alouds. You will now have the opportunity to
take a quiz to test the knowledge you have acquired. If you receive a
passing score, a completion certificate will be sent to you at the e-mail
address you provided. If you don’t receive a passing score, you will have the
opportunity to take the test again at any time. Following the quiz, you will be
asked to complete a brief feedback survey. After you complete the survey,
you will be able to access sample California After School Resource Center
library resources and additional information about read-alouds. You may
start the quiz by selecting the quiz link. Thank you for your participation.
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