Author:
Utah Lesson Plans
Subject:
English Language Arts
Material Type:
Activity/Lab, Lesson, Lesson Plan
Level:
Preschool
Tags:
  • English Language Arts
  • Lifeling Learning
  • Premedia - Me
  • Premedia-letters
  • Reading
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Text/HTML

    Repeated Reading

    Repeated Reading

    Overview

    Repeated Reading 

    According to research, it is recommended that preschool teachers prepare children for later reading instruction. They can do so by introducing the five critical building blocks for literacy including phonological awareness, letter identification, vocabulary knowledge, print concepts, and a positive attitude toward reading (Henry, 2019). (Early Learning Standards, ELA Introduction)

     

    Summary

    Reading the same book multiple times to children helps to deepen a child’s connection to a story.  Some of the benefits are included in the linked article. When you read the same book multiple times, you can easily work on many skills.

    Materials

    The suggested book for the month as found on the Preschool Path calendar.

    Background for Teachers/Parents

    When selecting a book to read multiple times, it is important to select books that have rich text and illustrations. Read the book yourself to help determine what skills you want to target within the book. Stories allow you to engage children, build social and academic language skills, build a love for hearing stories, and lay a foundation for later reading.

     

    Storybooks can also encourage children to write and demonstrate their understanding of story content. For more ideas on writing, please visit the strategies and activities page for writing using the Picture Story/Word Story Strategy. This strategy came from the following source, Paulson, L.H., & Moats, L.C. (2018). LETRS for Early Childhood educators. (2nd Ed.) Cambium Learning, 162-163.

     

    LETRS for Early Childhood Educators written by Lucy Hart Paulson and Louisa C. Moats is a professional development opportunity with flexible learning formats.  This training includes a more detailed approach to repeated reading.  It also includes research for best practices, developmental milestones for typical development, checklists for development, and more. Please consider taking this course to increase your awareness of LETRS (Language Essentials for Teachers of Reading and Spelling).  

    Instructional Procedures

    Reading the same book multiple times to children helps to deepen a child’s connection to a story.  When you read the same book multiple times, you can easily work on the following skills: 

    • introduce and work on new vocabulary (ELA 3 & 4 yr.1.5) 
       
    • begin to ask and answer simple questions about text (ELA 3 & 4 yr.1.3, ELA 3 & 4 yr.1.8 and ELA 3 & 4 yr.2.18)
       
    • demonstrate book knowledge (ELA 3 & 4 yr.2.1, ELA 3 & 4 yr.2.2, and ELA 3 & 4 yr. 2.4)
       
    • point out illustratrations that support and strengthen the meaning of words (ELA 3 & 4 yr.2.2 and ELA 3 & 4 yr.2.7)
       
    • connect printed words to meaning (ELA 3 & 4 yr.2.5, ELA 3 & 4 yr.2.6, and ELA 4 yr.3.2) 
       
    • talk about the main storyline and sequence of events in a story (ELA 3 & 4 yr.1.4 and ELA 3 & 4 yr.2.17) 
       
    • point out that words are made up of letters and letter sounds (ELA 3 & 4 yr.2.13)
       
    • tie personal experiences to expand their knowledge and skills (LLP 3 & 4 yr.2.3)

    When selecting a book to read multiple times, it is important to select books that have rich text and illustrations. Read the book yourself to help determine what skills you want to target within the book. Stories allow you to engage children, build social and academic language skills, build a love for hearing stories, and lay a foundation for later reading. 

    When reading a book to your child(ren) for the first time, you want to introduce them to the book, show the title page, make predictions as to what they think the story may be about.  Provide them with a guiding thought or question to listen for while the book is being read. Define words in the book that help to deepen their understanding and build their vocabulary. Point out the sequence of main events that occurred in the story. 

    When reading the book the second time, start by asking your child(ren) to tell you what they remember about the story.  Providea  new question for them to consider and answer during this read.   Review the vocabulary words you have selected and see if they can provide you with the definitions of the words.  Support your child(ren) as you pause to allow them to tell you what happens next in the story as they start to sequence the main events.  

    When reading the book for the third time, recall what you have asked and answered about the story so far.  When you get to familiar themes or ideas in the story, see if your child(ren) can tell you the story.  Think about ways to get your child(ren) to extend the meaning of the vocabulary words outside of the text and generalize their meaning to other situations. Ask questions that help tie their own personal experiences to the story to help them expand their knowledge and understanding.  

    Time Frame & Group Size

    Time Frame: 5-20 minutes

    Group Size: Individual or Small group

    Standards

    Core Standards:

    • ELA 3 & 4 yr.1.3
    • ELA 3 & 4 yr.1.4
    • ELA 3 & 4 yr.1.5
    • ELA 3 & 4 yr.1.8
    • ELA 3 & 4 yr.2.18
    • ELA 3 & 4 yr.2.1
    • ELA 3 & 4 yr.2.13
    • ELA 3 & 4 yr.2.17
    • ELA 3 & 4 yr.2.2
    • ELA 3 & 4 yr. 2.4
    • ELA 3 & 4 yr.2.5
    • ELA 3 & 4 yr.2.6
    • ELA 3 & 4 yr.2.7
    • ELA 4 yr.3.2
    • LLP 3 & 4 yr.2.3

    Author(s)

    Jamie Robinson