predictions based on the pictures. It also gives them time to get the “picture looking” mostly out of the way. Pictures are interesting to kids which tends to take over the text and it can be a war you won’t win. So, give them a few seconds to study it so their brain is open to what you are reading. They’ll still look at the pictures when you’re reading but they’ll be hearing more of what you’re saying at the same time.
Second Utensil: Pause at the end of each page.
This is like the first utensil, but you do it at the end of each page. Do not turn the page before counting slowly to seven in your head. This gives children time to ask questions, make predictions and form meaning from the words you just said. For young children, ages 3-5, this is especially a golden time for them. During your wait time, you will often find their face full of concentration. Their wheels are turning. They are making sense of what they just heard.
Third Utensil: Broadway Voice
You don’t need to sing to use this utensil, but you do need to be a living, thriving, human being. Use intonation and expression, especially if you’re using the voice of a character. Kids become especially excited and interested if you take on the voice of the big bad wolf or the sweet, oblivious granny. These small changes with your voice go a long way. Not only are children going to comprehend the story better, but you are modeling fluent reading. Kids need to hear what good reading sounds like and this will help them with their own emergence in reading. And guess what, fluency is highly connected to...you got it, comprehension.
Fourth Utensil: Teach kids to use context clues.
Often when I’m teaching kids how to read, I teach them how to use context clues to figure out an unknown word. I’ll have the student look at all the words in the sentence they know and have them substitute the unknown word with the word it could be. Then I have them look at the word again closely and about 80% of the time they are able to read the unknown word. This tool works great when teaching kids to read by themselves but it can also be swapped around when you are reading to a child. Often, especially in children’s picture books, there will be words children don’t understand. Sometimes they might ask during that wait time before you turn the page, but often they won’t ask. By gliding right over, it you are losing a teachable moment. So, after you read a full sentence that includes the word you think your child might be confused about, ask them what they think the meaning of the word is and what clues they used to find it.
And that’s it. Remembering to slow down first and foremost, as well as using the four utensils, will make the book-reading experience more engaging for all of you. My administrator once said to me, “If I see a teacher finish a picture book in ten minutes, then I’m worried.” What she was getting at is that each book can take 20-40 minutes for an adult to read if it is “read” authentically. So scale back on the quick reading and it will be a more enjoyable experience for all!