Picture Books Part 4: How to Read Out Loud to kids
When I was a TOC, I dreaded walking into a room late and not having enough time to pre-read a book. That’s right. If I had to read a chapter book out loud or a picture book, I wanted to practice. I wanted to do it well. Why? Reading out loud to kids is an opportunity for us to model language. It is a time to pull listeners in and make unique connections or teach powerful lessons. You cannot do this if you as the reader are falling over the words-or worse yet skipping pages by accident.
This post will help you make the most of reading out loud to kids. Part 5 will focus pre reading strategies for picture books, but I have provided ONE strategy in this post as well. Part 5 is being released EARLY on Thursday because all three examples use books about residential schools. Since September 30th is now a day for Truth and Reconciliation in Canada, I wanted to provide ways to build in examples from literature more easily.
Pre-Read it!
Seriously. Read it. Not just in your head. Read it out loud. Practice any awkward page turns or powerful language. Think about where you want to put emphasis. Do not do it once. I am talking 3-10 times. It is a picture book, so it is not long. Practice how you will show the pictures and how you will hold the book. Are you using a dot cam? Cool! Practice!
When we read, we are modelling language. The best way to do it well is to practice. Even though I practice, I still sometimes make mistakes. I own up to them and we move on. Practicing helps. Have fun with it! It can really amuse your colleagues as they walk by…trust me.
Think About Language
Is there any language you should front load? Is there language you want to stop at and make sure kids understand? What are the key ideas in the book? Are there powerful poetic devices you can highlight with your tone or nonverbal cues? You have to read the book carefully to answer these questions, and these questions are important.
Helpful Strategy
One strategy to front load challenging words is to pick three from the book and write them on the whiteboard. Ask the class to discuss in pairs/groups what these words mean. Co-construct a definition of each as a class. Then give more think time for each group to provide a prediction about the book based on these words.
This small activity might take 10-15 minutes, BUT the engagement of all students with the text will be much stronger.
Think About Illustrations
When you read through a book, look at the play between images and words.
Is there a second story playing out in the images? Which images do you want to really stop at? I have done illustrator studies on topics which allow kids to dive deeply into why they think a certain medium or colour scheme was used.
Practice Voices/Pauses
Kids love voices. They love…pause dramatically…. when their teachers get silly. It does not matter how old the students are. Even when I was a TOC in high school, I would bring my favourite read aloud and do alllllllll the voices. The kids were with me.
You need to figure out what voices work and when you need to pause. The only way to do this is to read the book…OUT LOUD. It can really amuse family members and colleagues. Play around and have fun.
Some books are serious and you don’t need allllll the voices. But planning pauses, and where you might raise/lower your volume is still important. I am also not talking about accents-we don’t want anyone to be offended by accents. Think about how a character might talk… Is the voice quiet like a mouse…emotional…dramatic…loud.. gruff… you as the reader get to decide! You create the emotions with your choices and how you weave the words together.
Watch Robert Munsch tell one of his most famous stories. He uses his entire body. He uses his face. He takes a bit of liberty with the exact wording. He is a master storyteller. Play around and have fun!
Play with Sticky Notes
Sticky Note Strategy
So, you have found some language you want to highlight and a few images you want to explore, now what?
The most basic thing you can do is put a sticky note on a few pages you want to talk about. Do yourself a favour, jot down a word or a phrase that will remind you WHY you put the sticky note on that particular page. This will help you read your book smoothly and create engaging moments more naturally.
*BONUS* Try Standing
When reading in primary, kids are often nicely on a carpet. Sometimes braiding each other’s hair (whoops), but mostly listening. In intermediate, kids are bigger. They are usually at tables or desks…so what can you do? Stand up!
I stand and use my whole body when reading a story. It increases the energy and allows me to model nonverbal communication. It also feels more like a performance. The kids are with me from start to finish. I also do this when reading class novels. Try it and see how it changes your performance!
Pre-Read Language Illustration Voices Pause… Sticky Notes Standing
When you read to kids, you are modelling language and nonverbal communication while instilling joy in the written word. You have an obligation to do it well. It is much more fun to read out loud to kids and engage with text when you feel prepared!
Follow the tips in this post to up your read aloud game! Come back Thursday for pre-reading strategies to help kids connect with the text. All three examples are residential school picture books.