Volunteers Working with Young Readers

DOCUMENT RESUME

ED 418 389 CS 013 164

AUTHOR Laminack, Lester L. TITLE Volunteers Working with Young Readers.

. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-3410-6 PUB DATE 1998-00-00 NOTE 274p. AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 34106-3050: $10.95 members, $14.95 nonmembers). PUB TYPE, Guides Non-Classroom (055) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Childrens Literature; *Cognitive Development; Elementary Education; *Language Experience Approach; *Literacy; *Reading Instruction; *Reading Processes; Reading Strategies; Theory Practice Relationship; Tutoring; *Volunteers; Young Children IDENTIFIERS Communication Strategies; *Partner Reading; Trade Books

ABSTRACT Intended to be a guide for novice volunteers, this book discusses both the theAretical foundations and the practical details that will help a person to understand a child's literacy development. The book begins with an overview of the reading process and then moves into addressing key concerns such as the first day as a volunteer, the kinds of books that might be used, and how the volunteer can work with his or her reading partner. The book presents helpful strategies that allow the volunteer tutor to build on a child's natural abilities with language. It offers illustrations from children's books, analysis of selected texts, and concludes with an appendix of various types of books for further reading. Besides its usefulness for volunteers, the book could also be used by elementary teachers involved in children's literacy development, since it describes scenarios and situations with real children in authentic classrooms.(NKA)

******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** DISSEMINATEPERMISSION TO THIS REPRODUCE MATERIAL HASAND BEEN GRANTED BY EDUCATIONALOffice of Educational RESOURCES Research and INFORMATION Improvement U.S. DEPARTMENT OF EDUCATION CENTER (ERIC) M . M y,e reproductionMinororiginatingreceivedThis document changes from it. quality. thehave has person been made orreproduced organization to improve as 1 TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) Orkin OERImentPoints position doof viewnot or policy. necessarilyor opinions stated represent In this official docu- oun Lo toackirsmama NATIONAL COUNCIL OF TEACHERS OF ENGLISH BEST COWAVAlUar 2 3 Volunteers Worki ig with Young Readers

4 BEST COPY AVA ILABLE Editorial Board: PeterKarenBillPat Cordeiro,McBride, Feely, Smith, ex Chair, BobbiAl officio leen exFisher, Pace officio, Nilsen,Xin Liu Helen Gale, Poole,Sarah Hudelson,Jerrie Cobb Scott, WorkingVo unteers with Young Readers Lester L. Laminack Western Carolina University National Council of Teachers of English o 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 BEST COPY AVAILABLE InteriorStaff Editor. and CoverZarina Design: M. Hock Jenny Jensen Greenleaf ©1998NCTEFor permissions, Stock by the Number: National see page34106 Council x. -3050 of Teachers of English. All rights reserved. Printed in the arts.discussionIt isUnited thePublicity policy States of ideas accordedof of NCTE America. concerning toin anyits journals particularthe content and point other and of thepublications view teaching does notofto provideEnglish imply endorsement aand forum the forlanguage the by open Laminack,Libraryannouncementsthe Executive of CongressLester Committee, of L., policy, Cataloging-in-Publication 1956 thewhere Board such of endorsement Directors, Data or isthe clearly membership specified. at large, except in ISBNIncludesVolunteers1. Volunteer0-8141-3410-6 bibliographical working workers with inreferencesyoungp. educationUnited readers (p. )./ Lester States. L. Laminack. cm. 2. Reading 371.41dc21LB2844.1.V6L36LanguageteachersUnited experience States. approach. 1998 3. Reading (Elementary)United States 1. Title. 98-15541 CIP 7 afounderFor woman Ruth of Johnsonwho Literacy has Colvin, dedicatedVolunteers her of America, life to helping Inc., volunteers serve adults passionalwayswithwho havehercome for commitment, helpingthe first. courage I thosehave and to metin ask need.fewer no for one help.still with with In her all her energy, her work, few the learner has AndwasFor Mrs.the magic Hand, carpet my elementary on which schoolI rode intolibrarian, many whose a story. voice AndandFor also allthose the adults young who children are willing who need to give a bit it. of extra support AcknowledgmentsPermissions ix x 3 "Reading"YourLearning from Partner Readers 89 Introduction Your Own Reading History 421 ThingsLessonsExample to from ScenariosConsider the Children 115114 90 1 ThreeHowVolunteers Views Can You ofin ReadingtheHelp? Classroom 9 Appendix: Books for Children AlphabetPicture Books for Reading Aloud 121 HelpfulSome Possibilities StrategiesMaterials 413010 EasyOtherInteresting Readers Good Perspectives Stories and Early to Share onandChapter Three Sharing BooksLittle with Pigs Your Partner 129125122 2 TheExample GettingFirst Meeting Situations Started 5967 9 AuthorWorks Cited 133131 0 vii Therecamethe way are to asmanybe. Volunteers significant Working folks with who Young helped Readers along thealwaysprocess,me point to Pete ofsupportive served the Feely, first as who discussion.aand springboard guidedencouraging meAnd for through for whenideas, introducing Ithe and was entire was learnedtheneededZachary, many theduring who children time let my to me andcareer.write. retreat teachers I Ialso toam my constantlyowefrom study a whomgreat when amazed debt I IhaveFirst, to I must thank my family, Glenda and ductionbecamepressed forofa father thetime book). for(congratulations the second time to Pete during who the Zarinapro- Hock, thank you for your able and cheer- thelearningbyment thewise smart with toways read suchthings that and grace teachers that write. andchildren I support caring.am equallydo thatin the develop-amazed process by of samelovelyful assistancewithout fabric. your Thisin pullingwatchful book wouldthe eye. threads not have together been into the a Greer for sharing my excitement for this project Next,from I want to thank Karen Smith and Michael 10 o is materialWePermissions gratefully from acknowledgethe following books:the publishers who generously gave us permission to reproduce FromFrom AND ALL I MEANTHE PLACES IT, STANLEY. TO LOVE Copyright by Patricia © 1974 Mac by Lachlan. Crosby Copyright Bonsall.UsedHarper by Used Collins© permission 1994 by Publishers.bypermission Mike of Harper Wimmer. This Collins selection Publishers. may not be re-illustrated. of A CHAIRFrom BROWN FOR MY BEAR, MOTHER BROWN by VeraBEAR, B. WHAT Williams. DO EntireYOU SEE? text only. By Bill CopyrightReprintedCarle, Martin, © Jr.,1967, by permission 1983 by Henry of Henry Holt Holt and andCompany, Company, Inc. Inc.Illustrations © 1992 by Eric Cane. © 1982illustrated by Vera B.by Eric FROG AND TOAD ARE FRIENDS. Copyright © 1970 by Arnold Lobel.HarperCollinspany,Williams. UsedInc. By by permission Publishers. of This Greenwillow selection Books,may not a be division re-illustrated. of William Morrow & Com- permission of FromFrom THE GRAND HANDMADE CONVERSATIONS: ALPHABET LITERATUREby Laura Rankin. GROUPS Copyright IN ACTION. © L.1991 Peterson Copyrightby Laura and ©Rankin. Maryann Used Eeds. Reprinted by permission of Scholastic Canada Ltd. 1990 by Ralph HATTIE AND THE FOX. Reprinted with the permission of SimonANDReaders, &by Schuster THEpermission anFOX Booksimprint by of Mem Dial of Simon Fox.Books Text & forYoung Schuster copyright Readers, Children's © 1986 aMem divisionPublishing Fox. of Penguin Division Booksfrom HATTIE USA. forYoung FromFrom THE STOP SUNSETS THAT OFRABBIT MISS by OLIVIA Sharon WIGGINS. Peters, illustrated Copyright by© 1998DonAssociates. Silverstein.by Lester By Copyright permission of Troll Communications L.L.C. Laminack (text) © by Troll Illustration from TOMORROW'S ALPHABET by George Shannon.WilliamCopyrightand Illustrated Constance Morrow © by1996 Bergun& Company,by Donald (art), publishedCrews.Inc. By by permission Peachtree of Publishers, Greenwillow Ltd., Books, Atlanta, GA. 12 Donald Crews. a division of C-7 tro tleusrhythmsReading itthought is effortless, isandor one struggle. cadences of unconscious, those We of things seelanguage. print naturalsomethingmost and of usmove take fluidly for we granted. doto ideaswith For veryon many the lit- of ourinformedintostruggle worldreaders than teachers and and others. leading writers are In constantly children classroomsthere are to demonstratingmany discover where interactions young the connectionshow childrenMost with print children print. areworks between growing Well- come in to reading rather easily, some with more theintheir print. lives knowledge of young of children language when as used they in develop life and individualAs the a worldvolunteer identities represented you will be participating in that exciting phase in growth.as readers Seeing and writers. themselves Clearly, as "doers," that identity as readers is crucial and writers,to the child's provides 13 oll edgea stepping of how stone oral for language children works as they in thelearn process to make of switchinguse of their "codes" knowl- teachafterto fewwritten minutes language.all, wehere know to think how through to do it. your What responses couldMost be to so theseof hard? us questionsthink Take the a act of reading is something anyone can and jot down your ideas:2. 1.When What is is a reading? child ready to learn to read? 4. 3.What What methods, are the essentialtechniques, materials andmostread? strategies importantneeded dofor for you teaching beginning? think aare child the to Your ownviewsDoOwn you experiences ofReadftng remember reading Hlistoryandas learning a howstudent. it to should readPerhaps at be school? taughtyou remember areChances influenced readingare that by aboutyour your andgroupslikeDick amany andlow organized Jane, group.others or YouthroughoutAliceinto levelsmight and Jerry, by eventhe ability. country, orrecall Buffy A which highthere and group,Mack.group were threeyouIfan your average were reading class a group, was 15 1 member of. Maybe you even remember the group name, the Tigers, the Greenworksheets.includedthirty Turtles, minutes completing orPerhaps whilethe like. the youpages others can in recall workbooks, worked sitting in their inboard the seats.Usually, circlework, This countingand each work assorted of often the three groups met with the teacher for about thetheironnumber tostudent copiesread of aloud lines whoof the onwouldwhile book. the your pageinterrupt teacher to figure your and outreading class/mates when and youIf point you followedwould shareout be a that wordcalled memory with me, then you probably also recall along in youselection.teacherally misread. had would three Then, At times,orbegin whenfour yourthe more the lesson teacherselection words with would, than was the the newfinishedtoo. previous Eachwords and new you'dselection. everyone "story" find Andusu- inin thethe the memory?ingroup her bookhad Notice taken and ask ahow turn several much reading questions.of thisaloud, experience the teacher isKeep focused would your turnon experience words. a page It in mind. How much rings true with your Ifbeliefsnizeis ourclear the memories aboutthat tremendous many teaching, of adults learning influence volunteering have to similar readof our are as experiences,histories tutors,crowded and as by studentstheand workbooks, role we ofmust upon schools. work-recog- our thesheets, initial and sound, activities locating focused the on word finding with the the missing same pronunciation vowel, filling or in Introduction o 3 17 students.meaning, If wethen recall we too sitting might in thinkcircles of organized those activities by ability, then as important for read,havingintomight then levels. someone believe we Ifmight wethat call can believegood our remember attention literacy that getting readinginstructionto a word the aloud words we requires overlookedin right those sorting is circles the singlechildren and or mis- we S thewithinmost right thethe important story, teacheranswers then turning taskto we someone for might the a reader. page believeelse's and If questions. ourthat asking readingcomprehension questions circle alwaysabout details ended means giving oneNow,Twee of consider threeViews broad this.of Readfmg viewsMost definitionsof what it meansof reading to become or literacy a reader will fall into (Weaver, 1994): © OView View two: one: Learning Learningget their to toread meanings read means means learning learning to toidentify pronounce words words and what readers and writers do. © View three: LearningEachin order of theseto toread construct views means is bringingorbased make on meaning some basic tofrom the assumptions thetext text. about 19 1) tion that "breaking the code" or learning to "soundView out" one, words learning is theto pronounce words, is based on the assump- basedoccurmost essential onwhen the theassumption skill student for students. is that able reading to It pronounceis assumedis again theathat Viewword-level word. comprehension two, learning activity. willto identify words and get their meanings, is 110 taskTheIn essentialofother a reader. words, skill The getting is wordassumption the identification word here and is getting thatand thevocabulary its meaning meaning development. of is the the story, basic structthearticle, words or report, make and orknowsmeaning text willwhat from become each the wordtext, clear ismeans. if based the student onView the three,canassumption identify learning thatall to bring meaning to a text in order to con- antheedge,meaning active print experiences, isdoesmental the notessential process lie and in understandingtheskill that print. here.results Learning The in of assumptionunderstanding. language to utilize tois the thatmake It prior is reading furthersense knowl- isof thatdefinitionpreciseassumedideas, interplay identification experiences, that of each thisthat understandingword.readers andof everyRather, language broaden letter readingdoes oftheir or a notword writer isunderstandings necessarily an or interplayand even a reader.from come between and knowing Itfrom constructis throughthe the the tionmeaning fits, andfor themselves.you may be trying to choose sides.So, Whoa, at20 this not point yet! you're This is probably thinking about where your defini- Introduction/5 morenot an closely. either-or situation. Maybe you don't need to choose. Let's look ourtallthe desert.dunesvantage weAs point, seewe travelin however, the acrossdistance it appearsthe the desert peak to in beof search athe small Trygreat of pyramid thinkingwisdom, pyramid. restingabout crossing From the on three views as a great pyramid standing in self-sufficient;outisbelievelikea large that. the dune that Itsingle could faraphonicslearning pyramid ahead.most be seen important Viewunto as itself.a one, stand-aloneto skillpronounce theClearly, tip young of perspective,those the wordsstudents pyramid, who or hold needsoundingcomplete, is this something to view become wordswhole, welimited.reader'sindependent were only repertoireRemember seeing readers. of the the strategies. And peak? pyramid indeed, Remember However, we phonics could howthis seeis perspectivean wein importantthe could distance assume of tool literacy and inthat howa is justInjustthe asmany peak becauselimited. ways,was we Whena thinkingsmall couldn't we pyramid take of see reading the the standing stand whole as thatthe pyramidalone act sounding of on pronouncing from a duneout where words in the wordswe is distance thestood? is thetionpreventessential student's and recognition us skill fromknowledge, required seeing strategies, ofexperience,the a valuereader, building of we anddeveloping positionvocabulary, language. ourselves otherBack and word to building inthe identifica-ways desert on that and the search for wisdom in the great 6 .0, Volunteers Working with Young Readers 22 pyramid. As we cross other high dunes and draw nearer to the great 23 thought.pyramid, Inwe fact, begin it seemsto see thatto have the pyramida broader is base larger and than nearly we firstdoubles in Thissizepyramidmid, as middle itmay sits unto indeedlayeron aitself. far broadens look off Rather, dune.like the the itView whole,supports base two, from though the our middletip, itcurrent broadeningdoesn't layer vantage appearof thatthe point.entireaspyra- a aboutmeaningconnectiononcepyramid. viewed this: subsumesIt learningtodoesn't as reading? a whole, negateview to pronounceView partone, or replacetwo,of learning something identifyingwords the to tip. (phonicspronounce even It words simply greater. or andwords. soundingmakes What'sgetting Thinkthe outthe theirtip, syllables),two,words)means. the is issue ONEThis using is couldway twofold.context, to include identify First,or any phonics, words.identifying other Fromstrategysyllabication the the word, that perspective would (breakingthrough result of whatever viewwords in get- into includeimpliestheting word. the andattentionword The broaden right.second to Thevocabulary the is gettingissuescope is of development.thegetting view meaning one.the correct As of Both thewe pronunciationkeepwordthese traveling whichissues usually of pyramidentiresightthrough of pyramid the theis nearly greatdesert resting pyramid.three crossing ontimes a From greatdune the thissizeafterbroad vantagewe dune, base. first wepointthought.It is find clear we ourselves Viewnow that seethethree, withinthe meaninglearning tofrom bring the meaning text, is like to thethat text broad in orderfoundation, to construct the massive or make base 24 Introduction o 7 25 supporting the whole pyramid. In this role, view three takes in the con- print,asensetributions reader includingof mustthe of ideasviews have word-identification presented onean array and two. ofin skillsthe Clearly, written skills and strategiesthe and language. goal vocabulary of for a Toward readermaking develop- isthis senseto makegoal of standing,makeences,ment. sense Inlanguage, addition, the of readers what and the is sensemust reader written haveof must selfor to asrely build a readeron aall personally ofor hiswriter. or herrelevant In priororder under-experi- to O strategiesaexperiences growing for vocabulary toidentifying drawthe ideas upon in unfamiliartheof and others language connect words they with are when trying considering to read S existence of views one and two.O Rather, language view use threeIt placesis clear them then, in that a view three does not exclude nor negate the context, providing a frame for their existence in the whole. 27 Volute= k + CHAPTER 1 + How Can You He lip? lamroom - IN THIS SECTION volunteersSoYourbecoming you're First all in Daysa ready theirproficient asbusy to a jump Volunteer daysreader. in and there Thank crowded and you. help classrooms. Teachers a child on appreciate If the you way are towilling vol- o Reading aloud to group,theListening class, or toto antoa small aindividual child read child aloud withplanallunteering the that childrenteacher can in aguide classroom,in in planningthat your class. work rememberyour Therefore, with visits a that childand you the in orshould devising teachergroup. always is an responsible assessment work closely for classroom o Working with aan small overindividual grouptime overchild time wisechildteacher toand usewill the thehave specific teacher's the greatest requirements knowledge insight ofas into theone thecurriculum.You of individualyourIn primary the classroom, needs would resources. of each be there will be children who are very proficient Otherreaders children for their will age.be making Those average-children canto slightly often function less-than-average independently. 28 29 ° 9 mayprogress be struggling in their development with reading. as It readers is my opinion and writers. that your While role still as othersa vol- betterersmakingunteer can progress. in eitherslightly the classroom work Yourless-than-average independently work should with beslightly progress. toor workwith below-average peerswithThose thosemaking very children proficientstudents average whofrees read-or are small-grouphighlyessence,the teacher skilled your instruction to workpresenceprofessional with for not thosespecific inonly the students provides classroomchildren, who much-needed it with arealso struggling anprovides opportunity individual themost. most toIn and teerinmaximize yourthe class. time. time There spent are with several the least ways proficient, you can be Somost helpful. maybe "in-need" you're students wondering what you'll be doing when you volun- aintendedWhat volunteer.Some follows Posslibintriesto provide is a list some of possibilities general guidance for your asinvolvement. you begin Thisyour listwork is as childo1. always Reading (your rehearse reading aloudchoose theto partner) the book booksclass, aloud youto beforea enjoysmall reading group, foror toan anaudience individual 31 °0 useremember your voice to give toillustrator bringset the the titlethe tone charactersas or well mood as to theof life the name(s) story of the author and 11) 2.0 Listening expectlisteninvite withoutthe the tochild child a childinterrupting to to bring have read somethinga aloud rationale the reader tofor read the forselection you each time O0 supportresistmake the a the note urge child's whentoword correct strategies the that everychild alters for misreadstruggles meaningmaking word sense with ofa wordprint or misreads a 3. 0oWorking participate with in aanauthorassista literaturesmall inquiry instudies, group locating projectcircle overgenre books time studies, and or other topic material studies for literature circles, o° assistO assist in recordinggeneratingthe grouprials whatin and they making recordingis have known connections previously aboutquestions the readbetween topicfor inquiry the topic and mate- 0 assist in writinging a the script play for a play, producing the play, and perform- 32 Volunteers in the Classroom 0 33 4. OWorking listenhelpread aloudthe to withthechild to child an thelocate individual childread other titles child of over interest time O demonstrateassist in making reading connections strategies between that will books broadenNow thelet's child's take each repertoire of these activities and open them up a bit. The Readingthefollowing possibilities Aloud elaboration to listed the above.Class,may give to you a deeper understanding of each of Small Group, orbooks.thatWhen to an day I IndioMMi,But, waswhen selectingin myelementary class al aChild newgot school tobook (Your go toIwas used Readingthe not library to the look Partner)thing for forward the I looked selection to "library forward of new day," smooth,thoughtful,to librarian.most aboutvelvety, andShe library casuallycould and aday. takelittle dramatic I any longeddeep story for rendering for ato woman,the new voice ofheights Itext. ofalways Mrs. Herthrough thought. Hand,voice her wasour Acareful, voice ushumor.atsomething theteetering scary She like parts.oncould thatthe Bring draw brinkof actress ustears of updisaster atPatriciato the the sad atedge Neal.the parts. ofdangerous She our Send couldseats us feats reelingandmake ofnearly us ourat tremble the heroes.have 35 It was in that library sitting in the presence of Mrs. Hand, wrapped Boxcaringday.in the myout All Childrenvelvet firstin week that chapter cloak we boxcar.and talked thatleave book. Allwas about us Mrs.week hersuspended Henry, voiceHand we pretended thatwouldJesse,Violet, in Ispace believed read to until justbe and myselfthem thea littlechapter next in intoBenny the Thurs- of read-woods The hid- hands,whatat ishthe thewould edge to eventscarry of happen our it of with schoola next.fictitious me yard.Mrs.throughout place, AllHand week to taughtthe go weweek. there meguessed andSheto hold visittaught and a with plottedstory me my toin outrel-newmy simpleimportantdrenfriends. norand I her will ratherrole gift never in pleasurable oftheir readingforget overall her aloud. act literacyvoice, accomplishes her development. love of so Readingbooks, much This her with aloudseemingly love so to forlittle children chil- in groups or as individuals plays an andirections,iareffort. engagingwith Being the etc. language readerread In addition,to that allowsof story,children itchildren is poetry, through first the informationbegin theopportunity experienceto grasp books, tothe ofbecome notion pamphlets,listening famil-that to whataloudthoseotherwise readers marksto children stillon do the withand demonstrates page quietphrasing, tell print. fascinating intonation, howThrough written stories. repeated inflection language The readings actto should bringof reading of life sound,favorite to printstories, is stablechildren and come says to the understand same thing that each the time print it tellsis read. the Rereadingstory, that 36 Volunteers in the Classroom <> 13 37 could also allow you to discover more meaning in the same words. organizedferentReading audiences. aloud indifferently various allows For forms example,than children the to accomplishlanguage the to seelanguage and of a heara variety inpamphlet a how Frog of language andpurposes for Toadthe can forstory bedif- is suchBeartrip.hands-on asis The organizedGoldilocks language science differently and museum of thea predictable Three thethan classBears. the book languagewill suchvisit asItnextof is Browna throughtraditionalmonth Bear, on repeated ataleBrown field exposure to such language that children withoutaloudtimeownfirst beginwriting.to topain. read children. to Herealoud exploreIn each are Readfor somethemeeting the the possibility child's thingsstory with pleasure.or to your oftextkeep using yourselfreading in It's minddifferent valuable partnera whenfew forms instructiontimes readingplan in andsome their bit.needsencerehearse Know of to one. stretch, whereit Knowaloud whereyour beforewhere voice you yousharing needneeds need to itto towithincrease rise slow anand down,audience, thefall. speed Notewhere even orthe a volume word usean audi-of a tothesignalspunctuation, life. delivery In to A how Senseof line the breaks,of story,language Wonder engagebold should(1995) print the sound.andKatherinelistener, other All and conventionsPaterson these bring things thehas characters said,ofenhance print as 114 o Volunteers W3r ng with Young Readers (pp. Let281-282). me hear In you short, read think it' isof a your test. reading let me readaloud it as to a you' gift. is Select a gift" 39 0S carefully with knowledge of the recipient in mind; package it beauti- below,Handbook,fully and combining present offers it someit with with additionallove. my own suggestionsadvice, which onJim I the have Trelease subject. summarized (1982) in his now famous book, The Read-Aloud 0O Don'tThe art overwhelm of listeningshouldDon't the is audience.taughtfeel consider that and you Whenthecultivated have intellectual, choosing to tiegradually. every asocial, book book andyou to emotionalclasswork. level of 0o AdjustDon't startread your storiesunless yourpace toaudience. youthat fit haveyouthe story.don't time enjoyto do justiceyourself. to the story. 0 Reluctant readersDon'tthemdifficult or unusually tobe keep tofooled just their sit activeby andhandsawards. childrenlisten. busy Not Paper, whilefrequently all award-winning crayons, listening. and pencils books allowmake find it Listening to a Child Read° Use Aloud plenty of expressiongoodvoice read-alouds. to fit when the dialoguereading. Changeor set the the mood tone when possible. of your A inggood aloud listener to an is adult hard asto find.a test Too of some often, sort. children Many view children, the act especially of read- 4.0 Volunteers-in the Classroom o 15 1 youranthose adultyoung who only partner, are for developing the invite adult the moreto child assess slowly to progress. select as readers,something At each are meeting toasked read toto with readyou. to story,readtionLet toaloud thepoem, read child to for etc.) the knowyou. andchild, Therefore, youalso you expect tell should why at to each you hearintroduce meeting,chose why heit. your Fororbefore she selectionexample, pickedyou begin (book, "Ithis found toselec- onesotothe real. becauseLove. most It makes Ibeautiful justit reminds loveme book feelthe me wayas to ofif read thismyI could forvisitssounds, youstep to today. justmyinto grandmother'slisten. the It's book. called And I the choseAll farmpictures the this Places are fordemonstrationwhen how I was books little. thatare I selected, hopewill helpyou the enjoyyour reasons youngit." for partner sharing,By learn doing and the the this possibilities driving each time you read aloud for the child, you repeat a inggoodforce it. The listener.behind child our Focusmay pleasures choose on the ainselection piece reading because and aloud. the it ischild's veryWhen reasonsfunny. the child Then for presentschoos- you his or her selection remember to be a helpchosencasevalidate toyou clarify.because the validate humor. Whatever it thewas Perhaps image-rich confusing. the becauserationale, language. Then, of try the you to Mayberich helpnote description, support thethe confusionselection the in child's which wasand 16 o Volunteers Working with Young Readers growing sense of self as reader and writer. Try to help the child grow 43 into the literate life he or she has envisioned. Support strategies for don'tdomaking that turn yourself. selections the event and into continue an evaluation. to offer Resist demonstrations theAs urge the childto of correct how reads you every aloud to you, accept the gift graciously and altersnoteguagemisread when meaningis word.making the childEncourage(for sense. example, struggles You the might childwith notetoa word ask on her- anor misreads indexor himself card a orwordif thea sticky thatlan- horse for house). These notes will give youWorkingdepth something discussion with to acome ofSmall the back topic). Group to later over (see Time Chapter 3 for a more in- smallmaystudents.In this have group setting Consultcommon may you represent withwill interests bethe working hostseveral and teacher who withlevels may yourto of workselect ability, partner well group and andtogether. membersthat a few should Thisother who be worksdiverseviewedlearners where well aastalents great a in positivethey a anddealsmall have needs fromfactor. group. talents. together.the Clearly In interaction You fact, mayAllow thisyou settingfindwill that children thatlikely occurs will your todiscoverbring among emerge reading children thatchildren. as partner youlead- with a These meetings with your reading partner as a member of a small 44 Volunteers in the Classroom o 17 4 5 tiongroup during may provideyour one-on-one you with time.the insight For example, needed tomembers focus some of the instruc- small yourborrow.group partner may employ demonstrate strategies, a strategy observe that others, you and or Thetryyour outsmall partner new group strate- could setting provides an opportunity for you to see Literatureproject,turegies. circle You or Circles. may orthe to productionfind assist If it the useful a small idea of to a ofgroupplay.participate a literature through with thecircle your process partneris new of intoan a youinquiry litera- it worktogetherpopularanmay adult of be abecause helpful particulartalkor to show. think ofto commonthinkauthor, Inabout each about theor caseinterest shared book a booka small club ininterest groupthe featuredgroup topic, inyou've theof admiration onpeople specific participatedOprah comes titleWinfrey's for or thein as bringsskill.similargenre Instead, selected.them scores together. iton Theseis a shared test When folks or interestshow dofolks not similar andgather come common deficits fortogether these enthusiasmin "bookbecausesome particularclubs" theythat thehave readingtimemeetinggroupselection to and bethe time of notdevoted wholea andbookimposed place,book, tois theusually by theyand book. someone the wouldagreed If group the else.agree upon group agrees Typically, toby plans reading theupon membersto there'sthe meeta specified amount priora of standard the toof 47 0 troublesthey'veshareamountnections insights connected ofor text andpuzzles and forconfusions confusions.witheach them. andmeeting. The and made discussionThe may The sense group extend focus of. gathersbuilds Theyinterpretationsof each around alsoto meetingdiscuss share these of whatis thecon- to text. andthegained(seeIn essence, text languagepage by because 5the thein of reader thegroup thein Introduction). this otherrests dynamics setting, notmembers only theexpands Here withreader of the whaton hasinsightgroup the thethe third to individualideas,and draw view understanding experiences, upon of brings reading as to settings,andwriterwell. among In enlarges thethere readersliterature is now usually as to circle,well. an no interaction "quizzing" then, the interplaybetween to see if readersallbetweenAlso the ofmembers and notereader writer is andarethe fact that when folks come together in these fromoutprepared of a genuinetrue for need the interest meeting.to know. in WhentheIn short,answers questions this and process areopinions asked, emphasizes of they others are meaning, or It isn'tasked lii questions.aboutsharingthat samesearching ideas, opportunity broadening the page for to insights, sharing find the perspectives,and "right" reducing answerThe for confusions. idea tomaking someone behind meaning, literature else's circles in the classroom is to provide di theirand reading insights for and understanding. interpretations The and intent confusions is to allow to a childrengroup of totheir bring 48 Volunteers in the Classroom o II 9 49 reasons:peers, who have interest in the same text. This is important for several O children learnsense thatanswer comprehension of what to someone is read is isthanelse's moremore a questions processthan a process giving of findingof the making "right" the answer on the 41 O children learnviewspage thatto read of sharing everyone with differing an openand deepens mindperspectives seeking the insights broadens broader of allpointsthe who participate 0 O children learnof toof others value view,what even their isquestioning read, ifown they and ideas are tothe go differentand ideas beyond to ofrespect fromthe the writer, theirdetailsthe views own. seeking on the topage make sense 0 extendandtionsalways primary and thewise feedback foundation toresource. begin as by youbeingRemember, consulting make built plans. in your with that Let work theclassroom. the teacher should teacherAs with toThe support seek beany person your sugges-other and guide with strategy you work with in the classroom, it is 0 wouldinedgethe a deepest program assumeof the childreninsight this outside role. into there the that school is thefoundation classroomsetting, andyour teacher. with program the If greatestyou coordinator are workingknowl- 51 0e W O0 andthis setting.the teacher Let's suggests say you thatare workingyou work with with a thestudentSo childyou inmay and the be athird small wondering grade just what you would do as the adult in O ofoutidentifygroup stories. her in interests appropriate a Armedliterature and with books.circle. whether that First, Youinformation she shouldconsult has favorite also consultthe talkteacher authors thewith librarian/mediafor the or suggestions favoritechild to findtypes to Givespecialistenoughidentify the child incopiesher the first a schoolbrief of and the "advertisement" second andbook bring for choices. each three student for Now,or eachfour your who bookchoices task will and is tobe haveto the joining locate child.her the 41 yourteacherandgroup. group. identify In to some Then,determine the cases, titlesyou andwhich tothe be yourteacher selected. children partner may Ifmight wouldprefernot, yoube topresent considered wouldestablish the consult selectionthe for groups joiningwith as the thecirclean invitation reading with theprogram. for selected three In or book.that four case, other you children would to simply joinIn many you join inclassrooms, the a literature circle literature circles will be a standard part of III callytheyourest classroom partneringiven the bookseveral has teacher selected.or optionsauthor. and theHow andAs children. with jointhese adults,a circleare However, established membership on the children basis is determinedinof aaretheir literature typi- inter- by circle is not generally determined by a test score or skill deficit. 52 Volunteers in the Classroom o 21 53 When the circle meets the first time, the group will need to agree this.gestfinalupon using datemeeting for a literature having times, thethe study bookamount contract, finished. to have which Peterson read could for and eachlook Eeds meeting,something (1990) and sug- like a Name Literature Study Contract Date ThisIAuthorTitle agree book to read has athis total book of by pages. I will pace myself according to the schedule From Grand Conversations: Literature TuesdayMondaybelow. pages permission.Groups in Action. Reprinted with SaturdayFridayThursdayWednesday pages Tutor'sStudent'sISunday will be signature prepared signature for meeting with my circle on pages 22 <> Volunteers Working with Young Readers 54 Teacher'sParent's signature signature 55 a youreading may play partner. several You roles. may Your listen primary to him role,read though,in Oncebetween isthe to meetingsliterature support your ofcircle the is formed and the limits have been set, bookcircle.atheadset the home You same to mayand listen time, read and serving withit followon himtape as along.aor so sounding to that him. You he You canboardmay mayuse be for readingatake his"walkman" aideas, copy the insights,sameof with the pages a and short,fromticipateconfusions you book in provide the toto bookbuildconversation the dependingconfidence level of with support upon for his his peers.the needed full content, Theparticipation to typeallow language, of the support in child thewriting circle.willto par- style, differ In nottext.the child'sto quiz familiarity the members with to the see topic, if they and have his levelread.When ofInstead, comfort the youcircle with and meetsthe remember the purpose of the process is throughmovies,the children etc.),confusionsconnections may sharing begin or made personal things by sharing to thatother connections madeyour texts generalyou (books, with wonder, impressions, the poems, text, and songs,talkingsharing talking observationsmandsandenrich Eeds andthe (1990) group'sordeepen things remind interestthe you readers' notedus and that hasunderstandingsas [w] a areader. henpotential a topicRemember, for and surfaces altering insights. one that perception, goal Peterson com- is to groupthe talk .. shifts. works from to disclosesharing tomeaning, dialogue. thereby Through potentially dialogue, expanding the Volunteers in the Classroom 0. 23 57 the meaning of the work for all participants. . . . Through the collabora- digestingtive work it.of Groupthe group, members time is help spent each contemplating other begin tomeaning, see where and previ- . . . to readinging"ouslydetermine (p. they 13).response maythe extent have logs. only to Again, which looked. it response is Ourwise job to logs check areIn with used. many your Basically, classrooms, host teacher the the members of literature circles also keep is to help with this see- bookthroughnectionslog is ora placemayconfusions to other takefor the textsa moreand reader and noticings. structured toto personalrecord The format. general logexperiences, could A impressions, possible be justand structure ato blankto write note note-could con- include any or all of the following:O briefobservationsconnections retelling toand other insights texts essence of the story in their ownO words.confusionsconnections The observations toThe personal retelling experiencemight allows focus readers an opportunity to express the stories,inviterepeatedon details readers poems, phrase in the to movies,TV story,throughoutnote how the writer'sshows,the the story book. music,choice reminds The etc.of connections words, themThe point of the other use isto to other ofbooks, note a textshow 59 knowledge of various texts makes it easier to make meaning of new cantext.readershumantexts be Recognizingand very experience.to to bring validating.help meaning readers our The personal The connections realizeto confusions the experiencestext that in someto ordermight personal themes in toinclude the make experience storiescut misunder-sense across of ofothers helpthe the storyorstandings, just as curiosity it is. a need about for more the plot information, or why the clarification authorThe chose writing of vocabulary,to write that readersthe do in the response logs can be the spring- short,boarding.Younent the intois of whole mightthe great conversations process saysignificance this isprocess one that and of is takeread, contributes view place write, three in and oftothe thereading talk.literature making Each (see circles.compo-of mean- In andskillsingIntroduction) in senseand the strategies, mind. of what in And action. is making read. most Clearly, important,use of the all readers available the goalthe must cues relyend both uponresult on allthe is their mak-page AuthorLocatinglocatinghelp between Studies, textsBooks foryour Genre andliterature tutoring Other Stu circles, sessions ies,Material or author Topic you for couldstudies, Studies.Literature assist genre If the youCircles,studies, teacher want and in to EST COPY AVAIIABLE titlestopic bystudies. Eric Carle, You may by Bill locate Martin and Jr.,collect and booksby others) by an or authorbooks about(e.g., G0 Volunteers in the Classro io 25 othercirclesnewthe samegroups. town, within topic etc.). Your the (e.g., In readingclassroom this titles way, partnerabout youby locatinglosing willwill helpbenefit a bookstooth, to continuefrom aboutfor yourcontinued moving the partner literature partici-to anda opingroomthepationinterest strategies where readerin literaturein aa rarely andtitle,more connections study.author, hastraditional the Reading genre, opportunity ofview otheror with topicof readingreaders ato smallallows participate inisgroup your practiced,the class.withpartnerin reading a Inthe common to a devel-class-observe with asencouragethataremore others those these proficient inofstudents further thethe class,lessreaders. participation,tend proficient if to youTherefore, have locate readers limited it might sets the inskillsofstrategies benefit thebooks andclass. yourthat strategies.most It mightispartner, often no wonder beTo observed as used well by checkclassroomappropriate.determinethe children the schoolthecollections betweenYou authors, andcan your oftenlocalin titles, your visits.libraries.find topics, host enough Consult school.You andAnd copiesgenres withdon't yourmay byforgetthat borrowing alsohostmight to wantconsultteacher be from mostto theto copiesinmorelibrarians their tofruitful. loanown for andchildren's guidanceIf you that plan friends bookin ahead,using collections.of yours technologyyou may may Suggest find have that that copiesmay any children makeyou stored find thehave awayparticu- search 26 o Volunteers Working with Young Readers 62 appendix.larly interesting yourself. Some possibilities are also included in the 63 TheInquiryquestionsrecordingprocess process Project. of forwhatcouldinquiring research; Inis include alreadymany about locating classroomsidentifying known a topic resources or of believed theintensechildren topic; (print interestto participatediscussing beand true; nonprint);or significance. generating andin a read- findings.taking;generatinging, viewing, synthesizing You more listening, can specific help the andyour information questions; note partner taking; moreor and group reviewing decidingreading, talk through newviewing,how information to sharethe note topic the and whereweb,and assist some you withpreferrecord recording a what K-W-L is Known.what chart. is The known.The -K- -W- is Some headsthe heading teachers the for do the this column with a Sample web: teaching about polar bears loP thecolumn column for whatfor what we Wantwas Learned. to know and the -L- heads 06' 6t,c0I.,fr et" 6' \ lirof ;,-, CP p.)0Y- CAARACTERISrICSpHYSICAL '0`9 el....n.1519117s tole f° ,is recorded, move on to the questions that will guideAs you and the child(ren) get the known 0, cubs e,reamwbile colored Z bk.,,dc. next 1:+1-6big ears s6-pc/04, shouldyour search note forthat resources initially the and questions new information.You are likely to be weigh soath baby20 I bs oreto rn CLV IFOLAK BEARS Cold 1,10)4h Pole athevery bit opportunity ofsimple. information Remember to locate before that a theyfew the resourceshave children enough mayand infor- gatherneed co\S ice zoosAlaska S itmation helpful to toask cluster more in-depththe questions questions. around You categories. may find aii Ash.>4r.larE:443esewhatbog, is whohttleVed are 4rAe The reward," is knovor, snow people ftsh Ardicttrc caves mightFor example, easily clusterif the topic around is polar these bears, categoriesphysical the questions 64 EST COPY AVAILA e.i44-tveet_4eAntAs vonckr4es urv.:tex5lancirn or LE Volunteers in the Classroom <> 27 65 bigpolar bears are whal-fa:a- do -11-sy VI young.characteristics, Having the habitat, questions diet, andcare, categories and feeding can of the . 41104 live+hey 'in areeo whrfe Id plates ' how much we.A,;1ri do tablethishelp opportunity withof contents, locating to the resources. demonstrate glossary, You the the could appendix, function easily theof use the babiesI-2 ore ponds only ak Fell?tAtbsdoeswhat- raise11 -41ere. do-4+re, 'in +hey ;Ono! ashavecard you catalog,andto aid your in and thepartner searchany technologybegin for material.the search the Forlibrary for example, infor- may 601Z1Z-S PREDICT/oNS F/11/411), N6 tions.mation, Next, help you your may partner review clearly the table identify of contents the ques- for L-14511AT Alaska2cosArd-ic Pole i rcle match,entrieseach of with placeyour each printthe questionof resources your questions. number and compare on As a yousticky the find note a DIE Fishpeasnow pie. 15 to thatandlocate affixresource. information the noteThis on willusing the help correspondingreference your partner skills page learnand toin how Pifi-(51CcHARIt CIE-RAILS 1. b'o9 19BOO8 iolack. 1500ncr--' pourdS Fe ecurs eveiavniA COIor partner'sreduce usethe amountof resources of time more needed. efficient. ForThe appendix can also be used to make your Sample K-W-L chart partnerlist each could heading. use sticky Then notes turn to(perhaps the index a different in your first color resource this time) to to areexample, key headings the categories for information. from the polarYou and bear your web 28 o Volunte6reorking with Young Readers respondingsearch for the page categoryhabitat. numbers. Repeat On thisthe processsticky note, for each jot down resource the cor-and 67 readerseach heading. make efficientIn doing usethis of with resources. your partner, The appendixes you demonstrate in books how can notesmaypartnerbe useful prove and define inmay useful similar unfamiliarbecome in ways,the headingsquest termsand forthe and information.in glossary theto discover final can productThe be other categoriesused ifkey tothe helpterms child(ren) from your that the web can be also useful for organizing moreEachinquiry,should cycleskill decide the with of search thisto identifying write process for informationa summary will and lead locating andof to thegreater insight, resources findings. insight, tends and Remember to better more feed questions,in-depthitself. that rangelimitedrequirenote taking, of focusedto strategies one and subject. readingmore and informed skillsThese and writingemployed experiences readers and inand is the also a writers. processclassroom. enable Clearly, that you That will to this seeinsightnot will thebe playProducingcan only during broaden athose Play. theelementary Most possibilities of us grades. can for remember Youyou andmay your beingremember partner. part theof a part school you stoodpartedplayedreading before. andor theyou the Whatbutterflies didauditorium to you learn mayin yourwasyour not filled part stomachremember and with to when more knowis the the faces theamount curtains parts than of ofyou'd were focused others ever well yourenough partner to know alone when or with you a shouldsmall group act or to speak. produce Working a play together can be awith 68 Volunteers in the Classroom o 29 69 storyrewarding and work experience together forto writeall involved.You a script. Then may there begin are withparts a to familiar read 11 Inpetsforand any with an rereadcase, audience. your the through partner process The many and play is clearlyfriends rehearsalsmay beone reading presented that before involvesthe thepartsthrough performance theof differentusethe useof of isvoices. ready many pup- WorkingWorkingpractical with reading with one anchild strategies Individual over anand extended Childskills. over period Time of time, such as one Whenchild'sTheschool one-to-one workingreadingyear, can habits, withsetting be among one strengths, enables child the over most youstrategies, timeto rewarding gain you interests, intense soon experiences find knowledge and that limitations. you you'll of visit thehave. IN THIS SECTION seeperfectnewlibraries your title partnerfor withor our an your nextoldgain favorite partnermeeting." confidence insaying, mind.YouIt isand thrilling"I competenceshould find to check yourselfmake as thisprogress a running literate out, it as wouldbeing. a team, be to across a PictureIPredictable Can Read books booksbooks Regardlessillelipffull of Materials the setting you find yourself working in there are certain 30 o VolunteersfOrking with Young Readers Alphabet (ABC) books ingmaterials of suggested and strategies materials you and will strategies want to employ. with a brief What description. follows is a list- 71. WhatPredictabledictPredictable Arethe text,They? Books books based are on structuredthe structures in ways or patterns that enable employed. the reader Books to pre- pillar,suchexamples as Big Brown Fat of Hen, Bear,predictable and Brown The books.Bear,Little WhatOld Lady Do You Who See?, SwallowedBrown The HungryBear, a Fly Brown Cater-are Bear uses art and a language pattern to make andtheBear printcolor what more to appeardo accessible you onsee?" the for Thefollowing the response young page, reader. always "I see "Brown names a red theBear,bird next looking Brown animal at FromSee? Brown Reprinted Bear, Brownwith permission. Bear, What Do You 72 Volunteers in the Classroom o 31 73 patternme." This continues. is followed by "Red Bird, Red Bird, WhatThe do youHungry see?" Caterpillar and the uses a combination of art, a cultural throughsequence one (days of the week), and number. "On BigMonday Fat Hen he ateuses a familiar nursery rhyme. "1, 2, buckle my shoe. . . . , On Tuesday he ate through two . . ." Whytive3, 4 Are patternshut They the as door. Helpful?in The House That Jack Built. The Little Old Lady Who Swallowed a Fly uses a cumulative, repeti- . . . cuesThatthetern,Predictable theelementyear the child oruse numbersofbooks mustof repeated cultural decode.provide or wordsalphabeticalsequences supportPredictable or phrases, likefor order, the booksdays ayoung cumulativereduces of provide the or week strugglingthe a repetitive numbersense or months ofreader. of pat- of WithHowsecurity, Wouldthe aleast sense You developed of Use knowing Them? readers what Ito would expect. begin by reading the book AsAfterwithon you theirthe a fewread child own readings,together, encouraging and work manyslowly to himchildrenmake move or sense yourher will to fingerof beginchime the textunder to in explore withwhenever the awords. littlethe possible.patterns guidance.As you 32 o :114nteers Working with Young Readers read Brown Bear, Brown Bear, What Do You See? you might occasion- 75 thatthestory,directsally print askthere that the "Can moves are thechild's you boundariesprinted from showattention leftword me tobetween where tohasright the a itspokenandfact eachsays, topthat printed `What wordto the bottom print todo word. accompany you indeedon see?"the page,carries This it, thatand the I CanWhatonlyI Can Read Are a Read few They?i ookscharacters. books are usuallyThese are very characterized short books bywith simple a simple story story lines, and a verygenerousters.enhance few Some linesuse the areof language.on whitea eachlittle space page,larger, I Can andand butRead large,simple they books clearhave illustrations usually theprint. appearance Usually, have are usedvery thereof toshort "big are kid"chap- segments).segmentsCanbooks Read even that Books books thoughcould such that be there asviewedpresent Titch, are usually as theAnd chapters. story I Meanfar as fewer However, ait whole Stanley, pages. (without there andSome theare havechapters Frogmany short and I or Whyappendix.Toad Are storiesThey Helpful? are examples. For a more complete listing of books in this category see the whileI Can theyRead serve books as provide the important both confidence step between and materials early independence like 7 6 Volunteers in tlIctassroom o 33 inIListen, know back Stanley. youof the are fence. there. IBut don't I don't want care, to playtalk Stanley. towith you. you. IStayYou don't stayin care.back there, of Stanley.the fence. permission.From And I Mean It, Stanley. Reprinted with 7 predictable books and the first independent chapter books. In many 8 9 IHowways Canreading Would IRead Can behaviors. booksRead You Use booksare appropriateThem? serve as thefor steppinguse with stoneschildren to who independent demon- complete.paragraphingstrate partner. some Youand independentYou theask might childthe childpartner-read, reads reading to the read strategies. next, the where storytaking youYou for turns read youread until oneor them to page the read to story oryour it isread- 34 <> Volunteers Working with Young Readers wouldsilently. have Following the child the retell reading, the story. regardless "So what's of the goingstrategy on you in this select, story?" you 79 lite Letter This' Yes," is saidmy sadToad. time of day. "No"No,"Not onenever,"ever?" has asked eversaid Toad.sent Frog. me a letter. From Frog and Toad Are Friends. Reprinted FrogToad camewas sitting along onand his said, front porch. "WhywhenIt Ialwaysisis wait thethat?" timefor makes asked the mail me Frog. very to come. unhappy." isThatEvery a sad is day whytime my waiting for mailbox me." for is the empty. mail with permission. You"What are is looking the matter, sad." Toad? 53 said"Because Toad. I never get any mail," 54 feeilingFrog and sad Toad together. sat on the porch, 55 andpartner"What Toad to is decidedo this the story same.to eat all the"Iabout?" like cookies this Then, section anyway. share here yourThat on favoritereminds page part me andof myself ask your , where Frog PictureWhatandhaving my was friend Books a your favorite Shirley. favorite part, We part?"you can also Heretalk show ourselvesyou how not onlyto into articulate demonstrate eating candyyour the anytime. idea of rationale. PictureWhatroleillustrations. Arein books communicating They? areUsually stories the forthe illustrations youngstory. Thereaders arelanguage largethat have and in picture playboth antext books important and should be able to carry the story while the art should enrich and ,c) 0 Volunteers in the Classroom o 35 81 enhance the detail and texture of the overall effect. Picture books are servesreading,ousspecificorganized pages. to fill segmentthe insomeWhere picture32-page detailsof predictable thebook spreads, text. or story perhaps There andbooks may mayeachenhance beare beoneillustration designed pages the languagechild with for is can artpairedindependent only, fromread with whichinde-previ- a Examplesrange,folkspendently think these of orpictureof books onepicture thatbooks can books is strike intendedinclude for a childrenchord Wilfrid for readingwith inMcDonald thereaders aloud.four- from Gordonto Though eight-year-old birth Partridge, manyto death. story,AuntAlla themore Arizona, and Places detailed each toWater wouldLove, list Dance, seeThebe useful thePolar and appendix. TheExpress,in working Sunsets The ofwith Library Miss aThese child. Olivia Dragon, titlesIt Wiggins. is My importantrepresent Great For a range of complexity in language and tothe morePicturetoread stories remember aloud,compex books before determine that sentencemay meeting picture be written whichpatterns with books youronesin do usingsimple partneryoucover rich planand a anddescriptiverange sparseto selectread of language withtopics those language. the andyou child,or issues. inplan Read WhyturePictureand Are havebooks booksThey some typically Helpful?are for essential the have child well-crafted to to the select reading/writing forlanguage independent along lives withofreading. children. engaging Pic- 83 She held me up in the open window TheWhatSo that valley, I saw what first I heard were first all the was places the wind. to love: The hilltopriver falling where down the blueberries over rocks, grew. permission.From All the Places to Love. Reprinted with artcantreaderboth that when artfullyprovides with children cues crafted additional for are constructinglanguage discovering support and meaning. to detailed thethe meaningsreader. This art provides Theis ofparticularly presencewords the they young of signifi- have well.theportnot unfamiliarheard provided I have and found byhavelanguage. the the not illustrations illustrations encountered At times, enables thevery before. illustrations useful the Often, child when also tothe reading serveadditional aloudthe adult sup- to make sense of 1ST COPY AVAILA LE a children, particularly when types of dwellings, articles of clothing, an 84 Volunteers in the Classroom <> 37 8 5. he remembered an afternoon not no long ago. Her house was filled with butgrcmdchildren. Angel.each one She came andIt was byAngel theto any lastnot happy birthdaychatting birthday onshe the had and porch at givehome. swing, herocousins, After andhug the shebeforenieces celebration, took andleaving. Angel's nephews, All her children, grandchildren and great- hand. The chains an the swing creakedcast long responses shadows toof"Floppy cricketsacross sun catch thebirthday, and gold.Angel frogs Angel Marna. fromas the squeezedbehind sun I love and you.' her wrap hand Then her and she In said, asow golden one halo.of the last says ReprintedFrom with permission. The Sunsets of Miss Olivia Wiggins. artisttheduced.unfamiliar child offers toI find theus animal, anyart.it helpful help"Let's modes on tolook that rereadof attransportation, one?" the the illustration Picture sentence booksand orhere the paragraph are andlike useful see are ifintro-and asthe theyrefer humor,rangeofdemonstrate the ofinterdependence etc.) genres thefor available childrenrange of of (memoir,aspossibilities language readers biography, and and for as art,story; writers. and poetry, they they exist fiction, demonstrate as examplesfantasy, the 38 o Volunteers Working with Young Readers . 86 87 yourstory.YoumightAsHow partnermentioned Would read mightto them Youbeautiful above, aloud.useUse thempicture Them?language In thatto books introduce case or well-craftedhave your a a concept,purpose wide writingvariety mightextend ofin be uses.tellingan to idea expose You a or books.yourence,deepen readingor You anmath. understanding might partner You read might might them studytied look to to hownote ata contentthe writersthe opening significance area write. linessuch For ofasof example, severalhistory,place or differentyou sci-the andset- senseties,ating, topic pictureto of fromthe completion development books more thantypically and one successof story.perspective.can befor Perhaps read a young inIn you oneaddition or andsitting, struggling your to whichthese partner reader. possibili-allows explore a AlphabetWhatUsually,ABC Are books (ABC) They?these are Booksbooks organized take aaround concept a presentationand present itof through the alphabet. a series of oneillustrations,City, letter. are Tomorrow'sexamples words, ofphrases, Alphabet,ABC books. or sentences Handmade in Alphabet,whichSee eachthe and appendix page Alphabet features for a more complete list. You could also consult hostyour teacherlocal or orschool coordinator librarian may for aalso list haveof ABC some books in the available. classroom. Your 53 Volunteers in the Classroom 0 39 89 tomorrow's

ReprintedRightwithLeft Frompermission. From withTomorrow's The permission. Handmade Alphabet. Alphabet. Reprinted repeatedsomewhatABCWhy Arebooks exposureThey more present Helpful? predictable. to a thefamiliar alphabet In cultural addition, and sequencealphabetical these books that order, makesare useful exploring the textfor a YouHowvariety couldWould of concepts, use You ABC Use or books Them? expanding to explore vocabulary. the uses of alphabetical order, fruits,selectclassifying, vegetables,a topic categorizing, (e.g., stores, cars, street kidsinitial in names, sounds.the second NFL/NBA/college You grade, could namesread several teams, of towns, and 111 40 o V_olunteers Working with Young Readers 0 insects, mammals, reptiles, on and on and on) and create your own. 91 411 sion.Theinvolveing process Thethrough bookhaving of magazines, producingyou a small and your groupclassyour partner lists,own come ABCpicture producetogether book files, mayfor might and a have brainstorming such.involve only It mightthesearch- capi- ses- ties;factillustrations,tal letter collectionjust presentand athe wordor thename presented ideaor ofphrase, to the yourin item rhyme. a partnersentence featured. There and or It havearedescription. could numerous fun. include You'll It possibili- could be sur- be a satisfactoryprised by theproduct. research, reading, and writing necessary to create a Strattegf[es IN THIS SECTION Thelize following the materials strategies described can be above. very helpful As you as read, you keeplook thefor needsways toof uti- your SkimmingLanguageCloze procedure experience and scanning approach studenttorner.believe when It inis will mindalways in doubt.best and wisematch select to theconsult those strengths, strategies your hostinterests, andteacher materials and or needs project that of coordina-youryou part- Reader'sEchoChoral reading theaterreading LanguageThe Language Experience Experience Approach Approach (LEA) has been widely used as StoryRhymesPoetry to performance scriptto prose an effective strategy for demonstrating the connections between 92 The talking book Volunteers in the Classroom o 4. 3 lemonade.beginexperience, with Thesomething thought, child spoken or concrete, group language, and say you baking and would written cookies talk language.through or making the You freshevent as aboutthehaveafterwardsit happens. recipe, been how eaten,beforetheYou process.cookies might you writing initiate make smelledEncourage anything. notes a discussion as as theythe After you child were go theto or orreview baking,cookies yougroup may the howareto ingredients, waitadd baked the untildetails dough and Thetomakefelt enjoy intalk connectionstheir thecenters hands, experience around tohow their theandthinking own cookies to generate memories. in logicaltasted. functional The Encouragesequences, important uses theremembering of thing childrenlanguage. here to is I towardthetions,opportunities ordergroup, to capturing describe, of you ingredients for can the ato participatewritten sequence,child and oraccount the group into steps themake ofto conversationin theuse connections.the event.language process. and to TheAs thenexpress thetalk moveadult provides percep- in withforpieces a step-by-stepstory of information, (a narrative directions allaccount) those for a detailsor classroom a list and of ingredients, imageswithYour only can purpose a beorsmall aorganized recipe toasterhere is to demonstrate how all that talk, all those atechildbilitiesoven, that oror for written groupas thea critique form toaccount. decide the of written the Youwhat cookies. could information account invite Here might theyou might child take.might be toThen neededpresent write talk or theto withyou gener- possi- the 95 could serve as the scribe yourself and write a list of information to be takewhatincluded.primary down should Next, purposea writtenbe usedtalk here account. throughin iswhich to generate theWhile order. sequence doing Thena text allof generateto this,the read. information remember All a beginning the while, that and and your younote ject,areadaptedprocess demonstrating can be offrom summarized moving Roach and from Van the as lived childAllen'sfollows: experience or well-known group is to participating print. work The (1976) process in onthe the of LEA,sub- WhatWhat I canI can talkthinkdo, write, Iabout, canabout, I thinkcan I canI readcan about write talk about El allowbeentalk them generated, individuals through. you to Once reviseread thethrough as experienceneeded. the Youaccount is cancomplete topointThe verify basic outand eventsthe idea,the conven- text then,and has is that you take common experiences and youthesespacing)tions write ofconnections print as and you (capital tell and thein the meaningful letters,child(ren) children spelling, whatmoveways. youpunctuation, throughFor are example, doing. the lettertext. "We'llthink Alwaysformation, aloud need make asto kinduse quotation of punctuation marks heremark to should show thatwe useAubrey here is to saying show this."our readers "What 96 Volunteers in the Classroom o 43 97 connectionsthatWilliam we were and between excited Winnie aboutwords. and wishing those For example,cookies?"You all begin "Did with mightyou the noticesame also letter? pointthat toThat's severalwords?"ersnoticeright, begin placesthese howCalling to words your lookthroughout attention mouth forbegin such withmovestheto connections those text W, as is andletters youan listen easy beginon and theirasway sounds towe sayown.to read have eachthat Andthem. young areof remember, theseDidused read- you in usingstart,ersno matter andgetto generate thewriters how children goodwhothese tocan wesmall write functionare group astheir tutors, withoutownstories. our accounts us.Clearly,purpose Therefore, of each isthe to events childdevelopright will fromyou read- arethe reader'sthestartinghave text similar ispointlanguage. about details for an the event in group the in personal account.the reader's accounts, life. In andaddition,LEA these is very thecan successfultext be theis the because the meaning is understood in that wordsTheCloze cloze deleted Procedure procedure on a systematic involves presentingbasis, every a fifthreader word with for a example.text that has The prefertheprocedurereader's basic to haveidea task has is ais completethatbeen to use you modified the beginpiece, context within that many cues ais, reading a ways towhole read overselection. storythe the text. or years. poem. IThe always However,cloze Usu- 9 9 childleavingally these would a blankare be relatively askedin the toplace short read of selections.the every selection nth Next(5th, and 10th,you orally type etc.) insert the word. selection a word The .) thatbeenmatical)reader's would modified ability cuesmake to manysenseto make use times insemantic sense the toblank. of fit unknown(meaning) the Here various the words. cues pointneeds and Theis of tosyntactic differentprocedure develop (gram-stu- the has yourintact.ordents. deletepartner's ForHow every example, strengthsyou fifth opt youwordto and employ might whileneeds. blank thisleaving Here strategy out again, the only first should itadjectives, wouldletter be of bedetermined theor wise onlyword to verbs, by follows:seek input from your host teacher or programAn coordinator. example of a doze exercise with every fifth word deleted The Big Storm caughtLast Thursday I was I the big storm. my bike home from I something was going to when I got sky grewwhen darker and noticed the Then came the blinding . It was only 3:15 moving faster and faster. just windowsalreadyreachedacross it the looked the ball gym. like I down in buckets. I the gym. Faster than and crashing boom that I was lucky that soaked by the time could pedal the rain and rattled thehadn't gotten Sample doze exercise farther. I go. 100 have been trapped in storm with no place Volunteers in the Classroom o 45 1 D Below is the same doze exercise with initial sounds left in place Lastfor eachThursday deleted I was word.r The Big Storm Thhcaught i when the bigI storm. I kn noticed the c my bike home from sch moving faster and faster.something was going to when I got theacrossalready windows the it lookedball o f like d sky grew darker and d the gym. Fasterand crashingthan I boom that e . Then came the blinding fl It was only 3:15 a could pedal the and rattled just hadn'trainI c gotten farther. I w reached the gym. I g down in buckets. have been trapped in th I w I was lucky that I soaked by the time storm with no place t Here is the full passage. Read through to see how close you were. go. The Big Storm lookedfasterstorm.Last Thursday and Ilike knew faster. dusk. somethingI was ThenThe riding sky came wasgrew my the goingbike darkerblinding home to and happen flash from darker. just schoolwhen across It was Iwhen noticed the only Iball got 3:15 the field caught clouds and and alreadyin crashing movingthe big it placeluckyrainboom came to that go. down echoedI hadn't in and buckets.gotten rattled further. I was the windowssoaked I would by on havethe the time been gym. I reached trapped Faster thethan in thegym. I could storm I guess pedal with I was theno 103 S demonstratesfoundknowledgethat as in a reader,the of text thatlanguage. you (meaning readers rely Andquite make and you heavilygrammar) use may of uponhaveworld helped noticedyour Well,knowledge as experiences ifwell. that you context Clearly, andread word andthrough cues this your the three passages you probably found togethertion)knowledge, a complex in the that meaning actreading involving makingis (as an described mindarray of instrategiesa reader. viewYou three and may inskills alsothe Introduc-working find it beneficial to modify this strategy as an oral word.pauseclozeuse ofprocedure.before)This meaning experience selected Hereand language wordsrequiresyou would and cuesyour waitread aspartner forwell.a text your toThis aloud listenpartner process and and to delete tosupplyprovides make (or the Skimmingthatopportunities will be and required for Scanning your later partner when to reading engage thein thetext same independently. kind of thinking Thesesomebeginsdifficultyever, are youschools to not maybewith strategies more there betextbook working subject-specific are used textbooks material. with frequently an Ineight-for in many theeachby to verythird schoolsnine-year-oldsubject young and the(health,fourth readers. curriculum who grade. social Flow-is having In efitstudies, from science). learning Toto skimavoid chapter being bogged headings, down, topic your sentences, partner charts,may ben- Volunteers in the Classroom <> 47 104 . 105 tables, and graphs. You may also find it useful to demonstrate scanning tencesskimestedfor usinga in selectionin eachgetting glossaries, paragraph, the an readeroverview indexes, sentences might ofor thetablesread storycontaining headings, of contents.or information boldtheSkimming first or italicized twopresented. is sen-a strategy To usually used by readers who are inter- wepriatewouldherewords, adults, would to enableand/or his as beor proficient theanytoher gainreader charts,interests, an readers, tooverviewtables, determine purposes, door orgraphswhen thewhetheror needs.lookingbasic presented. the frameIt overis text very Again,for bookswere themuch theappro-text.on what point This there.bestsellerhobbies.gardening, Skimming listWe woodworking, when use can similar we be reada usefulstrategies furniturethe jacketstrategy when refinishing, and for reviewing a yourparagraph andpartner new other here titlesto interests and on the or textbookwhenlocating reviewing information material. material for a in project, a textbook, when or selecting whenScanning preparing a book is ato tosimilar read, read strategy that readers use when searching for use when telephonemationtion,a specific a definition, the directories. reader piece a ofmight telephone information The use index guide number orsuch wordstable oras address. theof as contents namein dictionaries To of scan mighta city, for beanda infor- descrip- used. 48 o Volunteers Working with Young Readers106 The reader may also quickly look through a chapter noticing only the 1 0 7 whole.anheadings overview Instead, and or words buildingwhen in scanning bold. some Here, cumulative the thereader purpose isunderstanding searching is not about for of a gainingcluethe that whenbersadults,guidedwill helpor searching webyan to address,ause zerospecific scanning forin onthe aneed particularsomething correct frequently for a spelling particular brand more as we specific.ofin quicklypieceacereal dictionary, ofThis among look information. strategy forand the phone even hundreds is As num- timeordetailpresented correct readers to spellinginclude on spend the inof groceryon a suchstoryword. aisle.tasks. or Scanning report. Or greatly when reduces Scanninglooking the up can laborthe be meaning usefuland to your partner in searching for a specific EchobooksWhen Reading readinga child willwith tend a young to chime child in you on willrefrains, find thatrepeated with favoritelines or thatdoindependence.shouldphrases, this, has be you beenpredictable encouraged would read One several selectway sequences and to atimes dopiececan just and beand that thatextended theis has a islike. favorite throughhigh Thisto predictability lead of echonatural the the reading.child. child tendency or Sit to oneTo so that both you and the child can see the print clearly and so that the 10 8 Volunteers in the Qa,proom o 49 1 U J child can touch the page along with you. As you read, trail your fin- touchyourexpressiveread.ger voice. alongthe Don't page, theEncourage movingpoint lineand word trailof your print the theby finger child word;justprint underto inalong rather, chimea slow the with keep inwordsand you.and steadythe to asThe pace readthey paceprocess slow along,are along beingbut is to sim-with behindthereindependence,bike.ilar holdingBothto the the youbike, day the butand you youseat, your your removed removed promising child child the alsowantedyour totraining needed nothand that let andwheels go.thenew-found watchedAssecurity fromyou ran freedomyourofyour havingalong child'schild and you first watched;theifride the childbike alone. bike only andwas shouldAll yourhelp independently the beginpresencethe while child to you wobble. wasget riding were started, needed anSlowlythe arm's bike.andfor you security.youlength In weremany just away Beforestoodable ways, at to therethe longechojust ready holdand andfadesing.pace,reading more, The demonstrateout is yourchild whenproviding voicejoins that the inbecomesconfidencethat whereinflection sense thereless of wanes. and securityobvious, is aexpression comfortAs and theand leadership.child thezone of rolesproficient joins.inand tend quietlyYou more to read-set the oldernewchildreverse books ones.takes until Clearly,orownership the stories child this the isof isdoing child onenot book,the most,is growingonly begin if strategynot intoothersall, ofasyou thesohe will thattakesreading. use. there control It As willare the of 50 o Volunteers Working with Young Readers 1 n sighthowever, vocabulary. be one that will build confidence, fluency, and a growing son.AsChoraltwo the When of term Reading you working implies, or may with choralinclude your reading the partner voices is donethis of othersmight with severalbein thedone class. voices with Choral just in uni- the eralpartsunisonPoems,reading voices where by rhymes,can many seem onebe both voices.chantsvoice to be useful iscalled oftenSome clearly and takefor. stories, pleasantspeaking Inon those a poems, different with andsituations plays,theother effect right partsandyou when material. songs mightwhere read have read sev- in voices.ersthetoany ifsingle hear appropriate)case, You the voice choralmay flow and find andmightreading you that rhythm readand entire provides your theof texts writtenrefrains partners the work opportunity language or welltogether segments when read for(along read for aloud.young manytogether. with It alsooth- In readers eaching.wherecanceprovides This child ofone athisprovides safechildto isjoin zonethat may in the noforwhere struggle, effect one joining shechild of another can.anin is auninterrupted singledchorusAs is with likely ofout, echo voices. to andreading, keepreading, in The the allowingsignifi- flowplaceschoral mov- word-recognition,reading is a strategy and you fluency. will find Since helpful neither for ofbuilding these strategies confidence, I 12 Volunteers in the Classroom <> 51 113 directly involves a focus on comprehension, you may want to have thebeorthe to toappendixpiece otherchildenjoy is stories.retell revisited.the for language thesuggested This story, Just would, and understandrelate texts build of forthe course, confidencechoralsong, that not poem, yourreading. be andpurpose necessaryor storycompetence. then to each life would eventstime See Reader'splayerstionsIf you've you haveTheater everhave no listened some actions. idea to Instead aof recording what the a reader'spresentation of the oldtheater radio is allis theater about.in the Here,voicesproduc- the of scenesthereanyscriptreaders. story wouldand and and Thea then readerbe work simplest a there narrator ortogether readers.would of whoreader's to be You createreads one theaterand voice thea scriptyour connecting productions for partnerfor each the characterstory.textcould would to Usuallytake set involvein upalmost the the a Althoughtremendoustersstory. or Clearly, you prepared and opportunities you your scripts could partner areinvolve for availablecould reading as divide many forand many the readersrereading parts stories, as among youa story think have yourselves. to of charac- identify the storyofallful thethe opportunitieswere opportunitiescharacters one of andintense for for to literacy talk separate interest and development. writing theto thescript toreader generatefrom Once there the thethe narration.could scriptscript. be has power- IfThink thebeen 115 otherperformanceprepared readers you couldifwill you need be feel live, several it's innecessary) which rehearsals case would youand needandthen your anothing performance. partner more (and than The enceyourin a muchscripts,performance, few sound like chairs an effects. old creatingor stools,radio atheater. andtape an that Inaudience. couldthis case be Or playedyou you may could for want an record audi- to work PoetrythetoMany physical one Performancepoems described and are vocal filled for performance.reader's with action theater, andFollowing you emotion and ayour procedureand partnerlend themselves similar could to therhythms,maticmostread reader throughappropriate reading; or to dance. attendpoetry a reading for Clearly, tocollectionsperforming. print paired a and performance with toideas; The select interpretative performance, to those understand,of any you written actions, believethen, interpret workmay music, will berequires andbe a dra- act RhymesAon friend ideas. to of Prose mine,Theresa Brown, now retired from years of teaching Manykindergarten of her childrenused to fascinate came to schoolher five-year-olds knowing the with rhymes nursery from rhymes. having 116 Volunteers in the Classroom o 53 117 exposedheard them for sothe many first time.times Theresa at home. had Other the rhymeschildren written were being out on large tersreadingchartfrom and sheets rhyme throughevents. and to Pointit wouldprose, together out beginyou the a and few usethe your times.weekof conventions partner withAs you awould new do, (capital rhyme.discuss review letters, Tothethe move charac-rhyme, punc- madetuation, into line a story.breaks, Next, etc.) you and would talk about talk abouthow the a good rhyme opening might linebe for . Mrs.good"Onethe Browntoprose nightread version found thelong opening ago that ("Once many lines upon children in severala time would favorite limit stories their suggestions for ideas. to . . . ," "On a rainy Thursday afternoon . . ," "Once there was . ."). It. is . . ," acters,uponferentthe standard, a ways thegood setting, that opening,"Once stories and upon youthe begin. aplot. shouldtime," Once This untilwork isyou easy she together and beganto your do toas pointingpartner developyou review have out the the agreedthechar- dif- theallWhatrhyme happening?year can mighttogether you tellitWhat be? just me Whattime askabout questionsof are thisday these persondo suchyoufolks or supposeas, doing these Who in people? itis theis? the rhyme?What rhyme Where season Didabout? is thisthey of storyendingsabouthave and a that? problem giveof favorite How a sense or did facestories. ofthat conclusion. an work Asobstacle? you out? talk Here Then What through again talk did about youallour this, mightcharacter(s) ways you visitto and end the your do the 119 ....,..spfirly or Silhorta up ANDJILL ACk v4611. hcIPPen"°71. sonny tMorning warm_J... Mom she senk4he neektioirder- kids to theta:II rlarnerA bnoi-Irev J0C k 1 Water toldJkr-k hArl: h:tppet his heaton ak.vor.; L-rx:44;11Sp. (laiIie afirellvackt1-WI 4e 9g 14,eionine qp the LesterillustrationMoving L. from Laminack by rhyme Theresa originallyto prose.M Brown Source: appeared and This in partner would be keeping notes, making a web, creating lists, making Jiname GI sister / 'Weir room \-- Jig Jack gek beifey ran 4., gek ww7,1 anal she helped Early Years K-8 (January 1988). languagedraft.an outline Read for or through itssome ability other the to draft system elicit and images. for discuss capturing Read word the your Atchoices story this ideas. aloudpoint, and test notingthe thetwo of you would talk out the story and write the readingchangestheDoes effect it ofas soundof thenecessary the rhyme likepunctuation story nowto achieve language?and and then the other adesiredWhen reading conventions you phrasing. of and the yourstoryused. Listen partner version.Make to a are sat- ditionalpoems,oneisfied to you make rhymes,nursery might a book andrhymes. print chants,for out the the class.and story it Thisworks in segments could particularly be anddone illustratewell with with most each the tra- 120 BEST COPY AVAILABLE Volunteers in the Classroom <> 121 55 Story to Script dentsgenerateHood,partnerFollowing inGoldilocks could thea script classthe easily example forand as take a characters.the short traditional Threeof play.moving Bears, It The couldtales from Theplay (e.g., be rhymeThree could produced Little Billy toinvolve prose, Red Goats as Ridingother ayou puppet Gruff) and stu- yourand show,thedeterminingsimilarduced script. where to as the a the reader'syourhyme-to-prose stage and theater. yourdirections partner strategy.Here and are your separating Thethe basic voices, primary procedure the or difference narrationit might would be isfrom pro- inbe very calledWhenThe Talking myour son,talking Book Zachary, book. wasThe aboutbook fouris a largeor five, (about we began 9" x 12") what blank we onwaseachbook his myother developing purchased way so ofMom encouraging knowledgeat wouldn't a local bookstore.knowZachary of how what towritten We weuse usedwerereading language thesaying. andbook worked. writing,Actually, to "talk" At to it toact severalahimtimes powerful to importantI readhad message,tohis read message things my "I happenmessagebelieve to me. atWeyou to once. him. workedare First,aAt reader timestogether. the and childit was aIn writer."is thisnecessary being strategy Second, given for 123 IP there is readya caring and and able interested support forand the non-threatening developing reader/writer. audience. Third, Last, 0 alsoventionalandover definitelyprovides time. use of annot written exciting least, languagethere documentation is the for ongoing a powerful of growthdemonstration purpose. and development This of strategythe con-

SAi 124 Volunteers in the Classroom <> 57 125 + CHAPTERGableStarted 2 SoThe you're First ready Meeting for your first day in the school as a reading volunteer. - IN THIS SECTIONLanguage is social spendingFirst,Whereroom. ease do Find your youyour out start?first way how visit intoHere the or the dayare two routine aunfolds gettingfew suggestionsof forathe feel the classroom. forclass youthe and routinemight Think your consider. in partner.about the class- You LiteracyChildren developsis languagebring a over wealth time of knowledge Duringacquaintedbeginmight workingbegin the timewith by one-on-onesharing you areand a a favoritesee volunteer, with you your storyas atry partner part or to reading beof letthea part the learningaloud. ofchildren the Before community.classroom get you ReadingsupportiveInstructionto school materials environmentneeds to should be provided be authentic in a books.bewheneverfrom seen This timeas you a isnon-threateningto significantcan. time, This and will allbecause the accomplishvisitor children you 126who may atneedshares leastwork to twostories bewith comfortablegoals. small and One, delightfulgroups you'll with skillsserveMeaningReading as the isand understanding frame making for senseconsidering must 127 o 59 partneryour presence interact in with the room.peers asTwo, a member you'll get of the opportunityclass. This can to seegive your you somegroup.insight things about that how you your know partner will sparkuses reading interest. strategies YouWhen might you and consider meet works with intak- ayour partner for the first time, take along itemsyouryou.ing Thefavorite athat shoe box allow box beach,might youwith containato apicture introducefew itemsa offavorite your yourself. that family, book,will Invitehelp aand seashell your thea few childpartner fromother to a getsmallbring trip to to aknow yourmorebox to strategies you introduce know with abouthimself your your thepartner's partner, next time. needs. the This better time youYour is are well observations, able spent. to match The interactions, and instruction will be guided by Languageciples.bookthose providesprinciples IncludedIs Social strategies youamong hold these and as truthssuggestions principles about are literacyguided the following. by and several learning. basic This prin- teningmationothers,needs,Language and informationtofrom speaking expressis theothers. means our areto We others.needs meansby listen which and We toof ourreceive communicatingwespeak desires.communicate toinformation make We ourselves speakbetween ideas, from to feelings,gain others.knownor among infor- Lis- to 129 Literacyguageactivity.two or wouldmore Is In Language fact, individuals. not without be acquired. aLanguage, social network then, isof by speakers its very and nature listeners a social lan- ferenceslanguage.whatLiteracy, we betweenreadthe What act and theof thewrite reading reader writer's is language.deciphersand spoken writing, Whatis and language.is awritten thelanguage writer Clearly,accounts. activity.puts onthere However, paperAfter are all,isdif- Theoralmaryaccountit istasklanguage differenceclearly of the the language andcode audience is thethe is written audience"code"that is theto "decode"language used.writer receives In uses a theand spokenthe to oral thestorytell language.audiencehisaccount through or her the receives story.Inlistening. codea written One is the pri- storybetweenanythingten throughlanguage. reading,less reading. thanFor writing,us a languageTheto assume task listening, ofactivity that the andtheaudience is acts speaking.to deny of is reading to the Because"decode" connections and thesewriting the writ- con- are towithnections bring oral the arelanguage child present, to when the we written shouldleading word. build them Youon to theliterate can child's bringThe lives. natural child'sout the natural strengthschild's tendenciesnat- can be the basis of your strategies makeural tendencies sense, to ask to question the meaning the speakerof a word when used spoken by a speaker, words failto ask to the 130 Getting Started 0. 61 131 speaker to repeat an unclear or confusing phrase, to focus on listening theencouragingto make written sense, word. all to these latch natural onto an tendencies interesting you or unusualAshelp and bring you spoken theand child word.your topartner By work with reading and writing it Theonwritertenwould beyondlanguge. point whenbe wiseis to thetoWhen find tomake print "name" meaning. reading, thatisn't these naturalmaking showLet natural him searchthe sense. see child tendencies foryou Let how meaning stopyour you and aspartner "question"strategies anreread automatic see to you for clarify.the writ-read LiteracyInstrategy that literacyDevelops with reading. is language over Time and language develops over time, it stands expertsthanperiodWeto know reasonothers. of contend time. and that But, accept Someliteracy thatit does childrenthatmore willtake children rapidly not time. should develop Incomethan fact,not others.rapidly tobe some spoken expected Some inspeech alanguage few withto and shortmaster greater language over lessons. artic- aease thatlanguageulation itmany is of not is allchildren aa speech developmentalmajor will concernsounds not do until ifprocess thisa six-year-old the earlier. ageinvolving of Rather, eight. pronounces many itThat is variablesto is remind "rabbit"not to and sayus as that 62 o Volunteers Working with Young Readers 132 "wabbit." Children move through a wealth of experiences between 133 111 their first babblings, sighs, and coos and their first words, their first two- Adultsandterthatfocused three-word written in tend one development to semesterlanguage. be sentences, patient of of Literacythe andone a and child's supportiveschool then oral toyear act more language. with ofthe readingfully childthe slowYet,developed should and wemeaning- writingis tendquickly speech. to expect mas- lan- nevermentpatientguage. ofprovided Therefore,and oral supportive language. with literacy spoken conditionsWe instruction need language meaningful that needs exerciseswe provide tocontexts. be just framed for to theChildren practice indevelop- the aresame mak- 41 alwaysingmeaningcarecommunicate a sound for embedded their is or unclear, partsense through in of meaningfulof athe word themselvesspoken adults or phrase.language tendexchange. as to worthy Instead,probe are Children's always humanand spoken to providebeings.responded attempts language additional to to is with When shouldtenanlanguage attitude language. embed and of any support instruction untiland tenacious the in literacymeaning pursuit in is meaningful understood. of making contexts, Likewise,sense with we of writ- Childrenawarenessbase,Not only most Bring do of children thethem a Wealthprint also come in bring their of to Knowledge aschoolenvironment. wealth with of print toan The Schoolestablished knowledge, extent to oral which with language an 134 they exposureinterpret to the labels print on will food, vary. toothpaste, However, soap, they clothing, do indeed toys. have In repeated addition, throughfranchisessionthere advertisements. is constanttelevision. and many exposure There Mostof the will childrento other logos be exposurelogos willthrough sorecognize prominentlyto the stories bombardment the as major well.displayed fastSome of foodtelevi- tragedies,frequently.grandparents,more than and others. Others sharing aunts, Somewill ofuncles, havesweet will and beenhave memories. cousins readheard to tellingthe Manyonly stories sporadically. willof family ofhave their beenantics, parents,And read some to writerssomeandwill safe,have experience do bathedvery and littlehow in with thehistorythey soothingprint go of aboutand sitting voice some it. withIt of notionsis security.oura significant job about to All zero what childrenadult in readersonsnuggled thatwill haveand Instructioninupwardexperience a Supportive connecting Needs and continueEnvironmentto storyBe Provided tobuilding, story, life broadening to story, language the base to and story. spiraling possibilitythriveOnelifegeneral, where thing more we of Iwe beinghavetendunder believe tolearned punished supportive avoid we inwillthose ormy not conditionshumiliated. tasks,own be successful.teaching activities, than For life underteaching/learning andWe is thatopportunitiestend punitive students to avoid to thein 137 ones. In environments.inbe thoseeffective areas and around efficient positive, then, supportive,it makes sense and that success-building we focus our efforts Readingrealful,Inasmuch welanguage. mustMaterials as provideliteracy The Shouldmaterials ouris language students Be we Authentic use and with for language reading supporting materialis social children thatand meaning-consistsas readers of someoneavoidchildrenmust be books, writtento to readread. stories, by should Instead, people etc. be that withI written select are something written materials for readers, for to thatsay.the not purposehave That students. elementsis, ofwhat teaching I tendwe I give to enhancesensewith.admire Foreven and the example, withoutthat story. I believe Art Ithe look shouldpictures. willfor something notappeal Art be should theto the wherestory audienceilluminate, withthe language words I amextend, asworking makes decora- and 411 childrentionsRunfast. on Ron.See eachrunning Ron Run page. run. Dan.a race ForRon Run, withexample, runs run, words fast. run." aSee reading,book Clearly, Dan with run. "See the beautiful Dan pointTom runs ofrun. art suchfast. Tomdepicting Runa "book" runs Tom. is words.readers.Authenticto give The the Books words materials child like arepractice Rosie's forare practice.those with Walk thatword Theby are Patidentification art written Hutchins tends byto tellhaveauthors of the a very few story. for fewbasic young words. 138 Getrygrted 0 65 guageThe words will standhowever, alone are telling closely the wedded basic story. to Hutchins's However, art. the The art lan- illumi- andthenates, not young forextends, an reader. adult and Itto enhances ismake clear instruction the the book story. was from. writtenTogether, to entertain there isthe a childricher understanding, a deeper connection for ReadingnotReading lead Is tothat Understanding understanding, does not result is inlittle the more construction than word of identification.meaning, that Thatdoes Rather,impressionthertogetheris, the reading "reader" childrenin sentencesthat instruction hasreading who done and will is norlittle paragraphs.primarily be reading moresuccessful than anmaterials We act identify readersindependentmustof getting leave be a listcautious childrenthe of wordswords that with read- right.strung nei- the writtensingle,selves,theersare necessary "Doesfocusedlanguage. those that who outcomestrategies Whatmake constantly sense?"has inand the skills actquestionreaderClearly, of for reading gainedidentifying we the want writer ifis heto our words.makeor and childrenshe asksense hasHowever, them- cor-to of have the the beenpointasrectly read?is thatpronounced Would any "reading" the all reader the of homewords textbe better that without does served understandingnot to result have in misread meaning what has and street as road and to have understood the meaning? The 141 house weremaking pronounced or understanding correctly. is less than efficient, even if all the words MeaningSincefor Considering reading and Making is understanding, Skills Sense Must one Servemust assume as the thatFrame the ultimate skilldevelopmenttogoal make ofbeing reading sense, emphasized of to instructionskills understand. would would is be to Therefore,assist arrivedone the so at reading withintheany constructionemphasis the toward frame given the of goal meaning,how to the of the Examplereading for SittuatIons meaning. - IN THIS SECTION youtoConsider give will you find the a followingthumbnaila situation situations. sketchintroducing of some Each a child ofof thethese and possibilities. ascenarios bit of literacy isAs organized you his- read andExample Principles Situations in PracticeNathan, Age 7, Grade 2 plestion.takingtory. aboveThis action inwill are turn and beworking isfolloweda fewfollowed suggestionsin eachby by some situation.a brief thingsfor descriptionworking As for you you with read, toof consider thehow pause specific the after beforeprinci- situa- each Erica,Meg,Trent, Age Age Age 9, 6, Grade 7,Grade Grade 3 I I withsituation the childand note featured. what youThen would compare do if your you initialfound reactionsyourself workingto the 142 Eddie, Age 8, Grade 2 Getting Started o 67143 whatconsiderations is presented and here suggestions and in your given. initial Where reactions there areyou differences might want in to eachanyourtalk exhaustive the situationvolunteer situation listinvolves project. throughof possibilities. Clearlyan with individual yourwhat Many host ischild presented things teacher with must his orhere or thebe heris considered,coordinator by personal no means andhis-of youliteracypossibilitiestory. might These development. adopt situations and before to provide aretaking here a action demonstration merely when to acquaint working of the you withthinking with children some process inof the 145 SITUATION: NATHAN, AGE 7, GRADE 2 As you listenNathan to bringshimhe soundread almost a copy you out always ofnotice the Frog first stops that and letter, when Toadand but looks heTogether usually comes up at tohe toyou. his justan Occasionally,third unfamiliar sits meetinglooking word atwithhe you will you. andattempt waiting. to whether Nathan has had adequate time to become HAVE YOU THOUGHT ABOUT . . . or criticized for missing a whetherword? Nathan believes that he will be corrected withsearchingagreefamiliar unfamiliar on for andwhat cues comfortable words?is frombest forRememberyou childrenwith as to you? how thatin Could manyyou adults wish situations.he don't be to deal all reading alone and comes askingto an unfamiliar Nathan what word? he usually does when he is HAVE YOU TRIED . . . feelingadultsNathan have hishas way liveddifferent through long expectations. enough to find to your discover He expectations. may that be simplydifferent comesto the end to a of word the sentence,that causesencouraging paragraph, him to stop orhim andpage to look skipwhen atover he the word and read on alonean unfamiliar or in a small word group? while whatreading Nathan in the typically classroom does when confronted with you?text,o asking then him stopping to read to throughretell that a section?section of Does the storyhe or those who get all the words whetherright? Nathan believes that the good readers are 146 criticalunderstand to the what meaning he has of read? the story?Is the individualCan he return word to 147Getting Started 0. 69 the word with the meaning of the whole and make SITUATION: NATHAN, AGE 7, GRADE 2 es' Cover those words with a small sticky note and continued sensereading.o showing of the On wordNathan a sticky he howhad note troubleto make preview awith? list the of materialany of the before strategyunfamiliararehave reading Nathan for him text. aloud listen to As see for andyou howNathan, follow complete readers along.model themake Whileselection,the sense above you of anywords of youthe following: expect him to stop on. Then you could try Cover those words with a small sticky note and showstopandretell at whatuse eachwhat the the covered youletters/sounds word read. might word Go backbe.and to Uncoververify useinto the the your context thetext attempts. word and to thegoing.comesread story. along Atto Ask onethe with yourself: endof Nathan.those of the Does places, selectionTell Nathan Nathan he canhave understand thatjust him whenkeep retell he thoseguagecanBy thinkingwordsshow to identify Nathan that aloud had unknown howat been these readers covered, pointswords. use in As continuethe the you cues text verify ofyou lan- makeeredthewhat meaning words hesense has withof read?of them? the the Is story? meaningthe individual Can of he the return word whole tocritical theand cov- to withjoinreading inthe again text. softlyjust when and say where the word he is and comfortable allow him to 70 o Volunteers Working with Young Readers 148 149 PRI1 IIPLES PRACTI ga8 NAT HA 'S SMATON LiteracybecauseRemember Develops he thatneeds you moreover are workingtime,Time more with attention, Nathan oftions,Nathan what strategies, is thatwritten. the and goal other of reading interactions is to makewith sense teningdar,doesmore but to he demonstrations,he language need also needstime in on storytime theand withand clockguidance. text,books, and time theNottime in calen- only thelis- Instructionin a Supportive Needs Environmentto Be Provided thepresence strategies of hea literacy is trying mentor to develop. who will live out thatandunderstandcannotRemember guidehe reachcan him. thattrust Nathan. Heyou you has cannot are toIn to honorthereother know, teach towords,and withoutsupport Nathan respect he hasdoubt, himif his you to ReadinggettingwhetheroneRemember concrete theIs a personUnderstanding wordsthat way getting did rightthe read.world thebecomes wordsHowever, has ato right child's determine when is only(or mentorstrategiesanyhonest age) attempts.has will and demonstrated take ideas No the unless child risk his to (indeedthe exploreor teacher, her no trustworthi- with student tutor, new of adult's)demonstratemeaningunderstanding.away definitionfrom making through of reading, sense your andContinuously comments, the constructing focus is ques- shifted leadtionalwaysness. inhim From waysfocus to thegrow that your first supportinto demonstrations moment the Nathan'snext you possibility. meet strengthsand you instruc- must and 150 151 Getting Started o 71 SITUATION: MEG, AGE 9, GRADE 3 soundsIn your meetingsthe wordaloud out.with for you.SheMeg doesn'tWhen you notice there always thatis a come shewordbut gets upshe withmost seemsfalters the words on,correctconfident she right pronunciation,usually asthat she she stops reads is correct. and quietly At times she comes up with a onlyalong a infew the facts text. and When details.pronunciation she reachesShe has thethatdifficulty end does of summarizing notthe evenstory soundor alsoselectionor retelling like has a a sheword, difficult the remembers story. but time she She making continues connections to move between events in the story. aloud?o whether this pattern HAVE YOU THOUGHT ABOUT is typical when Meg reads . . . oword whether,whenwhether to gain she context? ever Meg reads reads on in beyond her class, the theunfamiliar students didn'twhileo whether thinkreading? Meg he would Doesshows shedo any thatmake sign next." comments of looking Or "Mmmm, like,"Oh, for meaning that I onections,are the encouraged books interpretations, Meg to usually discuss insights,reads the story, from and sharingin confusions? class? their Read con- graphodoesn't whether to make gain she sense."context ever rereads for those a line, unfamiliar sentence, words? or para- thetheynificantthrough plot have thatstorya fewpersonality? gives line?of the the Are selections characters Is the there characters yourself.conflict something believable, or Is tensionthere to do? a dosig-in In 72 o Volunteers Working with Young152 Readers 153 SITUATION: MEG, AGE 9, GRADE 3 continued seemshort,providing thatis there the practice apurpose story? with Isof there theidentifying material real language? words? is more Or one does of it ingrevealedflictplaces the that whereissue, themust solution. conflict,the be charactersresolved Meg'sdilemma and havefocus the and a wouldauthor dilemmamaking behas someon or not nam-con- yetpre- taleo reading to Meg, a shorthaving story, her listena picture to the book, story or without a traditional the HAVE YOU TRIED . . . outcome.noteShediction could and about move Injust most how jot it asdownstories the she character(s) herreads or thoughtschapters on to might determine onthere the resolve would self-stick the it.be youtaskframefor determineof her, decoding of ask the Meg story.whether the to print?Ifretell you Meg theTryfind can story it. that focusAfter toMeg you. onreading is the Thisable overall aloudwillto retell help stophowsaryonly for totwo this readidentify to sort fourthe of thoseselections placesthinking. critical where Youtogether junctures you might would so find that in logicallythe itMeg neces- plot. learns thecomfortable storysame thatwhen with you reading readthe notion aloud similar thatto materialher, she you can oncan also her be manage own.fairly dently.developinThat your is Therefore,essentialabsence. readers toandAnd we having writers remember,should her whofocus able our function onto goal usestrategies theis indepen- to strategy that o selectingpageprereadand having at thethe meaningful mosthertext readand critical placethe reading piecejunctures. a self-stick material in chunks?You I'd selectnotewith on Megthose thecould presentmanygiveare both our situations to lastingstudents validate andand those them. transportable. ones strategies that can that Thatbe willused is, work wewithout need in usto 15 4 1 5 e tti ng Started o 73 PRII MILES PRAarEN MEM MATCH ReadingHere again, Is Understanding a key point is to help developing heardtenduring a word over her readingwrong.and over Theto is be thatimplicit told good that message readers she had sheuse got- has out"beliefsreading.readers to about arriveof Meg's any reading.at ageactions a nonword broaden Her provide use andtheir of windows then "soundingdefinitions continuing to herit of graduallyuationstheseing skillsthe like languageshift and these attentionalways it tois pronouncingvery get away theeasy wordsfrom for alltheunderstand- right. the child words. In tosit- haswordsgoodon to with readerthe and summarizing end "read" is could one to whosignalthe or end. canretelling that Thepronounce in difficulty isher a thoughtssignal all shethe that a thethatoveremphasized,We reading, mustunless remember the the reader skill that thathas noconstructs anyprovenskill skill is fruitless. themeaning can panacea, be from Meaningprinciple.process.she doesn't andThis see Making leads reading us rightSense as a intomeaning-making Must another Serve key assistusandClearly, remember strategies the there reader thearethat in manyfunction readersmaking useful, ofneed sense each essential to of ofdevelop. the them skillsprint. is Let to asitmostthroughReading the out." Framelikely She consistentstrategies beenmay for haveConsideringtold demonstration.and overeven habits and been are overSkills interrupted acquired Meg to "sound has ReadingRememberisif therereading. Materials is thatsense Many Meg and Shouldof can themeaning readmaterials Be for Authenticin meaningthe developed material only for she 74 <> Volunteer AWorking with Young Readers I_ b 157 reading instruction focus more heavily on PRII CIIPLES PRACTI CM MEG'S SOTUATEON caw& toskillson decodable gettelling andat the astrategies story. meaning,print If and toMeg theremakepatterns is to mustsense use in be herlanguageof identifiable thereading story, than mustflict,allowsthe characters tension,be the a storycharacters resolutions, must and notbe to played justdeal etc. awith In collectionout essence, issues,in a plot oftherecon- that ofbeThecharacters placeimagined, story for mustwith the that becharacterssome is couched clearly depth to establishing inand act. a settingpersonality. The actions thata sense can of pigsatticewords can on in do astrungapplying mat. a jig). The together the thin skill pin just of is to thein give the week fatthe mat.(The child Thefat catfat prac- 158 159 Getting Started o 75 While working with Erica you noticeeach that timeshe seems you listen to be to "frozen her read. to theIt seems page" that she struggles with words SITUATION: ERICA, AGE 6, GRADE 1 HAVE YOU THOUGHT ABOUT and seems to move through even simple text at a slow, tedious pace. . . . * whether she recognizes and identifies the logos reading* how often models Erica in herhas dailythe opportunity routines? to hear fluent commonly used in her community? HAVE YOU TRIED . . . * thereading? typicalwords Ericastrategies seems you to havehave seencontrol Erica over employ in her sincereentsomething* reading expression. and aloud she read enjoys Don't towith her beaand atvoice fake every read you'dand tomeeting? heroverdramatic; enjoy with Chooselistening smooth, just to.flu- be reading*when whether encountering back she her tends own an to words? unfamiliar use the same word? strategy when guage,pointwordsRemember, is orvivid to strategies give images, your Erica forpurpose chillinga identifyingsampling hereadventures, of is words. thenot beautifulto warm Here teach thememo- herlan- new * whether she recognizeswrites her ownwords thoughts in the story and language?as you ing.tobooks.ries great thatIt isYour stories canimportant job,lie andin then, wait forproficient, isyoung among to provide readers fluentthe words consistent modelsto hear and ofthe pagesexposure read- of 76 o VolunteeaWorking read aloud to her i6 0 with Young Readers rhythms and cadences of language read aloud. Just as 161 t print,in other observe aspects the of strategies learning, of the a studentgood reader needs in to use, see to SITUATION: ERICA, AGE 6, GRADE 1 whichidentify clues words and patternsin the story. Erica As seems you read to use. together Take thenote continued S experiencedemonstrationvoicehear the of languagea proficient to envision provides of reader.authors what the youngHaving readerscome readerto this do life whenconsistent throughwith they the the theopportunity way. to point out any additional clues along voiceinteract of withwritten print, language. to createproviding a "sound a image"selection of ofthe predictable books for Erica towith.a selection has9the having Using readtape successfullyandofErica these "comfortable" read use"comfortable" along. taped and Beginningread-alongs? hasbooks, books,confidence those this Erica She books process and cancould she controllisten have couldletuse.)appendixto listenErica If both you to,see for seeread thea listand illustrationsalongsideBrown of hear predictable Bear, the you, patternsand Brown and booksprint read Bearin as youthe foryou aloud languagemightyou? read, and (See she silentlytheallowwith voice "comfortable" Erica follows of tothe focus alongtaped bookson shereading. rhythm, is is rehearsing important As flow, she andlistens thatbecause cadence rhythm, and these in donetwice,tions.and the so Afterinvite additionalon heryou her own. haveto support read Pause read along the providedwhere bookif she you tobyhasn't canher the onceallow alreadyillustra- or Erica without.aloud.modelingflow, along You and Usingand couldsilentlycadencefluency. support earphones have she while herwill will listenyou be After provideinvited have with listening the earphonestoa continuousopportunityread and along or read- to to chime in, using the clues from these patterns to 162 hear her read along and note her progress. 163 Getting Started o 77 ofChildren Knowledge Bring to a WealthSchool PRIINC 1PLES llRq PRAMTag ERCMS SOMATEON ence,essential all thatto teaching knowledge, the child. all that All language that experi- is the ingeventsrespondsasErica a andlanguage has in from indetailsix conversations. years user.her and last Sheof sequence experience birthday listens, She from initiates, canpartya in thistherecall yearworldandmorn- classifyingdevelopthefoundation power around of the booksupon shell family which andcollection. tales, stories you rules will you forbuild. two games, could Think of mostlogos,printbillboards,ago. She children, magazines, lives inis streeta andworldfrequent newspapers.signs, virtually viewer advertising, littered She,of television. like with labels, Literacywrittenwrite.Remember Clearly andIs Language thatspoken there it is language, arelanguage differences butwe readthey between andare both thebirthdaysEricaShe games interacts has favoriteand she with holidays,plays familyfamily with knowledge stories,otherand friends kids memories of who with rules live ease.from for earbridgewithlanguage. for spoken tothe writtenBecause flow language and language. this rhythm shouldis so, Developingof the bewritten child's used languageas facilityErica's a ansiveplacesnear expert. collection her.she Remember hasThrough neverof shells televisionvisited. that and knowing thinks She she has knowsof the anherself childexten- about asis speakerwriteropingin stories that andher parallels gives earfinish for her histhe her a orwaylanguage ability her to sentence. anticipate to of anticipate stories, Devel- the a 78 o Volunteers Working with Young Readers 164 165 PRINC IIPLES PRACEM MC A'S SOMATOON 6011billited mostherpoems, to immediate use information as a writer family books just builds as builds the the language aframe frame for offor herher vant.and it Once must isbe never tied toenough. something It takes she time. finds rele- speaking.writingfirst attempts areLiteracy grounded with is speech.language. in her Erica's listening reading and and MeaningasleadRemember the toFrame and making Makingthat for senseskills Considering Sense andare usefulhelping Must Skills only Servethe when child they LiteracydemonstrationslearningHere again, Develops occurs it is byoveressential over others time Time to whothrough remember play repeated a significant that Thattheythatunderstand is, skills can when be and theutilizedthe strategies writtenteacher/tutor/mentor independently language. are useful Remember only by is the whennot child. strategieshopetinuouslyrole in she the will provideandchild's growskills life. demonstrations into. you Erica hopeShow is sixshe how years willof you what developold. use you Con- the skills.wouldthatpresent whatJustbe totoo remember sheverify easy needs theto thatjump isoutcome. an any arrayto theskill, Inof conclusion Erica'sinword-attack order case to it piecesenough.languagefor herself. help You inyou Demonstratethe must to world. make live Tellingitsense outhow beforeof thoseabout the herwritten importantit is very never eyes theskillsitsbe function.useful, process and strategiesmust ofThat making be is presented toas say sensethey that are of in Erica print. usefulthe contexthas to to her learn of in 166 Getting Started <> 79 167 Asproficiency.reader you read than with Whenas aTrent, writer. selecting you He notice tends books that to of select hishigh confidence interestbooks that that is are muchare appropriate beyond greater his as toown a his SITUATION: TRENT, AGE 7, GRADE 1 ability, he seeksis confidencesomeonegood strategies to in read his voice aloudfor identifying andto him. he usesWhen unfamiliar "story he reads inflection."words aloud, and Although theregood fluency he has whenreading aloud, he frequently skips entire lines of the story. HAVE YOU THOUGHT ABOUT . . . that his reluctance to write may result from the ingo aloud? why Trent sometimes skips entire lines while read- writesprintbepower unwilling iswhen ofnot his likehe abilityto is whatattempt very as he aware a seescommittingreader? ofin the For factbooks hisexample, that thoughts he what reads. he hemayto Oseems Trent's to have ability developed to select somematerialswhy good he atmight reading the appropriatebe strategies?so reluctant to write even though he andcommitBecause can toidentifyof writingthat awareness, when all those reading. Trent words may he usesbe less in likelyspeaking to be0. level thelinked possibility for to his his purposes? ability that Trent's as a reader reluctance and sense to write of self could as theo encouraging page as he reads?Trent to The use bookmark a bookmark could to slidecover down the HAVE YOU TRIED . . . 80 a literateo individual? Volunteers Working 1 68 with Young Readers lines of print he has read. This would help focus his 169 SITUATION: TRENT, AGE 7, GRADE 1 continued oskippingattention using a entireon"talking upcoming lines book" of print.text to encourage and help with Trent his to habitwrite? of judgmental.toideasa constant write in print.for demonstration aThat clearlyTwo, is youto identified say provide ofthat putting you, audiencean opportunity as thoughts audience, that is andfor non-will Trent be writeyouThisnotebook. have canto him bewith Theaand notebookTrent pointhe respondswhere here dedicated neither is totwofold. you, of to you likeconversations One, speak.e-mail you Youprovidein a thatoftothe clarifygrading only is, it one becomeswhen the to work. readnecessary a permanenttheThe conversations, book and do hasrecord not an hold addedof you progress. the are benefit, power present

170, Getting Started o 171 81 PRIG IIPLES PRA TREWS SOMAT[ON potentialwhatRememberLanguage is known. of Isthat language Social Trentlanguage clearlyto communicate is a understandsmeans of thesharing the ideas withoutmationstheseprovide strengths fearor demonstrations try or out penalty.and new allow things himfor Trent asto amake reader/writer that approxi- build on opportunityrespondsvocabularyreader.of others, Hein as conversation. tohas ahehelp speakera is well-developed developinghim andrealize Here initiates asyouthe aexpressive sameproficienthave as well thepoten- as TrentofChildren Knowledge brings Bring not toonly Schoola Wealth his experience in the helpingtials inhe writtenhashim realized to language.develop as aas readerThe a writer. language can be usefulpoten- in competencetionwouldreader.world, for makeheAs other also with useas learning. brings anya of reader child,this successful Trent's knowledge can the bewise confidence astrategies useful as a founda- hinge asand among us inInstructionlearnerRemember a Supportive and Needs thatas a TrentEnvironmentlanguage to Behas Provided user. Be careful to many strengths as a competentfor growing writer. him into an equally confident and 82 o Volunteers Working with Young Readers 72 173 In your very first SITUATION: EDDIE,meetings AGE with 8, Eddie, GRADE it becomes 2 clear that he has very little confidence as a reader.the"I don't first He knowsound, is reluctant that make word," to a attemptrandom or "I can'tprint guess, andread." pick generally Ifout nudged, the responds, few he words willcreate strugglehe knows,a story with toor explain the illustrations when they are present. HAVE YOU THOUGHT ABOUT . . . the significant impact of self-confidence upon per- somethingreader? Building that occurs an image over ofwhattime. oneself hasIt is strippedthroughas a reader Eddieseveral is of his confidence as a encebelieveDon'tformance? much you you usually Think greaterwill be about do anxietysuccessful better your overin own in?those those Don'texperiences areas tasks you or thatexperi- tasks in youlife. you timeeventthingselfsuccessful slowly to thatwould explore occurs experiencesbuilds. be thehow over Losing cause. Eddie time. with thatTherefore, hasIt print is confidence developed unlikely that it this is that worth is thissense also a imagesingle the some-of confidenceattempts.orfidencebelieve experience. yourselfis This gained begets cycleLikewise, less through competence. leadscompetent confidence successfulto competence. in? In canattempts many fuel In ways, short, furtherat a con-task reestablishof himself. that sense of selfhow he youneeds can to helpmove Eddie forward? regain the confidence and theEddie illustration, must have? Eddie In order must to havethe create knowledge an understandinga story ofto story-structureexplain and language that willWhat build can youboth do confidence during each and meeting competence? with Eddie that 174 alsoof the have structure a grasp and of organizationthe language of used stories. in stories. He must The Getting Started o 83 175 key here is to learn to recognize and attend to the SITUATION: EDDIE, AGE 8, GRADE 2 pages asking Eddie to read the logo on each page. As continued strengthscan'ttoo easy do. a to Whenchild focus bringsit onbecomes the to deficits,any our experience. focus, that is,we what Ittoo is often themuch child fail wouldinhe clear,names write bold thethe print product,word This Eddie confirm is provides. his reading; For example, then write if . In the blank you structure*to how see whatcould and languagethe you child build canto on advance do. Eddie's his knowledge confidence of andstory JIFnewcommonter, is you'dthe word logo patternwrite on he each This selects, (This page is peanut isand will he bebutter. reads keyed Here it toas theyou'llpeanut logo have but- fea- a ) on each page. The proficiency as a reader? HAVE YOU TRIED . . . videfultotured read theexperience there. support the page. Eddie's toand Thistake afamiliarity context securitythe risk for willtowith developingbelieve give the logoEddie himself willskills. success- pro-able andcould* working askprint bring Eddie from with several toadvertising Eddie bring sales to some createpapers and logos producta frombook and the ofpackaging?Youlabels labels,local from area logos, Asless* Eddieinviting picture tells Eddie bookthe story to (a tell list presented the is provided story in presented the in illustrations,the appendix). in a word- heselectsthemproducts could and and hepaste select askuses themhim thoseat home.to in hename a blankcan Ask them read. Eddiebook. for Clip toI'dyou. sort thosesuggest As through he onedoes, completed,appropriateeachyou can illustration write re-readpages his or "text" as itspread. theywith on areEddie stickyPlace written. or thenotes invite notes As to himeach accompany on to thepage read is 84 * Volunteers Working with Young Readersitem per page. As you complete a few, review the :x'76 it for you. When the entire story is complete read it 177 SITUATION: EDDIE, AGE 8, GRADE 2 continued thingmightthroughback he to rewritemight Eddietwice like itasand on heto he sticky followschange. is satisfied notes alongWhen or with and typeyou've thelistens it ontext, read a for word youit any- in.comictexts Talk for strip withEddie or him memoryto read.about Use thatthe any eventusingEddie significant anda indicates similar make event, process, notes.an interest photo, Use you can create several new pagesmightEddieprocessor tocouldbe approximate cutso havethatinto youstripsone couldtypicalcopy and ofhavepaper book just several clippedthe print. text. copies.Once toAnother the again, sible.draft.addingthe notes AlthoughEncourage details, together sequencing,you Eddie with are Eddietogenerating write and to as generationstimulate mucha text offor elaboration, ofthis Eddie a aswritten pos-to stickyyoubethat provide there. stimulatednotes Eddie's ora support from Eddie's language the system word language will processor.for him.be for there theThe Again, textas illustrations well will you on still the tener,mustimprovement. also as That ahis attendspeaker, readingof course, to asthe confidence a wholereader,includes of and hisand as developmentlanguage competence,a writer. develop-And as you a lis- againinexpresseddemonstrate one and form againthrough through that through ideas, language print, images, reading. which which experiences can can be berevisited captured are andyoupointsinasmuch articulatewill ofsharpen view, as his language observe,his insights ability is question, and ato dynamic reason,confusions. categorize, considerthinking classify, multipleprocess, 178 179 Getting Started o 85 PRIIN IIPLES PRACTEE EDOOFS SOMAMON LiteracyrememberandIt is ontrue theDevelops that thatcalendar; Eddie it is over morehas he hadisTime than eight time the years on passing the old. clock ofBut, itaboutinstructionintrusive, is about your abstract, building inintentions a supportive and on andwhatconfusing. genuineenvironment the child Providing caring knows is thanless ittionsengaging ingminutes,takes withreaders time in writtendays, purposefulto need. develop months, and They spoken andconfidence andneed meaningful years language. to spend that and develop- timeinterac-compe-Just as materialsisempathy.emotionaland the understands. support Moreare support, relevantyou important Clearly provide that to is, the the toyourby child'sthe childensuring kindnesschild's needsexperience thatsuccess andyour nextissametence, how principle. attitudes it the also time takes and is spent, timeabilities. to which slowly The takes essentialdissolve us into piecethose the willstrategiessensedemonstrateand interest,be of able written you to byare demonstrateuse ensuring language,clearly even connectedwhen that by are theensuring you ones strategies areto the making notthat child thereyouthe SometimesinInstructionmay a Supportive be perceived the Needs most Environment toby well-intended Bethe Providedchild as instructionforeign, ascontinueto verify,they are providingand necessary. by assuring the demonstrations the child that youas long will 86 o Volunteers Working with Young Readers 180 181 PRIIN IIPLES BM PRAM= MO E'S VIVIDATECN 6onbinued ReadingfromRemember the Materials text that using for ShouldtheEddie strategies to Be construct Authentic you demon- meaning wereticereading written pronouncing instruction. to provide words Remember, nothing and practice more if the than imple-materials prac- standrelevantthestrate, page. alone there to To Eddie outsidemust be authentic, beand the meaningful in world language the materialof languageschool that couldhas and onto be Eddie.beauthenticmenting all the a about moreparticular abstractthem. rule, And and then in meaningless that there case is nothingthey to will

182 Getting Started o 87 183 1@arrflog+ CHAPTERm Ramiam 3 + 0 "Readig"observeAs young closely childrenYour and Partner read listen aloud, carefully you have to the an strategies excellent and opportunity strengths toeach forSample-< Miscue IN Scenarios THIS Assessment SECTION consider.childfollowingin standard brings As toeach youtype. the read,sample text.The keepchild'sIn there the in following readingmindwill be that ofsome samples thethat commentarydifferences text note will the be between originalinwith italics points thetext and to Sonia,Dakota,Willow, Age Age Age 7, 7Grade 7,Grade Grade 2 2 2 child'shasreaderRather, the reading has readerfocus done and onmissed? to whatthe arrive text theWhat areatchild a cues notreading is to doingdid be the differentviewed well. reader Try as from over-rely "bad" to considerthe or text. upon?as "errors." whatWhat As the cuesyou Marcus, Age 7 Grade 2 childrenalsotheconsider insight keep wasthe in you mindfollowing,seeing can that gain these this thinkfrom books is anobservingthrough forunrehearsed the the firstreaders commentary time reading. carefully. in184 this Each and classroom. You considerof shouldthese all 185 089 EXAMPLE SCENARIO: Hattie and the Fox WILLOW, AGE 7, GRADE 2 by Mem Fox cansaid,morningHattie see "Goodness awas noseshe a biglookedin gracious the black bushes!" up hen. andme! One I -=( Note that in a previous line Hattienizedexpression.Perhaps had said,the this difference. "Goodness She led Willowmay Ithave gracious." is to not predictedexpect uncommon the the next expression for character our minds andto repeat to then anticipate recog-the goose."Good"Good. grief!" Good said grate!" the goose. said the didsimilaritiesthe differencetext.not see As the betweenher in lack eyes the of twogriefcaught meaning expressions. and up grate. within the Oneher Itexpression isvoice concern also sheinteresting "Goodhere may is have grate."that to notenoticedWillow the "Good grief!" said the duck.goose. Then, a few pages later misreadsNote here it that earlier Willow and now shiftsrecognizes from goosethe word to duck. grief Thisalthough substitu- she . . . wouldwithmouth.ingtion alike. continuesher appearThis ability The is initialthatfromnot to use ashe this problemsounds other has point become word-identificationare with on. made Clearly,Willow's rather in different thecomfortable ability two skills. parts wordsto use Instead, withof lookphonics the the noth- it or 90 o Voluntgep 6Working with Young Readers sequence in which each of the animals will speak (Hattie, goose, 187 pig, sheep, horse, cow). In addition, she is also referring to the illus- dowouldwithtrations, if geese,reading seem and would that manythis young story referchildren, aloudWillowto the being for illustration is an doing more audience. whatfamiliar of a manygooseThat with is, adultsas ducksshe a duck. seemswould than It to A few pages later, Willow continues trustwith her memory on those lines that are repeated in each scene. . . . duck."Good"Goodness grief!" grief!"said the said goose. the - Note that here there seems to betrusting moreexpressiontation. evidence herGoodness memory and thatattributed for andWillow Good only to is is theusingclearly goose/duck. the carried print forwardto This validate is fromnot her repeated Hattie's expec- Later, she continues with the expressions of the other characters. . . . intwo"I canthe "Iears, canbushes."see twoseea nose, alegs, nose, two and twoeyes, a eyes,body two -==c Note here that in each scene sceneleadingisa cumulativeadded all up the atto previousthe this pattern end. one Athere partsof young revealing hasare reader mentionedbeen yet might another again, not body expect and part. the the newIn torso each one or theears, bushes." two legs, and a sack in 188 sensehowever,body toof betext. as one readers What of the this we body doesall parts.rely reveal on Clearly a is number that the Willow textof cues says is attendingas body. we makeAgain, to the LeTtarom Readers o 91 newauthor's detail. use It of also patterns, reveals the that repeating Willow ofis attendingthings, and to thethe addingsignificant of a suspenseofsensiblerole the of farm illustrations in in thisanimals which plot parts in foras a thehis pictureof meal.foxthe could foxbook. As are Willow clearly The revealed, revelation followsbe planning it is the alsoof abuilding tosackclear bag isto one revealactioncharacterher that next.as there baggingusually is impending playshis lunch. in stories danger. A sack would Herwould knowledgelead be hera logical to ofanticipate theitem role to sucha fox two"I canears, see a body,a nose, four two legs, eyes, and Then a few lines later HattieNote here reveals that even the expectation more body parts.of a sack Perhaps did not Willow pan out. does Instead, not find .. . ears,a tail"I intwocan the back,see bushes!" a fournose, legs two and eyes, a two shemovestorsoit wassensible (body) her thinking onward. thatincluded theas Hereshe body among read again parts this them, we would segment would and be her needofnamed theneed to text. askseparately for Willow meaning with what the 92 o Volunteers Working with Young Readers 190 191 Willow continues with the text, and then a few lines later . . . frightenedsoBut loudly the cow and that said,ran the away. fox"MOO!" was miliarlongNote enoughthat word. this Willowthat is the the only doesteacher place demonstrate feels in the it necessarystory the strategywhere to Willowsupply of rereading thepauses unfa- to pauseso--"M00!"Butword]--loudly the and cow teacher said, thatsofiong supplies"MOO!" the fox the was pausedoesgain context.not and read does Intheit notaloud.this text findcase following Perhaps that though, it providesshe the it readsdoesunfamiliar anynot it silently seemclue word, to to during the help.at leastword Shethe she long anythingthatAndfrightened nonethey forwere of andathem veryall ran so said long surprisedaway. time. moveloudly. on When and tothe complete teacher does the text.supply the word, Willow is able to 192 Learning from Readers <> 193 93 EXAMPLE SCENARIO: DAKOTA, AGE 7, GRADE 2 Stop That Rabbit by Sharon Peters attempt,Mr.Mrs. [long Baker and pause teacher had with a garden. suppliesno - Note that in each case here, Dakotaterntial reliessound that youupon of anwill attemptingunfamiliar see throughout wordthe ini- as the his remainder first strategy. of the This story. is a Thepat- Shemoves[attemptsthe word]had on] a the garden.beautifulBaker first soundhad rose a theng tobereading attendmale ofor to Mrs.a meaning limited as Mr knowledge as could he continues. be his with expectation abbreviations. for the He character does seem to error]soundShegarden. had beautifulas "p"a p then [attempts rose recognizes garden. first his stemsbigTheThe leaves. rosesand roses big had leaves. had long longstems st and st 94 o Volunteers Working with Young Readers 1S-4 195 Jane lived next door. - You will note that Dakota's reading of Jane as Jan will be consistent Jan lived next door. sounds,suchthethroughout "e," as lake,perhapsit would the like, story. he seemsmile, does Perhaps logical Jane.not recognize Because hethat saw he the recognizesofthe hisfirst influence attention letters Jan ofand asto "e" initiala ignored name in words Jane loved roses. - Note that Dakota tends to self-correctitselfand tends is as noteworthy. heto ignorereads. Wheneverthe "e." In anyhis case, he is consistent. That in JanJane lovedlived loved lovedroses. to smell to smell the roses. the wordlivedthatreading he orwould is loved verydiffers essentially wouldconscious from make the maintain of text sensegetting he thealmostin words the same sentence. always right. meaning. Inself-corrects. In this fact,Therefore, situation either It seems Sheroses. loved to touch the roses. - Note that Dakota tends to repeat returntherethe initial is and little soundcorrect indication of the unfamiliar word. that it was meaning that signaled Dakota to roses.ButtheBut Jane roses. Jan never n n pickednever thepicked strategywords.reading One only it recurringappears, to the initial however,strategy sound. for that him he islimits to "sound his attempts it out." withIn this this 196 i97 Learning from Readers o 95 MissMrs. Baker watered thethe roses.roses. - Note here that Dakota has pickedfromreads up on theMrs. the text; as pronoun Miss.however, The she itteacher andcould now notesbe a part this ofas Dakota'sreading that speech differs pattern shouldonthingto useDakota recognize. thethe teachertwo continues (Mrs., In has either Miss) withbeen case, this interchangeably.working substitution.you will on andnote Clearly feels Perhapsthat fromthe he thischildren recognizesthis is pointsome- Onemad. day, Mrs. Baker was very tialAgainthat consonant. theDakota's character Noteattempt is the female with hesitation "sounding now. that itfollows out" is when limited he to is thecon- ini- TheSomeonemad.One roses day, were Misspicked bentBaker the and wasroses. very confidencewouldseemsusefulfronted tobegin strategy attemptwith to with continueunfamiliar for tothe insertindependent same and text a initialjustword and waits reading,thathisconsonant. primary forwould hisDakota teachermake Althoughstrategy lacks sense to fails thissufficientsupply and him.is a the He [shortThebroken. pause] roses broke were b b b . . . be word. andteachernogone attempt broken. . supplies to move the onword] and bent . . [long pause with 96 o Volunteers Working with Young Readers 198 199 "Who picked the roses?" said MissMrs."Jane,"Who BakerBaker. picked Did you the pick roses?" the roses?" said "No,""Jan,"No, Didsaid the" you Jane. [inserts pick thethe, roses?" pauses --Qc Here Dakota seems to anticipatetion the about text to the continue roses. Asa conversa- he reads on and recognizes the word said, "Theandbroken,""I neverrereads] roses picksaid are "No," thebentMrs. roses."said andBaker. Jan. reread.his miscue becomes apparent and he returns to the beginning to Mrs.broken,""The Baker roses said sat areMiss and bent Baker. waited. and readOnce on again to make Dakota sense appears of the to text. lack Note confidence that he makesin his ability a sensible to pause,repeats]andMs. Bakerthe teacher child sat sat and suppliesreturns down waited. andto the sat [longword and settings.thrownHowever,insertion by He wordssat whensimply down hethe pauses haswhich text demonstrated fails andwould towaits meet likely for controlhis thebe expectation used teacher over in his into many hecomeown seems speech. otherto his 200 rescue. 201 Learning from Readers o 97 And"Stop!"And Jane Jan said sat sat and Jane.and waited. waited. rabbit!""Stop"Stop"Stop!" that that said rabbit!" rabbit! Jan. Stop that phraseinHere this andit situation. seems repeats that This the Dakota linedemonstrates as is wetaken might with that expect theDakota excitement any is thinkingcharacter in this about to do garden!garden!""The rabbit The rabbitis in the is inroserose the ofthe his story previous and is miscues.anticipating the text, just as we have seen in some Mrs."Therose"The Baker. garden!"rabbit rabbit is ishungry," happy [pause] said livedheIt is reads. interesting for lovedJust as andto in note thethen segmentthat returned once above again to correct, whenhe tends herehe firstto both self-correct substituted happy and as hungry," said Miss Baker. thatthisitagain.hungry has substitution.it had wasAll would such goodmeaning make a readers lovelySo againthatsense. snack.do. signaled in Perhaps He this Thereexpects situation, him Dakota was to the return no thererabbitis loss anticipating and is ofto little correctmeaningbe happy indication the the bytextsince 98 o Volunteers Working with Young Readers 202 word. Perhaps it is his concern with getting all the words "right." 203 The rabbit loves the long stems andThe leaves. rabbit lives. . . . The rabbit roses,""Thatandloves leaves. theis said why long Mrs. he stem pickedBaker. the . . . stems -=z Here again Dakota shows little confidence using cues other than suppliespause"That with is. the no word] attempt, That teacheris why . . . That is . . . [long wordsnant.his sight-recognition He when seems he todoesn't consistently of recognizethe word pause and them. forattempting the teacher the initialto supply conso- rabbit.SoheBaker. pulledMrs. Baker the roses," and Jane said fed Miss the AndEverySoBaker Miss the day Bakerandrabbit they Jan hadnever fed found Jan the picked rabbit.the rabbit. . . . Andthe roses they again.rabbit . . . the rabbit never picked the roses again. 204 Learning from Readers o 205 99 EXAMPLEA Chair SCENARIO: for My Mother SONIA, AGE 7, GRADE 2 by Vera B. Williams My mother works as a waitress in the Blue Tile Dinner.Diner. -< Sonia substitutes the word dinnerlarityfor diner. between First notethe spellings the close ofsimi- the Soniacallymeaningtwo haswords. especially had is Alsonot no changedreal-lifeif note we assumethat experi-dramati- the that ThenAfter schoolher boss sometimes Josephine I givesgo to meetme a jobher too.there. - The substitution of wish for washence with a diner. I wash the salts and peppers and fill the ketchups. . . . signalSoniais immediately readsa lack enough of sense recognized of in the the text as to fillI wish the theketchups. salts and peppers wash the salts and peppers and stitutioncues,tophrase. letter-sound and is Clearly, "off" meaning by cues, Sonia only cues. grammar oneis attending Her vowel sub- 100 o Volunteers Working with Young Readers 206 partsoundit of speech maintains in the the sentence, same 207 iorWeherbut becauseitsignalwant fails to to itencourage takemake is an a sense.efficientcloser this Thatlook. behav- strat- is goalsmonitoringreadsegy that independently.we will hope behavior serve to help her Thisis wellall one childrenself- asof shethe OneOne time time I peeledI peeled all all the the onions onions for for the the onion onion soup. shop. - Here again, Sonia makes a substi-tutionattain. that demonstrates she is soupancethetems.indeed iswords andHerunderstandable using share substitutionare all similar the the same cueing in becauseof appear- shopinitial sys- for butitspeechtionand alters it finalalso does and the servesconsonants; makemakesmeaning the sense sense. same of the andthe Clearly,substitu-part text,would of 208 miscue.not necessarily alert Sonia to her Learning from Readers o 101 '09 Whenme.When I finish, I finish, Josephine Josephine says, says, "Good "Good work, work, honey," honey," she and pays plays -.< Just as in the substitution oftiondinner of forpays diner, for plays here theutilizes substitu- all AndEveryItme takes every. day a time, long when Itime put my tohalfmother fill of a myjar comes thismoney big. home into from the jar.work,. I take . pays me. takethatthough,the signalsa cueing closer it is Sonia thelook.systems. loss toAs ofreturn withHere meaning the again,and ear- ThenmeMydown to mamawe count. the push jar. empties all of the all coinsher change into the from jar. tips out of her purse for withwasognizeslier substitution, notword bothbecause recognition. words. Soniaof a Herlack clearly miscue of skill rec- moneySometimeswork. into she'spiles.my mama so tired is laughingshe falls asleepwhen she while comes I count home the from expressiontheNote text that to "each Sonia follow and seems a commonevery to expectday." ThenButSome sheeach days looks evening she worried. has every lotsonly of singlea tips.little. shiny coin goes into the jar. atevening Herthe pointsubstitution every of thewould ofsubstitution. everymake daysense for jar.But each every day single shiny coin going . . . . goes into the continuestakenalThe that texta closer shethat on needslook.follows to complete However,to should return the sig- andshe 102 o Volunteers Working with Young Readers 2 _1 0 2.11sentence. WeUsually sit in theGrandma kitchen sits to withcount us the too. tips. - Here her substitutions of often and letter for leather after make for AfterOftenWhile she shewe hascount, has money money she likesin in her her to old oldhum. letter leather wallet wallet for us.for us. cantlymakebothuse of cases senseallalter the thetheand cueing substitutionmeaning. does systems. not There-signifi- does In Thisreadersthatfore, is, she Sonia of do.shouldcourse, wouldEven takewhat adults have a proficient closer nolike signal you look. sense.willcuesrealizingone misread word Theare noticeableonlyit for unlessa cue anothertime and it these failsis substitute withoutwhen tomis- make you WheneverWhenever she she gets gets a good a good bargain [long pauseon tomatoes and teacher or bananas supplies or the -( Note the two words Sonia findscopiesread aloudof the fortext others you are who reading. have thesomethingword]the jar. word]bargain she tomatoes on buys, [another sheor bananas putslong pause,by theor something savingsagain the and teacher they gosupplies into thefromtoes.troubling diner the aremotherherand saving work her tipsto at Perhaps the shift in context bargain and toma- 212 the grandmother, her old wallet, Learning from Readers o 103 Yes,Whengoing a chair.we to can'ttake getout aall single the money other coinand gointo and the buyjar, awe chair. are areconfusesshopping unfamiliar her. and Perhapsfinding and the thebargains context words WeA wonderful, Wewill willget getone beautiful, one covered covered fat, in softvelvet in velvet armchair. with with roses rose all all over over it. it. doesn'tunlessItprovides is interesting tend the no meaningto clue attempt to to note isidentification. aclear. thatword Sonia She AllThereThatWe our is are was chairsbecause going a big burned. toourfire get inold theour chairs bestother burned chair house. in up. the whole world. usingseemsotherdoes cueingthem toshow recognize in systems,attention combination the butto need the also usefor of ThatIMySo had wasn'tdidmother new our sandals. suchsofa and andaI werelong so timedidcoming everything ago. home fromelse. buying new shoes. -< Note how Sonia's substitutioncloselytoward thematches goal ofsound making and sense.gram- andShe thehad teacher new plumpspumps. supplies [no the recognition word] of the impact on meaning shoe.withmaymar. the Perhaps indicateHer word use ofa lack of experience plumppumps plumps is moreas aa type of for pumps plumpthedescriptionmore illustration. sense of towhat Perhaps describe she seesit amakes shoe in as than as a pump. Here 104 o Volunteers Working with Young Readers214 again, it would215 be best to talk waswith thinking. Sonia to Usually,find out therewhat isshe yourwithsomechild's the adultlogical reader.insights. logic reasoning Tryand You'll to get suspend ifgenerally the you talk We were lookingwalking atto everyone'sour house fromtulips. the bus. Again,gain some Sonia valuable demonstrates information. her We were looking at everyone's tullops . tulips. guidedherHowever,use miscuesof all most theas she isbycueing the thetends case needsystems. to in be tomost make of shouldstrategysense.thingan independent This beto we remembersomething isgive clearly to reader. children theis they that mark The can every keyof senseconstructmonitordate.use whenof Children print their wemeaning as aren'town havean independentreading, and thereto learn make to to vali-to 216 process. Clearly we must guide Learning from Readers o 217 105 ThenyellowShe we wasones. came saying to sheour block.liked red tulips and I was saying I liked thembutthem theto and independence. goal demonstrate is always to for lead them, AllTallIRight couldthe neighbors outside see lots our ofstood housesmoke. in astood bunch two across bigorange fire the engines. street. flames came out of the roof. Mama grabbed my hand weand ran we ran. . . . and we ran. nameimpactMy uncleand on supplies stoodSandymeaning saw sawthe and us word]us andthe and teacher ran ran to to us callsus. [no attention recognition to the of theuncle's - Although the substitution of stoodword,thefor meaning Sandy it is not is of oneone the thatthat individual signifi-clearly alters MyIMama yelled,aunt IdIdayelled, "Where's waved waved "Where's and and showed, shouted, Mother?" "She's "She's here, here, she's she's here. here. my grandma?" typicaltext.cantly The alters as act someone theof standing meaning approaches. would of the be 106 o Volunteers Working with Young Readers 218 219 a GrandmaDon'tShe's O.K.worry." was all right. - The substitution of thought forsensethough here is one and that would does not make likely ButOur everythingcat was safe else too, in ourthoughtthough whole itit tooktookhouse aa whilewhilewas spoiled. toto findfind her.her. wouldsignal Soniabe in order.that a closer look [longBut everything pause with else no attemptin our world and teacherhouse supplies the word]. . . . whole house was - The substitution of world foralteredtextwhole signaled is meaning one asthat a and miscuethe failedupcoming that to worldtemsappearsitymake given would insense. combinationto the bebe Clearlycontext. usinga logical cueingthe Again,to possibil- wordfind sys- Sonia spoiledletter-sound,time.meaning. InSonia earlier When pauses grammar, situations faced for withaand long she mean- uses tosentence Here,ingfollow. to theidentify and Perhaps word there unfamiliar is the atis nothecontext contextend words. ofpre- the 220 ceding the word is not strong Learning,fr,Qm Readers o 107 WeWhat went was to left stay of thewith house my mother's was turned sister to Auntcharcoal Ida andand ashes. isenough unwilling to assist to rely her. upon Perhaps "sound- she TheWeThenUncle paintedfloors weSandy. were were the able wallsall shiny. to yellow. move into the apartment downstairs. wouldthecuesing unfamiliarit indicateto out" confirm. without the word, Perhaps meaning the but aid shelogic of of rec-other ThesuppliesButBut first the the dayrooms the rooms we word] veremoved were empty. very veryin, [long the empty. pauseneighbors with broughtno attempt pizza and and teacher vocabularyingandognizes thatdoes inthat tonot most fit. it have must It other is a worthbegin word situations not- within her sp cakeThe and f i r ices t daycream. we moved in, the neighbors bret pizza . . . tionsshetures has with thatmade very tend sensible similar to fill soundsubstitu-the same fea- TheAndchairs.brought familythey broughtpizza across and thea cakelot street of andother brought ice things cream. a tabletoo. and three kitchen suppliestopart be of stumped, thespeech. word. Hereand her she teacher appears ThewaschildrenThe very little. very old were oldman little.man next next door door gave gave us usa bed a bed from from when when his his child textnotehering.Here maintains to There thatSonia's reread. she is nothingthe departurealtersIt is general interesting the to verbfromsignal mean- to theto 108 o Volunteers Working with Young Readers 222 children.correspond with her miscue on 223 My other grandpa brought us his beautiful rug. - Here again Sonia's substitution of curtains.My mother'sother grandpa other sister,brought Sally, us his had beautiful made us ring. red and white reread.notfromring one for the thatrug, meaning wouldthough of signal athe departure text, her is to shuttersMyteacher mother's supplies other sister,the name] [long Sally, pause had with made no attempt us red andand whitethe . . .curtains. EveryoneMyandMama's cousindishes. boss, clapped brought Josephine, when me her my brought own grandma stuffed us pots made bear. and a speech.pans, silverware very,"YouEveryone very all aremuch. clapped the kindest when people,"my grandma she said,made "and a spich we .thank you . . speech. ThatIt'swe"You wastooklucky all lastyou we're are year,. the young butkid peoplewe and still can have start no all sofa over." and no big chairs. . . thank you very, very much. . . . kindest people," she said, "and chairs.That was last year, but we still have on sofa and on big . . . no sofa and no big chairs. 224 Learnipg 4 f[om 5 Readers <> 109 When Mama comes home, her feet hurt. -4;z Note that in each situation above Whenpotatoesshe"There's says. Grandma noshe good has wants toplace get to assitfor comfortable backme to and take hum theas andshe load cancut off up onmy a feet," hard rereadsnizesthewhere text, the Sonia's soshe impact that consistently reading her on reading meaning differs recog- fromand jar.couldSokitchen that find chair.is at how the comediner andMama all broughtthe coins home started the tobiggest go into jar the she matches the text.

110 o Volunteers Working with Young Readers 226 4,,0 r, ..41 4 t EXAMPLE SCENARIO: MARCUS, AGE 7, GRADE 2 Whistle for Willie by Ezra Jack Keats whistle!Oh, how Peter wished he could - Marcus seems to rely on initial commonword.sounds You as with hiswill theprimary notice word that cuein themost to text.the of hisHowever, substitutions he seems do have to be that unaf- in dog.Hewhistle!Oh, saw how a Peter boy playing would he with called his -4z Here Marcus seems to omit thoseandfected wordsreads by the onlyhe impactfinds those too ofhe unfamiliar hisrecognizes. substitutions on the meaning. theWheneverranthe dog boyto ranhim. would the straight boy whistle, whistled, to him. the dog 22S 229 Learning from Readers o 111 Quick as a wink, he hid in an Then,- Here later Marcus in the seemsstory as to Marcus continue continues his strategy reading of relying on the initial . sidewalk.emptyanQuicking [long carton pause as lyinga walk, with on nohe the attempthad in doessageattemptingsound wherehave to generate a tohe sight "sound substituted vocabularya substitution. out" thewords word(a core hereIt finerdoes of as words fornothe did faster.seem that in anthatNote he earlier recognizeshe that is pas-he Peteremptyandthe teacher walk.got car out supplied of the cartonthe word] and . . car . .carton along As Marcus continues later in the storyon sight). ... soundedPeterstarted got home. home. out of the carton and - Note that Marcus is consistent withgieswouldgeneratedthat his heand strategy. behas expand toa arrived notioncontinue It his can ofat definition somegatheringwhatbe assumed readerssense of information reading.of do. himself A part Demonstrate toas of builda yourreader on task hisotherand here strate- has He blew till his cheeks were Later in the story as Marcus continuesstrategies as described earlier (see pages 41-57). .. . Hetired. blew till his teeths . . . - It is significant to note that althoughthehim, text Marcus the he text can does seems handle not difficult give and up.does for He tend continues to focus selecting on the keychunks pieces of of 112 o Volunteers Working with Young Readers gums . .230 . cheeks were meaning. 231 But nothing happened. andnothingBut teacher [long pause supplies with the no word] attempt . . . But nothing hap- pened. Then, as Marcus completes the story . . . home.andHe whistled he whistled all the all waythe waythere, -44 Again, Marcus tends to omit wordsoftencial andto alter making zero the in meaning.some on those sense However,most of thecru- print. the essence Clearly, of his the substitutions story is cap- whistledtheHe whistledway there,all the along andway and they home. they . . . he. . . tured in his reading of the text. 232 LearninA from Readers <> 113 433 Let'sLessons take afrom moment the toChllidren reflect on what these four children have helped observationscoordinator,insights,us to understand. questions, orand a readingwonderings.In confusions. the space specialist provided Talk inwith the take your local a hostmoment school teacher, about to write project your your 3 4 114 o Volunteers Working with Young Readers 35 Aft andcarefully,ThingsHere correct are to make some theConsider childnote things ofwhen insightsto consider. a miscue or questions. When occurs. your TryResist partner to letthe the urgereads child to aloud interrupt recog- listen 41 strategiesonlythenize independence thebe youbeneficialloss demonstrateof meaning. youwhen are theThat'sand there child help theto isyourfoster. only able partner way toRemember use theThese gainthem reader control four thatin will your childrenall everof ofabsence. will the gain help us to see that when readers are guided users.theprovides.goal.by thestructure Readers Readersneed Readers to of attendmake attendlanguage, attend sense, to to the the to the they context thegraphic order languageuse andtheyan and array the understand phonemicand meaning of the strategies cues cues ascues provided language providedtoward the context by that in withoutguage.usingwritten all If, language,attending these for whatever cues theto in meaning, letter-sound concert reason, toyoua readerconstruct connections. should is depending workmeaning Readers to broaden fromupon are written one theconstantly strategy child's lan- toarerepertoire see in continuousthat ofreading strategies search is far and more of meaning.help than the "sounding child to understand it Theseout" or four just that children getting readers the(Willow, Dakota, Sonia, and Marcus) help us S strategywords right. is not They likely help to beremind very usefficient. that limiting They helpa reader remind to any us thatsingle 2 36 237Learning from Readers o 115 helpsistentgrowing us and to as realize supportivea reader that requires strategiesadults whotime must demonstratespent be portable;with engaging various that is, strategies.stories for strategies and They con- instrategiesnotto gradebe present. effective 2 usedand In aretheyadditionby theseseven must fourto years be these oneschildren. old. insights that The Wecan differences we shouldbe should used note whenin note their that the allindividual mentorrange four areof is ture.thetainlyabilities same, We would to wouldn't know manage not the expect even printedsame expectthe family language four them stories,of them toshould have share to be notidentical an the surprise identical same proficiency height,us. family We weighcer- struc-with encesmomenttraryoral inlanguage standard their in time.lives. becauseand It expect seems we therecognizerather four ludicrous of the them vast then,to influence arrive for usthere toof setallat theanthe arbi- samediffer- withson,young notthe children thehuman profile. isbeing, this Get recognition not to knowthe client. the of child,their Share individuality. not great the stories Probablyevaluation. Meet with the theinterest-Work most per- significant insight we can gain from these four II Don'tpartnering and reduce asbeautiful an aindividual, child language, to a astatistic. human not the being instructional with dignityRemember material. and integrity. Treat that youngyour readers, especially those who are strug- 116 o Volunteers Working with Young Readers 233 gling, are still groping about, searching for an identity as readers and 4r. I writerstoself-image, view that themselves sense of self as literate is defined beings. through To ayour great interactions extent, that with experience,knowbutthe childresist that andthe many that urgeyour wouldof to reactions us notice have have and yearsto us thepoint believe of child's schoolout that errors, efforts. experience, good mistakes,It mayteaching take perhaps FLAWS. includesall your home I strength, all the powers of your concentration, 411 ofcismmayidentifying view haveand that feedbackus and learningassume naming on thatwould what the learning flaws wasonly done occur ofactually learners. wrong. when arises InItsomeone seemsfact, from our constantfrom older experience that or criti-wiser point orabouting more closely critiqueexperienced at all and sides. morepoints In aboutmany out our criticism.ways, flaws. what is Trydescribed picking above up that is less notion, turning it over in you hands and look- Criticism tends to focus on ordentimage;the participate negative by therefore, reducing and in the bycriticismthe processnature likelihood may tends again. wellthat to tearworkthe studentdown against confidence would both teachereither and initiate andself stu- smartnessnoticeFrom this and point inname the of strategiesthe view qualities the used older, in andthe wiser, helpchild's more the attempts. child experiencedCritique, grow Point through would out the rec- on the other hand, would tend to focus on the positive. ognizing what he or she can and does do well. 240 Learning241 from Readers <> 117 immensely improved when those we respect Veryand hold few inof esteemus will thrive on constant criticism. Our chances are toname continue our strengths our growth. and gently suggest other waysWhat's we could that got use to them do with leading a child to living a literate life? thetionmoreWell world that thinkexperience. comes is about going with this. It on is theWe withoutso beliefeasyhave you.tolived that forget That itlonger. all the your must incredibleWe peers be know learned are more.sense moving today. Weof frustra-intohave That strations,responsibilityincrediblerealms you've potentials, sense yetas ofthe to and inadequacy explore.older, manageable wiser, That can morekind freezeexamples of experienced fear, you for thatin ouryour frustration, to students. providetracks. Itthat demon- is our crafttheirsomeone ofstrengths. writing. who has Someone Someone gone before whowho is valuesthem. passionate Someonecreativity about Ralphwhoand the encourages can Fletcherwork point and (1993)out riskthe tells us that writers need mentors. That is, andnexttaking. the possibility. Someoneoverwhelming Someone who tirelesslyjoy whoof getting knows demonstrates it bothright. the new frustrationsBike alternatives, riders ofneed struggle the mentors. Gardeners need mentors. Musicians to needthose mentors. we believe So doknow cooks, more parents, than we skaters. do. We seek out the demon- 243 . . . In all learning we look strationsconsultation of those is not we available.respect and We admire, look to even the exampleswhen their in first-hand their work. selves.Weusedbasis study byWeof theirthose refine process.actions more our processesexperienced andWe products.use theirand with actionsdemonstrations print. and Young moveReaders to readers forwardcritique need need onour-mentors. the to Young readers need to see the strategies whatactionshear thosethey and themselvesmentors demonstrations employ can become. those that young strategies. readers It isOne begin through thing to envisiontheseabout inter-mentors:They always strive to give only as much standsupportive,asful their andthe students strugglesupportive focused, can of andgrowinghandle tiedmoves at to and one specificthe feed time. student their examples. Their forward.students critique Their Mentorsin isbite-sized advice gentle, under- is use- Eachmentorthisdemonstrations in time mind to youryou remember meetreadingthat willbring partner.that nurture a innew many A them book mentor many on that to for waysyou'vethe leading next you discovered possibility. acan literate become andlife. With a theownanloved. old child life Sharefavorite asyou a the youngonce and story were. talkreader. and about Children point Don't the out be memories,need whatafraid to there knowto thelet is yourthat connectionsto love their partner there. experi- knowto Bring your ences are somewhat universal, that their fears are not unique,244 that the Learning from, 44ders o 119 lookingbyexhilaration readers for. around Becausethey experience the of globe. your commitmentin reading a well-craftedyouBecause can take ofstory the your time is experienceshared to you can be the mentor a child is Youdemonstratebeautifulone can. who iswords remembered, and spoken have the aloud. the patience Mrs. You Hand, forcan the lead the child's voice,a child pace. and to theYou passion of a literate life. can be the 247 BachME ff©:+ APPENDIX a rem + Mphabet Books EHLERT, Lois. 1989. Eating the Alphabet: Fruits and Vegetablesfrom A to Z. San Diego: Harcourt Brace. ANNO,AGARD, MITSUMASA. JOHN. 1989. The1975. Calypso Anno's Alphabet.Alphabet: NewAn Adventure York: Holt. inImagination. New York: HarperCollins. HOBAN,FEELINGS, TANA. MURIEL. 1982. 1974.A, B, See!Jambo New Means York: Hello: Greenwillow. Swahili AlphabetBook. New York: Dial. AYLFSWORTH,BASE, GRAB4E Jim. 1987. 1992. Animalia. The Folks New in the York: Valley: H.N. A Abrams. PennsyvaniaDutch ABC. New York: HarperCollins. JOHNSON, STEPHENJEAN. 1988. T.1995. Sanitation Alphabet Workers, City. ANew to Z.York:Viking. New York:Walker. CARLSON,BAYER, JANE. NANCY. 1984. 1997. A, My ABC Name I Like is Alice. Me! NewNew York:Viking. York: Dial. LOBEL, ANITAANITA. AND 1990. ARNOLD. Alison's 1981.Zinnia. On New Market York: Street. Greenwillow. New York:Greenwillow. DOUBILET,ANNE.COATS, LAURA JANE. 1991. 1993. Under Alphabet the Sea Garden. from A New to Z. York: Photographs MacmillanDavidPublishing by Doubilet. Company. New York: Crown. 24 MARTIN, BILL, JR. AND JOHN ARCHAMBAULT. 1989. Chicka ChickaBoom Boom. New York: Simon & Schuster. 249 o 121 POMEROY, DIANA. 1997. Wildflower ABCs An Alphabet of PotatoPrints. San Diego: Harcourt Brace. Scribner. 1986. I'm in Charge of Celebrations. New York: Charles ROSENBLUM,RANKIN, LAURA. RICHARD. 1991. The1986. Handmade The Airplane Alphabet. ABC. New New York: York: Dial.Atheneum. CANNON, JANELL. 1993. Stellaluna. San Diego: Harcourt Brace.Maxwell Macmillan International.1994. The Table Where Rich People Sit. New York: RYDEN, HOPE. 1988. Wild Animals of America ABC New York:Lodestar Books. DAKOS, KALLI. 1990. If You're Not Here, Please Raise Your Hand: 1997. Verdi. San Diego: Harcourt Brace. SHANNON,SENDAK, MAURICE. GEORGE. 1962. 1996. Alligators Tomorrow's All Alphabet. Around: AnNew Alphabet. York: York:New Harper & Row. Poems About School. New York:1993. Four Don't Winds Read Press. This Book, Whatever You Do!: More VAN ALLSBURG, CHRIS. 1987. The Z Was Zapped. Boston: HoughtonMifflin.Greenwillow. DEEM, CARMEN AGRA. 1991. Agatha's Feather Bed: Not JustAnotherLtd. Wild Goose Story. Atlanta: Peachtree Publishers, andPictiare Sharing Books with for YourReading Partner Mond Publishers, Ltd. 1994.1993. TheTree Library Man. Atlanta: Dragon. Peachtree Atlanta: Publishers,Peachtree Ltd. BAKER, KEITH. 1989. The Magic Fan. San Diego: Harcourt Brace. 1994.1991. BigHide Fat and Hen. Snake. San SanDiego: Diego: Harcourt Harcourt Brace. Brace. Publishers, Ltd. 1997.1995. The SecretLast Dance. of Old Atlanta: Zeb. Atlanta: Peachtree Peachtree Publishers, Ltd. 122 o Volunteers Working with Young Readers BAYLOR, BYRD. 1974. Everybody Needs A Rock. New York: CharlesScribner. o EHLERT, Lois. 1989. Eating the Alphabet: Fruits and VegetablesA to Z. fromSan Diego: Harcourt Brace. 4111 1990. Color Zoo.Farm. New New York:The York: Lippincott. Trumput Club. Schuster. 1993.1994. Miss The Tizzy. Little New Black York: Truck. Simon New & York: Schuster. Simon & 1993.1991.1990. RedNutsFeathers Leaf, to You! for Yellow Lunch. San Diego:Leaf. San San Diego:Harcourt Diego: Harcourt Brace. Harcourt Brace. Brace. Orchard Books. 1995.1994. MySmall Mama Green Had Snake. a Dancing New York:Heart. Orchard New York: Books. Fox, MEM. 1983. Possum Magic. San Diego: Harcourt Brace.Brace. 1994. Mole's Hill: A Woodland Tale. San Diego: Harcourt HENKES, KEVIN. 1993. Owen. New York: Greenwillow. 1996. Lilly's Purple Plastic Purse. New York: Greenwillow. Kane/Miller Books. 1985.1987. Wilfrid Hattie Gordon and the McDonald Fox. New Partridge.York: Bradbury. Brooklyn, NY: HOPKINS, LEE BENNETT. 1989. People from Mother Goose.APoetry).Question New Book. York: San Simon Diego: & Schuster.1993. Harcourt Hand Brace. in Hand (An American History through 1990.1989. KoalaShoes Lou.from NewGrandpa. York: New Harcourt York: Brace. Orchard Books. HOUSTON, GLORIA. 1988. The Year of the Perfect Christmas Tree:Simon An & Schuster. 1997. Marvelous Math:A Book of Poems. New York: 1994.1993.1995. ToughTime Wombat for Boris. Bed. Divine. New San York:Diego: San Diego: Harcourt Harcourt Harcourt Brace. Brace. Brace. Appalchian Story. New York: Dial.1992. ButMy GreatNo Candy. Aunt NewArizona. York: New Philomel. York: HarperCollins. GRAY, LIBBA MOORE. 1993. Dear Willie Rudd. New York: SimonSchuster. & 252 New York: Philomel. 1994. Littlejim's Gift:An Appalachian Christmas Story uoBooks for Children o 123 LAMINACK, LESTER L. 1998. The Sunsets of Miss Olivia Wiggins.Atlanta: Peachtree Publishers, Ltd. Simon & Schuster. 1994. My Rotten Redheaded Older Brother. New York: LESTER, HELEN. 1992. Me First. Boston: Houghton Mifflin Co.Publishers, Ltd. 1998. Trevor's Wiggly-Wobbly Tooth. Atlanta: Peachtree RYLANT, CYNTHIA. 1982. When I Was Young in the Mountains.New New York: Philomel. 1996. Aunt Chip and the Great Triple Creek Dam Affair. LIONNI, LEO. 1970. Fish Is Fish. New York: Pantheon. 1995. Listen, Buddy. Boston: Houghton Mifflin Co. York: E.P. Dutton. 1983. Miss Maggie. New York: E.P. Dutton. LYON, GEORGE ELLA. 1992. Who Came Down That Road? York:New Orchard Books. 1994. An Extraordinary Egg. New York: Alfred A. Knopf. 1992.1988.1985. AllAnThe AngelI RelativesSee. Newfor Solomon Came.York: OrchardNew Singer. York: Books. New Bradbury York: Orchard Press. MACLACHLAN, PATRICIA. 1994. All the Places to Love. New York:HarperCollins. 1993. Dreamplace. New York: Orchard Books. HarcourtBooks. Brace. 1996. The Old Woman Who Named Things. San Diego: MERRIAM, EVE. 1991. The Wise Woman and Her Secret. New York:Simon & Schuster. 1995. What You Know First. New York: HarperCollins. SCHERTLE,ALICE. 1994. How Now, Brown Cow? San Diego:Browndeer Press. 1995. Down the Road. San Diego: Browndeer Press. POLACCO, PATRICIA. 1992. Mrs. Katz and Tush. New York: DellPublishing. 1993. 12 Ways to Get 11. New York: Simon & Schuster. SCIESZKA, JON. 1989. The True Story of the Three Little Pigs. NewYork:Viking. 1991. The Frog Prince, Continued. New York:Viking. 124 o Volunteers Working with X54 Young Readers Tales. New York:Viking. 1992. The Stinky Cheese Man and Other Fairly Stupid 255 1995. Math Curse. New York:Viking. WOOD, AUDREY AND DON. 1984. The Little Mouse, the Red RipeStrawberry, and the Big Hungry Bear. Child's Play VAN ALLSBURG, CHRIS. 1985. The Polar Express. Boston: HoughtonMifflin. 1986. The Stranger. Boston: Houghton Mifflin. (International) Ltd. VIORST, JUDITH. 1971. The Tenth Good Thing about Barney. NewYork:Atheneum Publishers.1988. Two Bad Ants. Boston: Houghton Mifflin. CELSI,onlinteresting The TERESA. Three 1992. Perspectives Little The Fourth Little Pig. Austin: Raintree Steck-Vaughn. Figs Bad Day. New York: Atheneum1978.1972. Publishers. Alexander,Alexander andWho the Used Terrible, to Be Horrible, Rich Last No Sunday. Good, NewVery SCIESZKA,LOWELL, SUSAN. JON. 1989. 1992. The The True Three Story Little of Javelinas.the Three LittleFlagstaff, Pigs. AZ: NewNorthland Publishing Co. NewYork:Atheneum York: Aladdin Publishers. Books. 1981. if I Were in Charge of the World and Other Worries. TRIVIZAS, EUGENE. 1993. The Three Little Wolves and the BigPig.York:Viking Bad New York: Kestrel. Scholastic. It!) Going to Move. New York:1995. Atheneum SadAlexander, Underwear. Publishers. Who's New Not York: (Do You Atheneum Hear Me? Books /Mean for Other Good Stories to Share WOOD, AUDREY. 1984. The Napping House. San Diego: HarcourtBrace.Young Readers. AYLESWORTH,ALEXANDER, LLOYD. Jtm. 1992. 1992. Old The Black Fortune-Tellers. Fly. New York: New HenryYork: DuttonHoltChildren's Company,and Books. Inc. 1994.1993. RudeThe akleoctopus. Giants. San Diego:San Diego: Harcourt Harcourt Brace. Brace. 256 BANKS, SARA HARRELL. 1997. A Net to Catch lime. New York:Alfred A. Knopf, Inc. 257 Books for Children .0 125 BARASCH, MARC IAN. 1991. No Plain Pets. New York: HarperCollins. EMBERLEY, Ea 1992. Go Away, Big Green Monster! Boston: Little,Brown & Co. BOTTNER,BEIL, KAREN BARBARA. MAGNUSON. 1992. Bootsie 1992. GrandmaBarker Bites. According New York: to Me. Putnam.York: New Doubleday. FALWELL,EVERITT, BETSY. CATHRYN. 1992. 1993. Mean Feast Soup. for San10. NewDiego: York: Harcourt Clarion Brace. Books. BOYD,BOULTON, CANDY JANE. DAWSON. 1994. Only 1995. Opal. Daddy, New Daddy, York: BePhilomel. There. New York:Philomel. GIOVANNI,FAULKNER, NIKKI.KEITH. 1994. 1996. Knoxville,The Wide-Mouthed Tennessee. Frog. New New York: York: Scholastic. Dial. BRUCHAC,BRADBY, MARIE. JOSEPH. 1995. 1993. More The than First Anything Strawberries Else. (ANew Cherokee York: OrchardBooks. HOFFMAN,GREENFIELD, MARY. ELOISE. 1991. 1988. Amazing Nathaniel Grace. Talking. New York: New York:Dial. BlackButterfly Children's Books. I Story). New York: Dial. CAZET,CARLSON, DENYS. NANCY. 1990. 1996. Never Sit Spit Still. on New Your York:Viking. Shoes. New York: Orchard HuTcHiNs,HOWARD, PAT. ELIZABETH 1971. Titch. FITZGERALD. New York: 1991.Macmillan Aunt Flossie Publishing 's HatsCrab Co. (and Cakes Later). New York: Clarion Books. CHRISTELOW, EILEEN. 1994. The Great Pig Escape. New York:ClarionBooks. Books. JAHN-CLOUGH,INKPEN, MICK. LISA. 1993. 1994. Penguin Alicia Small. Has a San Bad Diego: Day. Boston: Harcourt Houghton MifflinBrace. Co. Dicks,Cuff's, IAN JAMIE AND DAVIDLEE. 1993. HAWCOCK. When 1 Was 1993. Little Them (A Bones:A Four-Year-Old's FabulousFour-Foot,Memoir of HerFold-Out, Youth). Pull-Out New York: Skeleton. HarperCollins. New York: Delacorte JAQUITH,JAMES, SIMON. PRISCILLA. 1991. Dear 1995. Mr. Bo Blueberry.Rabbit Smart New for York: True: M.K. Tall TalesMcElderryBooks. from 126 o Volunteers Working with Young Press. 258 Readers JOHNSTON,TONY. 1994. Amber on the Mountain. New York: Dial.the Gullah. New York: Philomel. 259 KNOWLES,KIRK, DAVID. SHEENA. 1994. Miss 1988. Spider's Edwina Tea the Party. Emu. New York: Scholastic.HarperTrophy. NEWTON,MUNSCH, LAURAROBERT. P1986. 1996. Me Stephanie's and My Aunts. Ponytail. Niles, Toronto: IL: Albert AnnickWhitmanPress. & Company. LEWISON,WENDYI .F.STER, JULIUS. 1994. CHEYETTE. John Henry. 1992. New Going York: to Dial. Sleep on the Farm.New York: Dial. PHILPOT,PALATINI, LORNA MARGIE. AND 1995. GRAHAM. Piggie Pie. 1994. New Amazing York: AnthonyClarion Books. Ant. NewYork: Random House. LONDON,LOCKER,THOMAS. JONATHAN. 1997. 1992. Water Froggy Dance. Gets San Dressed. Diego: New Harcourt York:Viking. Brace. RAHAMAN,VASHANTI.PINKNEY, GLORIA JEAN. 1997. 1992. Read Back for Home. Me, NewMama. York: Honesdale, Dial. PA: MCBRATNEY,MARTIN, BILL, JR.SAM. AND 1995. JOHN Guess ARCHAMBAULT. How Much I Love1988. You.Listen Cambridge, to theNew Rain. York: Henry Holt. RANKIN, LAURA. 1991. The Handmade Alphabet. New York: Dial.Boyds Mills Press. MCNAUGHTON, COLIN. 1995. Suddenly. San Diego: Harcourt MA:Brace. Candlewick Press. 1997. Oops! San Diego: Harcourt Brace. RIDDELL,RASCHKA, CHRIS. CHRIS. 1990. 1993. The Yo! Trouble Yes? New with York: Elephants. Orchard New Books. York:HarperCollins. MCPHAIL, DAVID. 1993. Santa's Book of Names. Boston: Joy Books.Street ROSEN,RINGGOLD, MICHAEL. FAITH. 1989.1991. We'reTar Beach. Going New on a York: Bear Hunt.Crown New Publishers, York:Inc. MOON,MELMED, NICOLA. LAURA 1995. KRAUSS. Lucy's 1993. Picture. The New First York: Song EverDial. Sung. NewYork: Lothrop, Lee & Shepard Books. RYDELL, KATY 1994. Wind Says Goodnight. Boston: HoughtonMifflin.M.K. McElderry Books. 260 261 Books for Children o 127 SCHOI .FS, KATHERINE. 1990. Peace Begins with You. San Francisco: UNICEF 1989. A Children's Chorus: Celebrating the 30th Anniver- SCHROEDER, ALAN. Sierra Club Books. 1995. Carolina Shout! New York: Dial. VAUGHAN, MARCIA. saryNew of York:the Universal E.P. Dutton. Declaration of the Rights of the Child. SPINELLI,SCOTT, ANN EILEEN. HERBERT. 1992. 1967. Sam. New York: McGraw-Hill. WATSON, MARY. HarperCollins. 1995. Whistling Dixie. New York: STEFT0E, JOHN. HarperCollins. 1987. Mufaro's Beautiful Daughters (An African Thanksgiving at the Tappletons'. New York: WATSON, PETE. Books. 1994. Illustrated1995. The by Butterfly Mary Watson. Seeds. NewThe MarketYork:Tambourine Lady STEVENS, SanTale). Diego: New Harcourt York: Lothrop, Brace. Lee,JANET. & Shepard (Adaptor Books. and illustrator.) 1995. Tops and Bottoms. WILLIAMS, SHERLEY ANNE. Harcourtand the Mango Brace. Tree. New York:Tambourine Books. 1992. Working Cotton. San Diego: THOMAS,VALERIE.STICKLAND, PAUL AND HENRIETTA. Dutton Children's Books. 1994. Dinosaur Roar! New York: YOUNG, ED. Native American Creation Tale. New York: HarperCollins.(Adaptor and illustrator.) 1993. Moon Mother:A TILLER, Korky. Brooklyn,RUTH. NY: Kane/Miller Book Publishers. 1996. Wishing. Atlanta: Peachtree Publishers,1987. WinnieLtd. the Witch. llustrated by Paul 1992. Seven Blind Mice. New York: Philomel. 128 o Volunteers Working with Young Readers 262 263 Easy Readers and Ear Ily DellFor Yearlinga complete listingBooks of all Yearling titles, Good-bye,By Betsy Chicken Byars Little LevelsBankPublishedChapter Street 1, By2, Bantamand Ready-To-ReadBooks 3 Little Rooster Books. Newwrite1540 York, to: Broadway NY 10036 BantamThe SevenPinballs Doubleday Treasure Hunts Dell A DozenTheLevelThe Color Gruff RebusDizzy1 Wizard Brothers DogsBears BlueBad,CookiesCampBy Skies,Bad Judy Ghost-Away Bunnies andFrench Delton Crutches Fries PublishingNewYork,1540 Broadway NY Group, 10036 Inc. WhoWakeThings GoesUp, That Baby! Out Go:A on TravelingHalloween Alphabet PeanutLuckyPeeGrumpy Wee DogButter PumpkinsDaysChristmas Pilgrims OldByThe Turtle'sLeonard Worst SoccerWinterBaseball Team Kessler TeamEverGames Stories Annie'sHedgehogFollowLevel Pet That 2 Bakes Fish a Cake RosyPeeThe WeeWees Noses, PeePooped Scouts onWee Freezing Parade Troop Jubilee Toes HarryBy Barbara in Trouble Ann Porte MoonYou"Not Bay Are Now! Much "Said Too Small the Cow SpringSonny'sSkyThat Babies SproutsMushy Secret Stuff ByHarry's Tony VisitMom Johnston LionA HorseLevel and Called Lamb3 StarfireStep Out HarperCollinsTrash Bash Children's Books NightMoleHappyThe and Noises AdventuresBirthday Troll And Trim Mole Otherof the Mole and Tree Mole Troll and Troll and Troll Stories Mr.The Bubble Magic Gum Box 264 NewYork,10 East 53rd NY Street 10022 265 Books for Children 0 129 ByGus Andrew and Buster Brown Work Things Out TheBy PatriciaKids of the Reilly Polk Street Giff School (Series) HaveThe You Girl SeenWho HyacinthKnew It All Macaw? NateBy Marjorie the Great and Weinman the FishyBoring PrizeSharmat Beach Bag NewtwoNOTE: Kids series. thereat the arePolk several Street books School in (Series) these Love,LorettaLeft-HandedThe FromMystery P Sweeny, the Shortstop ofFifth theWhere GradeBlue Are Ring Celebrity You? Nate the Great and thethe MissingLostMusicalHalloween List KeyNote Hunt byTheOther Patricia Beast books in Reilly Ms. Rooney's Giff Room TheRatThe TeethValentineSecretRiddle Powder atof theStar thePuff Polk Red Puzzle StreetPurse School Nate the Great andStalksGoes the Undercover Stupidweed SnowyStickyPhony CaseClueTrail FishDecemberThe Face FourthGiftCandy Secretsof GradetheCorn Pirate Contest Celebrity Queen The Winter Worm Business

130 o Volunteers Working with Young Readers 266 267 WoTh ALLEN, R.V. (1976). Language experiences in communication. Boston: FLETCHER, R. HoughtonHeinemann. Mifflin. J. (1993). What a writer needs. Portsmouth, NH: TRELEASE,PATERSON, K. J. (1982). The read-aloud handbook.(1995). NewA sense York: of Penguin.wonder: On reading and writing books PETERSON, R. & EELS, action.for children. New York:New York:Scholastic. Plume/Penguin Books. M. (1990). Grand conversations: Literature groups in a WEAVER, psycholinguisticsHeinemann. to whole language. 2ndC. ed. (1994). Portsmouth, Reading NH: process and practice: From socio- 268 269 o 131 LesterEducation, Laminack at Western is professor Carolina and University head, Elementary in Cullowhee, and Middle North GradesCar- andpublishedolina.is Spellingactively He teachesseveral involvedin Use. booksgraduate Lester in instate his Laminackand and field, undergraduate national including has recently literacy Learning courses publishedorganizations. inwith literacy twoZachary chil-He and has LanguageTeachersdren'sWholeWobbly books, Languageof ArtsTooth. English The and SunsetsHe PrimaryUmbrella andis an hasof active Voices.Miss contributed Board memberOlivia He of Directors isWiggins essays ofa former the Nationalto andand NCTEmember Trevor's is also Council journals of active Wiggly the of in the andLiteracyInternational most Volunteers of all Reading a learner. of Association.America since He 1987. has servedHe is an as author, a consultant a teacher, to 270 271 0 133 and Cheltenham CondensedComposed with by display Precision lines Graphics in Adobe'sPrinted in Nueva.Adobe's on 60-lb. ITC Lynx Cheltenham by IPC Communication Services. readers,If you are you a volunteerwill want helpingto read thisyoung book. children With itsto developfriendly, asopen VIChnt 29rS volunteer.Readerschild'sfoundationsformat isandliteracy Authora timelyaccessible and development. Lester theand practical language,illuminating Laminack Beginning details Volunteers discusses guide that withfor helpWorking both the an you novice overviewthe withunderstand theoretical Young of the a orking suchuse,reading as and your processhow first you day he would movesas a volunteer,work quickly with intotheyour kinds addressing reading of books partner. key you concerns You might will Young Rediers La.ster strugglestexts,fromabilitieslearn print. helpfuland that with an Illustrations some strategiesappendixlanguage. children ofthat fromAnd books face allow youchildren's as for willyou they further beginto books,learn build readingto to analysisonunderstand make a child's add sense of to selected the naturalthe Larkuk teachersbeginningreturnpleasureYoung to andbecauseagainReaders volunteer usefulness and Laminackis again. anbut invitingof will thisIt is describesalso book.particularly and be valuable Volunteersuseful scenarios helpful for resource elementaryWorking and for situationsthat the with you will Nationalintowith areal child's Council children literacy of in Teachers authenticdevelopment. of Englishclassrooms, which offer insights Telephone:1-800-369-6283WebUrbana,1111 site: WIllinois http: Kenyon / 61801-1096/wwwncte.org Road or 217-328-3870 274 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and improvement (OEM) Educational Resources information Center (ERIC) ERIC

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