We are often asked for tips to make reading aloud more enjoyable for both
the reader and the audience. Some of the tips that follow come from The Read-Aloud Handbook, by Jim Telease. Others come from readers in this program. Feel free use these ideas, and modify them, and
then let us know what works.
- Children and readers both have more fun if the book is enjoyable. So, as the reader, choose books that both you and the child like. If you enjoy it, that enjoyment will flow through. (And the reverse
is also true.)
- Help the child relate the story to his\her own experiences.
- Stop the story, and ask, "What would you do?" Or, "What do you think the main character will do next?" Two great examples are Cat in the Hat, by Dr. Seuss and
Stop That Pickle, by Peter Armour.
In the first, ask the child what he would do when the Mom comes in at the end of story and asks the story book character, "What did you do today?". In the second, ask what the boy should do when he finally catches the pickle. Answers I have heard: Eat it. Return it to the deli where it came from. And (my favorite), "The boy should give the pickle a big hug because it has been running so hard."
- Involve the children in the reading - let them read along. If you are reading to a single child, let the child read to you if she wishes. Alternate pages, with you reading one page, and the child the
next. If you are reading to a group, this is often not appropriate. But in this case, you can all "read" certain, repeating passages together. For example The Doorbell Rang, by Pat
Hutchins, includes the phrase "Ding Dong", every time more kids show up for cookies. And Love You Forever, by Robert Munsch
includes the kids' favorite repeating passage, "I'll love you forever \ I'll like you for always \ As long as I'm able \ My baby you'll be."
- Introduce the children to the authors and illustrators. Let them realize that these are real people. You can do this by simply stating the name of the book and the author and illustrator when you
begin. If you are reading to the same children on a regular basis, you may be developing repeat authors, and you can compare and contrast different books by the same author.
- Another twist on this is to read stories that have been told in another context, and compare and contrast. Two favorite examples here are Liza Lou and the Yeller Belly Swamp, by Mercer Maye
which is a "Little Red Riding Hood" type of story, and Paper Bag Princess, by Robert Munsch, which can be compared to every fairly tale that has a weak princess swept off of her
feet by the noble prince.
- With books in a series, compare your current story with previous stories with the same characters. There are many examples here, but some favorites are
Clifford, the Big Red Dog a series, by Norman Bridwell for young audiences, and Arthur, a series by Marc Brown, and Martha Speaks (and several follow-up books), by Susan Meddaugh
- Digress from the story, and examine the "other story" inside the book. For younger children, this may be as simple as naming the colors on a page, or counting the objects on a page. For
older children, this may be examining the illustrations for repeating characters, or listening for a sub-plot. A favorite in this category is Stella Louella's Runaway Book, by Lisa Campbell Ernst
. Without making a point about it, the author drops clues about the missing book which have the children looking forward to discovering the title of the missing book.
- When reading to a group of children of different ages, we are often asked for tips on finding the perfect book that can appeal to all. Actually, it is easier than you think. We have found that many
of the books that we read in the shelters have a broad interest range. If you as a reader can make the book interesting to any age, you will be making it interesting to all. Older children, like all
of us, enjoy entertainment for its own sake occasionally. And young readers can listen to a story, even if they don't catch every nuance the older child might see. Remember, especially in a setting
such as a shelter, you are not only providing reading for its own sake, but you are providing a means of showing that you care. And this goes beyond the story itself.
- Chapter books work great if you are reading to the same audience. Do not go too long between readings - generally not more than a couple of days. And always start by allowing your audience to recount
the story so far.
- Read slowly. Many of us read aloud at the same pace that we read silently. Take your time, and allow the children's imagination to fill in around the words they here. Allow them time to take in the
details of the illustrations.
- How to handle the rowdies - - This can be a toughie. In a situation where you are reading to the same children repeatedly (camp, or classroom, or Sunday school), you can introduce read-aloud in small
doses, and gradually build up. You can help the child learn to sit still for five to ten minute periods and then work up to thirty minutes. In situations where the make-up of the group changes from
one session to the next, you have to work toward a balance of keeping your listener involved, while minimizing the disruption. We have found that it varies with the size of the group and the amount
of the distractions. In some cases, we allow the distracters to come and go, figuring that there is less harm than stopping the story to react. In some cases, we ask that the child that is not
interested leave the group. And in some cases, we have found the best solution to be picking up the problem child and putting him on our lap.
- Your tone of voice makes a big difference. And rather than raising your voice at the exciting points, try dropping it. Lowering your voice makes your audience work to listen.
These are some of the ideas that work for us. If you have comments, suggestions, or questions we would love
to hear from you. |
