Repetitive Reading

Standards

CCRS Language Anchor 3

CCRS Language Anchor 3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Level A: With guidance and support, demonstrate understanding of word relationships and nuances in word meanings.

ELP Standard 2

ELP Standard 2

An ELL can participate in level-appropriate oral and written exchanges of information, ideas and analyses, in various social and academic contexts, responding to peer, audience, or reader comments and questions.

Level 2: An ELL can:

participate in short conversations and written exchanges about familiar topics and texts
present information and ideas • appropriately take turns in interactions with others
respond to simple questions and wh- questions.

NELP Predictor: Oral language

NELP Predictor: Oral language

the ability to produce or comprehend spoken language, including vocabulary and grammar.

NELP Predictor: Print Knowledge

NELP Predictor: Print Knowledge

a combination of elements of alphabet knowledge (AK), concepts about print, and early decoding.

Objective(s)

At the end of this lesson, parents/caregivers will be able to:

implement at least two techniques that encourage early readers to recognize printed words and letters; and
explain why it is important to read to children regularly and to reread favorite stories.

Materials and Resources

Recordings of “Twinkle, Twinkle Little Star” and “Baa, Baa Black Sheep,” (optional)
Catch Me If You Can! by Bernard Most (Green Light Readers, 2007) for each family, if possible.
Blackboard, wipe-off board, or chart paper & writing tool (optional)
Reading Together handout

Instructional Procedures

Welcome / Ice Breaker

Gather participants in a circle and inform them that you are going to play/sing two songs, encouraging them to listen closely. Play/sing “Twinkle, Twinkle Little Star" and after a few moments, shift the song to "Baa, Baa Black Sheep." Ask the parents/caregivers if they noticed that the two songs have a very similar melody. Finally, sing the "alphabet song" and point out that it is also based on the same melody.

As an alternative, hum the tune. Then sing each song in succession, either together or as the instructor.

The repetition of the same melody makes these easy to remember. Once you know the tune, then you can focus on the words. Singing these songs over and over is great for early childhood literacy because they help children with recall, language development, and social skills. Many early nursery rhymes share common tunes or rhythm patterns.

“Twinkle, Twinkle Little Star,” “Baa, Baa Black Sheep,” and the “alphabet song” are all based on “Ah! Vous Dirai-Je, Maman.” “Ah! Vous Dirai-Je, Maman,” an old French melody, was originally featured without words in Paris in 1761. Roughly two decades later, when Mozart was in his mid-twenties, he created 12 improvisations utilizing the same melody.

The words to "Twinkle, Twinkle Little Star" are inspired by a poem entitled "The Star" by Jane Taylor, published in 1806 in England. "Baa, Baa, Black Sheep's" lyrics were first recorded in the 1744 book Tommy Thumb's Pretty Song Book. The use of the melody for the “alphabet song” can be traced back to the early 19th century in the United States, but its exact origin is uncertain.

Review Objectives

There are many benefits to repetition and reading aloud with children. We will share and practice practical techniques for creating engaging and interactive reading experiences when rereading the same book. Today's lesson will also discuss why this regular repetition is important for early literacy.

implement at least two techniques that encourage their children to recognize printed words and letters; and
explain why it is important to read to children regularly and to reread favorite stories.

Opening Activity

Ask parents/caregivers to listen to a reading of Catch Me If You Can!, thinking about how this story is similar to other popular children’s stories.

Point out how most of us remember words from those stories, because phrases are repeated (refrain), rhythmic, or said with great expression, and because the stories have been read and re-read to us.

(Say while clapping.) “Run, run, as fast as you can! You can't catch me..." [pause for participants to recall: I'm the gingerbread man!].
“Grandmother, what big teeth you have!”
Or "I'll huff, and I'll puff, and I'll... [pause for participants to recall: blow your house down.]"

Read expressively: play with emphasis (BIGGEST, BIG), pausing between “great-big-teeth” and use facial gestures to reflect the emotions in the text (afraid), or physical gestures to echo the meaning of words (hid, tail, claws, feet, teeth).

Accept reasonable responses, and if necessary, prompt comparisons to The Gingerbread Man (the chase!) and Little Red Riding Hood (the great big teeth, great big claws, etc.). Some participants may not be familiar with the European folktales of The Gingerbread Man or Little Red Riding Hood.

Other fairytales with refrains: The Monkey & the Crocodile (If you let me go…), The Tortoise and the Hare (slow and steady wins the race), The Three Little Pigs (…not by the hair on my chinny-chin-chin), and Juan Bobo (¡Ay, Juan Bobo!).

Central Ideas and Practice

Recall a time when you listened to a favorite song over and over again. In doing so, we often learn the melody first (can hum the tune), and then memorize the words to the chorus which were repeated throughout the song. Over time we could sing the full song, and finally we might have gained a deeper meaning by recounting the words to ourselves.

This same concept applies to early readers. Repetition, whether it is repeated readings of the same book or repeated phrases within a book, is a powerful tool for building readers. With each reading, children learn something new: first experiencing the book, then anticipating the sequence of the story and recalling words, and eventually connecting those words to the letters on the page.

As children become familiar with the story's phrases, they are better able to retell the story and build comprehension and understanding of plot structure. The predictability of repetitive stories provides comfort and builds confidence in children's ability to read, even if only by memory. By creating positive associations with reading, these books can help encourage a love of books and literacy.

This discussion about repetition and recall can be incorporated into lessons about nursery rhymes and folktales, as well.

Direct Instruction

Ask parents/caregivers to identify some repeated words that their children are likely to remember in Catch Me If You Can!

Write responses on a board or large for reference:

"They were afraid of his great big ____."
"I’m not afraid of your great big _____."
"Catch me if you can!"

Suggest parents/caregivers listen for their child recalling these words in future readings of the book. Brief pauses allow time for children to fill in the repeated word and contribute to the reading experience.

While reading and rereading the same picture books may not bring the same enjoyment to adults, there are ways to make each rereading a new experience. Here are some techniques that can make repetitive texts more engaging and meaningful.

Point to the words: Invite parents/caregivers to "point to pictures and words to assist the child in identification and understanding" (ACIRI II.2). Demonstrate this using the large, printed phrase: “Catch me if you can!” This helps children to connect the sounds they hear with the letters on the page, developing letter recognition and phonemic awareness. Children also notice the pattern of text being read from left to right.

Emphasize sounds and letters: While reading, emphasize the sounds and letters in repeated phrases. Within the phrase "Catch me if you can!" – emphasis can be placed on the "c" sound. As an extension, when the reading is complete review the text to find all the words that start with a letter "c."

Encourage active engagement: Parents/caregivers can encourage children to participate in the reading experience by asking them to fill in the repeated words or phrases. Demonstrate this to the parents/caregivers, using the phrase: "I'm not afraid of your great big _____." Facial expressions and gestures also help to support recall.

Make predictions: Pause when reading to ask your child what might happen next. By actively engaging with the text, children can build upon prior knowledge and develop critical thinking skills. In repeated readings, recalling the plot builds comprehension skills and confidence.

Expand knowledge: While reading, pause to offer additional information and expand knowledge. The Adult Education lesson offered an opportunity to research facts about dinosaurs that may be shared with children. Parents/caregivers can pause and point out the different types of dinosaurs within the illustrations, sharing their names, distinguishing features, or other fun facts. Discussing images and ideas while reading with children provides an important opportunity for informal learning. These types of spontaneous exchanges encourage curiosity and motivate children to ask questions, investigate, and learn at one's own pace.

Build vocabulary: Repetitive phrases offer opportunities to introduce new vocabulary. For example, by pausing when reading claws to think aloud: "Claws are like fingernails. Birds, lizards, and some animals have claws." Encourage children to ask questions and make connections to their own life experiences. "The cat has claws, but they would be much smaller than a dinosaur's claws!"

Model each technique during instruction.

Guided Practice

Divide participants into pairs or small groups. Invite groups to begin by reading the first few pages of the book. Ask parents/caregivers to use their books and role play these techniques with one another. Circulate among them, encouraging and praising, answering questions.

Independent Practice / Formative Assessment

At the conclusion of the role-play, share the successful use of techniques by participants. Review these techniques by engaging in a discussion about why it is important to read regularly and reread favorite stories – suggested questions provided.

During ILA, parents//caregivers of preschool and school age children are encouraged to use at least two of these techniques when reading together.

How can repeated readings build comprehension skills?
How can you vary your approach to repeated readings to keep it fun and engaging for both of you?
After reading and rereading a story, how can asking your child to predict aid in their literacy?
What is a technique for highlighting letter sounds?
What are some ways that you can use facial expressions and gestures to bring engagement with a text?
How can you encourage your child to draw connections to their own experiences while reading?
How can pausing to think aloud or provide additional information extend learning while reading?

Review Objectives

Reading regularly is important to developing literacy; and rereading favorite stories is a fun way to help build reading readiness and confidence in young readers. Just as we enjoy listening to and eventually singing along with our favorite songs, children love to hear repeated stories. Through repeated readings, adults can assist children in recognizing printed words and letters, building vocabulary and comprehension skills, and increasing connections to their own experiences while reading.

implement at least two techniques that encourage their children to recognize printed words and letters; and
explain why it is important to read to children regularly and to reread favorite stories.

Wrap-up / Closure

The next time your child reaches for the same book, don't be discouraged. Rereading is an important literacy strategy. Share the Reading Together handout with a list of the techniques shared in the lesson. Encourage parents/caregivers to apply the techniques demonstrated to other storybooks that their children enjoy.

Extension/Further Study

illustration of young figure wearing tissue boxes decorated as dinosaur feet.

four dinosaurs made from paper rolls cut to look like a stegosaurus, triceratops, brontosaurus, and tyrranosaurus rex

After reading Catch Me if You Can!, create dinosaur feet with two empty tissue boxes. Decorate the tissue boxes with paint and paper to add scales or claws. Children can use their imaginations as they stomp in their big dinosaur feet. Imaginative play helps children to process their learning and develop social/emotional skills. Extend the activity by measuring how many dinosaur feet it takes to walk across the kitchen, living room, or outdoor space.

Create a mini-Tyrannosaurus rex, Triceratops, Stegosaurus, or Diplodocus using empty rolls of toilet paper or paper towels and the provided templates. Cut out elements to create the neck, tail, and legs. Then bend the paperboard along the dotted lines to shape the dinosaur. Use paint, colored pencils, or crayons to add details to the face and body. Reenact the story of Catch Me if You Can! or develop new stories with these fun dinosaurs!

templates to use to cut out paper roll dinosaurs with instructions, hyperlinked to pdf to print

Create your own fossils! Take a ball of playdough and roll it out on a flat surface. Create fossil impressions using seashells to create impressions of ancient sea creatures, or hard washable toys to create unique impressions. These can also be made in cookie dough or airdry clay.

Looking for fossils can be an exciting adventure for all ages. Fill a small tub or bin with sand or beans. Then place toy dinosaurs, fake bones, airdry clay fossils, or any other fun objects deeply beneath the surface. Pretend to be paleontologists and dig with spoons, paintbrushes, and small utensils to uncover treasures!