Listed book selection criteria for pre school children and introducing how to read with/to children. Slides content sourced from Sparkletots school workshop with parents, and the workshop based on Singapore MOE L&L program.

1. READING WITH/TO
CHILDREN
Shared Book Approach (SBA) component

2. Reading
 Reading involves constructing meaning
from print. Generally, children go through
the following phases when learning to
read:
 Pre reading
 Initial reading
 Fluent reading

3. Reading with understanding
and for enjoyment
 Print and book awareness
 Alphabet knowledge
 Phonological awareness
 Word recognition
 comprehension

4. Book selection

5. Book selection criteria
 Story structure
 Content
 Language / Format

6. Story structure
Components
• Beginning
• Development
(action-
packed)
• Problem
• Satisfying
• Happy ending
Characters
• Uncomplicated
• Believable
• Strong
Dramatic appeal
• Safe edge of
fear
• Sadness
• Suspense
• Happy ending

7. Story structure
 The story “must affirm the child. It must
be a mirror that show the child to
herself/himself as a wonderful person, a
hero, a winner.” – Joy Cowley

8. Content
Concepts
• No too difficult or abstract.
Theme
• Related to experiences and level of understanding of
children.
Length
• Not too long in view of attention span of preschool
children.

9. Content
 Appropriate having regard to the child’s
age, level of development and interest.

10. Language / Format
Language
• Natural
• Simple sentence
structure
• Rhyme
• Repetition
• Familiar/sight/high
frequency words
Illustrations
• Support and
complement text
Text
• Directionality
• Left justified
• Typeface
• Font appropriate in
size with proper
spacing

11. Reading with/to Children

12. Reading with/to Children
 Introducing a new book
 First reading
 Asking questions
 Children’s questions
 Second reading

13. Introducing a new book
 Show cover of book and get children to
describe it and share what they think the
book is about.
 Invite children to relate the cover content
to prior knowledge.
 Point and read the title, author and
illustrator.

14. First reading
 Ask for pre directions or ask questions to
focus on illustrations for each page.
 Read the text aloud, pointing to the words
fluidly as you read.

15. Asking questions
 Engage children’s interest
 Provide opportunity for them to talk about
the story as it unfolds.
 Stimulate thought and foster understanding.
 Ascertain understanding and direct
attention to a specific point.

16. Asking questions
 Too many questions may disrupt flow of
the story and cause children to lose
interest.
 Re-phrasing every question will confuse
children.
 Acknowledge children’s responses.

17. Children’s questions
 Children ask questions to clarify or extend
their understanding.
 Encourage them to ask questions.
 Acknowledge children’s questions and
answer them as best you can.
 Do NOT ignore or dismiss them.

18. Second reading
 Re read the book straight through without
stopping, encouraging children to read
with you.
 Have children respond to the story in
some ways.

19. Reading with your children
 “Reading with your children” by British
council SG on YouTube
 Suggestions
 Show the cover of the book
 Ask personalized questions
 Use picture clues from the story
 Check understanding of the context
 Use different voices
 Encourage prediction skills
 Use actions to make it engaging
 Re-reading builds self-confidence
 Ask your child what they liked/disliked