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Lehman College Read Aloud Resource: Reading Aloud

List of Readings

Read Alouds at the Child Care Center bring high quality picture books and engaging readings to the Lehman College Child Care Center children. Readings this semester include:

April 20, 2018

Reader: Alison Lehner-Quam read Apples and Robins; Dude; Bear and Wolf; and Hello, Hello.

March 2, 2018

Readers: Steven Jimenez and Alison Lehner-Quam read Hello Spring, Puddle, See Pip Point, Thank You Bees, and We are Growing!

Feburary 2, 2018

Readers: Alison Lehner-Quam read Baby Animals Playing, I am (Not) Scared, Littles, My Feelings, Spring Hare, and Where are You?

December 8, 2017

Readers: Stacy Katz and Alison Lehner-Quam read Bob, not Bob!; Baby Goes to Market, Bugs from Head to Tail; Mighty, Mighty Construction Site; Say Zoop!; When's my Birthday; Where Are you?; and Wolf in the Snow.

November 10, 2017

Readers: Stefanie Havelka and Alison Lehner-Quam read Alfie, Anywhere Farm, Big Cats, La, La, La, Look Outside!, Wake Up!, and Wet.

October 6, 2017

Readers: Steven Jimenez and Alison Lehner-Quam read After Fall; Cars Go; Chengdu Can Do; Don't Blink; The Five Forms; Float; and Wolf in the Snow.

September 8, 2017

Readers: Alison Lehner-Quam and Michelle Ehrenpreis read Big Cat, Little Cat;  Dog on a Frog; Escargot; Noisy Night; Now; and When Andy Met Sandy.

Tips for Reading Books to Children

1. Introduce the title of the book, author, and illustrator. It is valuable for children to know that the books have been created by people. The more that they are familiar with the creative output of others the more prepared they will be to share their own stories. Engage the child in a conversation about what they notice in the front cover of the book.

2. Make sure that the children can see the book—and the text and the illustrations as you read the story.

3. Introduce a theme or issue in the book by asking the children an open-ended question. This engages the children before they listen to the book.

4. When you are into the text ask the children to guess what will happen next in the story. You'll be encouraging them to predict and wonder.

5. Let the children see your mind at work by wondering and thinking aloud. Modeling the thought process will help them see themselves as thinkers and will encourage them to express their own ideas.

6. At the end of the story ask a reflective open ended question. This will give the children a chance to respond to the reading and will help you assess their understanding of the story. Ask them to talk about the characters they met in the story, and to share what they thought and wondered.

Church, E. B. (2007). “Reading aloud artfully.” Scholastic Early Childhood Today. January/February, 5.
Coiro, J. (2000). “Why read aloud?” Early Childhood Today. 15(2), 12.
Marrus, Iris. (2012 Fall Term). Lectures from Developing Music Appreciation in Early Childhood Settings, Birth to Grade 2. Bronx: Lehman College.
McGee, L. M. & Schickedanz, J. (2007). “Repeated interactive read-alouds in preschool and kindergarten.” The Reading Teacher. 60(8), 742-751.
Ray, K. W. & Glover, M. (2008). Already ready. Portsmouth, NH: Heinemann. 145.

Education Librarian

Alison Lehner-Quam's picture
Alison Lehner-Quam
Leonard Lief Library

250 Bedford Park Blvd. West

Bronx, NY 10468


Suggested Readings

Amsberry, D. and Rojas, A. (2005-2006) "Connecting academic libraries and early childhood literacy: Story time on campus." JLAMS 2(1) 5-16

Fox, Mem. (2001). Reading magic : Why reading aloud to our children will change their lives forever. New York: Harcourt. Call number: Education - LB1042 .F64 2001

McGee, L. M. and Schickedanz, J. (2007). "Repeated interactive read-alouds in preschool and kindergarten." The Reading Teacher. 60(8). 741-751.

Ray, K. W. & Glover, M. (2008). Already ready: Nurturing writers in preschool and kindergarten.  Portsmouth, NH: Heinemann.