Training Guides for the Head Start Learning Community:
The Magic World of Reading: Opening Doors for Children
Module 3

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The Magic World of Reading: Opening Doors for Children


In this module, participants learn to choose a variety of books that are appropriate for young children, select books for individual children, and read aloud to children one-on-one and in small groups.

Outcomes

As a result of completing this module, the staff will be able to:

Key Concepts

Background Information

Reading is more than pronouncing the words correctly; the reader has to take meaning from the words. A competent reader can pronounce the words on a page, understand what they mean, and get information from them. Reading is the key to learning and a tool we use throughout our lives.

For many years, parents and educators believed that reading and writing were difficult skills that children would be ready to learn only at a certain point in time and no sooner. Early childhood programs offered materials and activities designed to help children gain prereading skills so they would be ready to begin the process of learning to read and write.

Emerging Literacy

Researchers who have studied children's literacy development now believe that children begin learning about language--listening, speaking, reading, and writing--very early in life. The reading readiness approach has been replaced with emerging literacy, a theory that describes literacy development as a gradual, ongoing process that takes place over time. Emerging literacy views oral language, reading, and writing as interconnected parts of literacy development. Each of these language skills supports the development and use of the others.

How Young Children Learn

Young children learn about reading and writing in the same way they learn about other things. They watch and imitate adults, they explore materials, and they make their own discoveries about how written language works. Through trial and error, problem solving, and forming and testing hypotheses, they learn about written language. For example, children learn from experiences with materials and other people that:

Children who understand that spoken language is made up of discrete sounds--phonemes and syllables--find it easier to learn to read. Phonemes are the smallest units of sound that make up the syllables and words of a language. Research has shown that phonemic awareness--the ability to associate specific sounds with specific letters and letter combinations--is one of the best predictors of success in learning to read.

Most children develop phonemic awareness naturally, over time. They play with words by changing the first letter, make up rhymes, and invent new words. Head Start staff/FCC providers and families can encourage the development of phonemic awareness by listening and talking to children, encouraging them to talk with each other, singing songs, and reciting poems and rhymes. Frequent read-aloud sessions featuring familiar and favorite books can also help children develop phonemic awareness.

Although much of children's literacy learning is self-directed, adults play an important role. They serve as models for reading and writing, choose books that are individually and developmentally appropriate, read aloud and talk about the stories, make books available so children can look at them on their own, provide writing materials, and ask children about their written work.

Choosing Books

There are many excellent books for young children. (See Appendix E: Books for Young Children for descriptions of different categories of books for young children and Appendix F: Choosing Books with Diverse Characters and Themes for Young Children for a guide to selecting books that depict cultures, abilities, and families in positive ways.) Choosing books with the characteristics of individual children in mind is an excellent strategy for individualizing the program. Staff and families can look for books that:

Some books do not enhance children's learning. For example, most books featuring toys or characters that originated in movies and television shows do not use rich, interesting language that stimulates imaginations and creativity. The children's librarian at the local library can recommend notable authors, illustrators, and books. Families and Head Start staff can discuss the characteristics of individual children with the librarian and ask for recommendations of books that would appeal to specific children.

Each year, several children's books receive awards for their high quality, including the Caldecott Medal and the Coretta Scott King Award. Many libraries publish lists of current and past award-winning books and books that were nominated for awards. The American Library Association and the Library of Congress publish book lists that should be available at the local library. Professional journals such as The Horn Book, Book List, and Young Children publish reviews of children's books. (See Appendix F: Choosing Books with Diverse Characters and Themes for Young Children and Appendix G: Getting to Know Children's Literature for more information on choosing children's books.)

Reading Aloud

Reading aloud to children every day, beginning in infancy and continuing into the elementary school years, fosters literacy development. Children who are read to from infancy associate reading with the pleasant, warm feelings they had while sitting in a favorite person's lap, looking at books together, and hearing his or her voice. They learn that their family values reading as an important part of their lives. One sign that children enjoy being read to is that they ask for more.

Reading aloud can take place at home and at Head Start, one-on-one and in small group sessions. Parents, grandparents, older siblings, neighbors, and Head Start staff can read aloud to children. Guest readers--the program director, a librarian, a parent, a police officer--can visit the program to share their favorite books with children.

Successful read-aloud sessions involve much more than saying words and turning pages. Children take meaning from the words and expand their understanding and enjoyment of the story when adults encourage them to talk about the characters, setting, and plot and relate them to their own lives. Adults can express their own enjoyment of the story and characters. Children and adults can look at the pictures together, examine the details, and discuss what they like and dislike.

Children often want to read their favorite books again and again. Although adults may tire of the same book, these repeated readings help children listen to the story and understand the meaning of the words used to describe the characters and setting. Children may begin using words and phrases from the book during conversations with others.

Reading aloud supports children's emerging literacy in many ways:

Emergent Reading

Children who are read to often are likely to pretend to read to themselves, just as they pretend to do other things they have experienced with adults. A baby may pick up a cardboard book--upside-down perhaps--and turn the thick pages while babbling to herself. A toddler might make up a story while looking at a wordless picture book or retell a favorite story that has lots of repetition and a predictable plot.

At home and at Head Start, many preschool children engage in emergent reading--looking at familiar books on their own and retelling the story in their own words to themselves or others. Through emergent reading, children practice the reading behaviors they have experienced during one-on-one or group reading sessions with their families and teachers. They hold the book upright and turn the pages. They get clues from the pictures, and tell the story in the correct sequence, using words that are similar to but not exactly the same as the written text. What makes emergent reading significant is that children are not simply remembering the words in the book. By telling the story in their own words, they are demonstrating that they understand the sequence and meaning of the story.

Sharing Books without Reading the Words

In some families, the adults do not read aloud to children because they cannot read or feel that their reading skills are so limited that the read-aloud experience will be frustrating and unpleasant. Head Start grantees and delegate agencies must provide family literacy services directly or through referrals to other agencies. Many programs form linkages with their communities' family literacy projects. In addition, staff can use strategies such as the following to show families how to share books with their children without reading the words.

Model how to look at and talk about a wordless picture book. Ask the child to make up a story to go with the pictures. Ask questions about the pictures such as:

What do you see?
What are the characters doing?
How do you think the characters are feeling?
What do you think will happen next?
What do you think characters are saying?
Could this happen in real life?
What would you do if you were the . . . ?

Model how to look at books and talk about the pictures. Tell the story in your own words. Let families know that they do not have to read every word on the page to help their children learn that books are important. Talking about books lets children know that their families think books are valuable.

Create a lending library so children take home a few of their favorite books from Head Start. Children can share these favorites with their families. Or write down the titles and authors of a child's favorite books and suggest that the family borrow these books from the library.

Include books on tape in your lending library or suggest that families borrow them from your local library. Explain to families that they can listen to a tape while looking at the book with their children. After the tape is over, families can talk with their children about the story and characters, draw pictures, or listen to the story again.

Encourage families to tell stories to their children. This is an opportunity to pass on a family's history, reinforce cultural values and beliefs, or create imaginary characters and situations.

Making Books Available

In addition to reading aloud, families and Head Start staff can encourage emergent reading by making books available throughout the home or classroom. At home, children can look at books in any room and outdoors. At Head Start, children can read in the library area, in the interest areas, and outdoors. For example, the house corner can include cookbooks, books to read to babies, and books and magazines. The block area might offer books about construction, bridges, and castles. The art area can include books about different forms and styles of art--sculpture, photography, and abstract paintings.

Families and Head Start staff can provide books for children to read when away from their home or classroom. Children can look at books while riding on the bus, waiting to use the bathroom, waiting at the health clinic, and visiting the park. (See the Next Steps section of this module for information on groups that help Head Start give away books to children.)

Creating Literacy-Rich Environments Young children are exposed to oral and written language at home, in the community, and in child development settings such as Head Start. Children see print on signs and bulletin boards, on food packages, and in newspapers and magazines. They play with alphabet blocks, puzzles, and magnets and draw and write with crayons and markers. Children as young as age two can take meaning from signs, labels, and logos at home and in the community. They recognize words as symbols for a favorite restaurant, drink, or brand of sneakers. Families and Head Start staff can make sure that children notice the print around them, see how adults use reading and writing to accomplish goals, and have many opportunities to look at books, use writing and drawing materials, and incorporate reading and writing in their play.

Trainer/Coach Preparation Notes: This module focuses on choosing books that are developmentally appropriate and that respond to the characteristics of individual children and on reading aloud to children one-on-one and in small groups. The next module focuses on the ways families and Head Start staff create literacy-rich environments that support children's language learning. The activities in both modules address the skills used to support preschool children's emerging literacy. Information on reading with infants and toddlers is included in Appendix H: Reading with Babies and Toddlers. Trainers can use this appendix to adapt the activities for participants who work with younger age groups.


Activity 3-1:
What Makes a Good Book Good?		 Workshop icon Purpose: In this activity, participants define reading, learn about emerging literacy, discuss individually and developmentally appropriate books for young children, and plan ways to use their local library as a resource for families, classrooms, FCC homes, and group socialization sessions.

Outcomes:

Participants encourage children to develop a love of reading.

Participants select books that reflect children's interests, skills, abilities, cultures, and families.

Participants collaborate with families to ensure that every child has access to books at home and has a regular time for reading.

Trainer Preparation Notes: You may want to ask a children's librarian at the local library to assist you in planning and leading this workshop.

Some additional preparation is necessary for the following steps:

Step 3: Put together a collection of pictures and photographs of babies, toddlers, and preschoolers looking at books. You will need one picture per table of participants. You can find pictures in magazines and catalogs or take photographs of children in home and center settings. If you plan to use the pictures again, mount each one on cardboard and cover it with clear adhesive paper.

Step 4: When participants sign up for this workshop, ask them to bring a children's book that they would recommend to others who work with preschoolers. If this is not possible, bring enough children's books with you so each participant will have one.

Step 8: Collect pamphlets, brochures, book lists, and other materials about the early childhood services offered by the local library.

Materials:

  1. Explain to participants that this activity will focus on choosing books that are developmentally appropriate for young children and reflect the characteristics of individual children. Participants will define reading, learn about emerging literacy, discuss what makes a book good for young children, and plan ways to use their local library as a resource for encouraging young children's language learning.

    Trainer Preparation Note: If participants in this workshop work with children of different ages you might want them to form groups by age group (all those who work with toddlers form a group) or form groups that represent a range of ages.

  2. Place a stack of index cards on each table. Ask participants to write a definition of the word reading on an index card. Have them discuss their definitions with others at their table. Ask each table to agree on a single definition. Give participants 10 minutes to complete this assignment.

  3. Ask each group to share their definition with the full group. If necessary, point out that reading is more than pronouncing words. It is the ability to take meaning from the printed words on a page.

    Use the Background Information for this module to provide an overview of emerging literacy and the strategies that families and Head Start staff can use to support children's language learning.

  4. Give each table one of the pictures showing a baby, toddler, or preschooler with a book. Ask participants to discuss what they think the child in the picture is doing and how it is related to reading. Give participants 10 minutes to complete this assignment.

  5. Have each group describe a reading behavior demonstrated in the picture. For example, the pictures may show behaviors such as the following:

    • Chewing on a book
    • Holding a book right-side up
    • Sharing a book with another person
    • Pointing to the pictures
    • Naming familiar objects in the pictures
    • Retelling the story to himself or herself
    • Getting excited about something in the book

    Point out that these behaviors contribute to a child's emerging literacy. Lead into the next step of this activity by discussing the importance of choosing quality books that appeal to young children.

    Trainer Preparation Notes: If participants did not bring children's books with them, distribute the books you are providing for this activity. Allow participants several minutes to read their book.

  6. Have participants work in small groups of four or five persons to share and discuss their children's books. Distribute and review the instructions for Handout 13: What Makes a Good Book Good? Give participants 45 minutes to complete this assignment.

  7. Ask each small group to share, in round robin style, the characteristics that the books had in common. Record the characteristics on chart paper and post it in the room. Some of the following characteristics may show up on your list:

    • Repetitive words and phrases
    • A predictable plot
    • Rich, descriptive language
    • Nonsense and fantasy
    • Characters solving problems and getting along with others
    • Concepts such as seasons, sizes, or feelings
    • Everyday life
    • Beautiful pictures
    • Detailed illustrations
    • Words that are fun to say out loud
    • Female and male characters shown as thinkers and doers
    • Diverse characters who are depicted without use of stereotypes
    • Positive portrayals of characters with disabilities

    Arrange to have the list typed and distributed to participants to use as a guide for selecting books for preschool children.

  8. Have each group describe the unique features of one of the books they shared. Ask the participants to think of a child with whom they work who would enjoy this book. Discuss why the book would be particularly appropriate for this child. For example, a book might reflect the child's:

    • Home language
    • Family experiences
    • Interests
    • Skills
    • Desire to overcome a fear such as going to the dentist
    • Need to handle a new situation such as moving to a new home

    Encourage participants to use what they know about individual children when selecting books and when recommending books to families.

  9. Use the Background Information in this module, Appendix E: Books for Young Children, and Appendix F: Choosing Books with Diverse Characters and Themes for Young Children to describe the different kinds of books for young children. Distribute copies of these appendices to participants and suggest that they use these as resources.

  10. Review the philosophy of emerging literacy and the strategies adults use to support children's language learning, including choosing developmentally appropriate books that reflect the characteristics of individual children. Explain that the next workshop in this module focuses on reading aloud to children. Distribute Appendix G: Getting to Know Children's Literature and encourage participants to use the book lists, Web sites, and other resources to get to know high-quality children's books.

  11. Building Bridges with Families: Distribute the pamphlets, brochures, book lists, and other materials about the early childhood services offered by the local library. Have participants work with colleagues--for example, members of their classroom team, home visitors, or other FCC providers--to make plans for using the library's services and sharing this information with families.


Activity 3-2:
Taking Stock: Choosing the Right Books		 Coaching icon Purpose: In this activity, participants consider what children know about reading, learn about emerging literacy, discuss individually and developmentally appropriate books for young children, take a book inventory with a colleague and one or more families, and use the local library to add to their book collection.

Outcomes:

Participants encourage children to develop a love of reading.

Participants select books that reflect children's interests, skills, abilities, cultures, and families.

Participants collaborate with families to ensure that every child has access to books at home and has a regular time for reading.

Materials:

  1. Explain to participants that this activity will focus on choosing books that are individually and developmentally appropriate for young children. Participants will consider what children know about books and reading, review the philosophy of emerging literacy, discuss the characteristics of individually and developmentally appropriate books, conduct a book inventory with colleagues and one or more families, and use their local library as a resource for updating their book collection.

  2. Ask participants to imagine they are a four- or five-year-old child who has been exposed to books and reading since infancy. Ask participants, What are some of the things this child knows about books and reading? Participants may come up with answers such as these:

    • I read books by holding them right-side up.
    • Words and pictures are different.
    • Words tell us something about the pictures.
    • Words on the page have meaning--that is what we read.
    • Pictures and words symbolize objects, feelings, and actions.
    • I read and write from left to right and top to bottom.
    • Written words are made up of letters.
    • Written words are separated by spaces.
    • Each letter has at least two forms--capital and small.
    • Each letter has its own name.
    • Putting letters together in certain ways makes words.
    • Written words stay the same; the meaning does not change.
    • Books and print communicate messages.
    • Stories have a beginning, middle, and end.
    • Stories stir up your feelings and send you special messages.
    • Looking at books and reading are fun.
    • Books are valuable; I should take care of them.

    Make the point that this list represents a lot of learning, much of which takes place naturally, over time as children make their own discoveries about reading and writing.

  3. Use the Background Information for this module to provide an overview of emerging literacy and the strategies that families and Head Start staff can use to support children's language learning:

    • Choosing individually and developmentally appropriate books

    • Reading aloud to children and talking with them about the characters, setting, and plot and how those elements relate to their own lives

    • Making books available to children at home and in Head Start settings so the children can look at them on their own

    • Providing writing materials to use at home and in Head Start settings so children can make their own discoveries about the connections between reading and writing

  4. Distribute and discuss the information in Appendix E: Books for Young Children and Appendix F: Choosing Books with Diverse Characters and Themes for Young Children. Distribute and review the instructions for Handout 14: Book Inventory and the information about the local library's services for young children. Encourage participants to complete this activity with colleagues and involve one or more families. If necessary, help participants think of specific tasks that do not require a high level of literacy skills. Have participants complete this assignment before the next coaching session.

  5. Meet with participants to discuss their completed Handout 14: Book Inventory. Talk about ways to continue choosing books that are individually and developmentally appropriate and continue using the library's resources. Distribute Appendix G: Getting to Know Children's Literature and encourage participants to use the book lists, Web sites, and other resources to get to know high-quality children's books. Encourage participants to support family reading times by providing families with information about choosing quality books for young children and using the local library.

  6. Building Bridges with Families: Suggest that participants form a group of colleagues and families to make a collection of book fun boxes (a shoe box or other small container) for children to use at home. In each book fun box , include a children's book, materials (for example, crayons and paper), other items (puppets or an object tied to the story), and a list of activities related to the book that parents can do with their children. The group can decide on guidelines for borrowing and returning the boxes. An example follows:

    Book: Chicka Chicka Boom Boom, by Bill Martin, Jr., and John Archambault

    Materials: Colored paper, scissors, glue, beans, small containers, tape

    Other items: A pair of maracas, alphabet blocks

    Activities: Make a collage with brightly colored paper, make noise makers by filling the containers with beans and taping them shut, make up a tune to go with the book's refrain (chicka, chicka, boom, boom), pile the alphabet blocks and watch them tumble and use the noise makers and maracas when the blocks tumble down.


Activity 3-3:
Will You Read to Me?		 Workshop icon Purpose: In this activity, participants practice reading aloud to children in small groups and one-on-one and discuss techniques for one-on-one reading times.

Outcomes:

Participants encourage children to develop a love of reading.

Participants read to children one-on-one and in small groups, using developmentally appropriate strategies.

Participants plan follow-up activities and experiences and offer props that enhance children's enjoyment and understanding of books.

Participants collaborate with families to ensure that every child has access to books at home and has a regular time for reading.

Trainer Preparation Notes: When selecting developmentally appropriate books for this workshop activity, select books that reflect the individual characteristics of the children enrolled in this Head Start program. Include a variety of books--for example, a story book, folk tale, concept book, fantasy, predictable book, and so on. Display the books on a table.

Materials:

  1. Explain to participants that this activity will focus on reading aloud to children in small groups and one-on-one.

  2. Post four pieces of chart paper in the room and place markers nearby. Write one of the following questions on each piece of paper:

    What do children learn when someone reads to or with them?
    How can Head Start support family reading times?
    What do you like best about reading aloud to children?
    What is your greatest challenge when reading aloud to children?

    Have participants work in pairs to discuss and record their answers to these questions.

  3. Discuss participants' responses to the first two questions. Make the following points:

    • Children who have been read to are more likely to become strong readers and be successful in school.

    • Reading aloud to children motivates them to want to learn to read to themselves.

    • Children develop an understanding of reading concepts by using the information they collect from participating in read-aloud sessions.

    • Children use critical thinking, creativity, and problem solving while discussing the characters and events in a book.

    • Reading aloud introduces children to new words and phrases that they often incorporate into their own vocabularies.

    • Head Start staff can read aloud and discuss books with one or two children at a time and with small groups.

    • Children who come from homes in which books and reading are valued and a part of daily life are more likely to be early readers and do well in school. Head Start staff should actively support family reading times.

    • Adults, regardless of the level of their literacy skills, can share books with children.

  4. Discuss participants' responses to the last two questions. Have participants share how they make reading aloud an enjoyable experience for adults and children. Ask participants to describe the strategies that they use to overcome challenges. Emphasize the importance of preparing to read a book aloud.

  5. Distribute the first copy of Handout 15: Checklist for Reading Aloud to Preschoolers. Review the items on this checklist. Ask participants to form small groups of four or five persons. Have each group select a children's book to read aloud. Explain that each group will have 20 minutes to use Handout 15 to prepare for reading their book aloud and to plan ways participants can follow up on this book after reading it to children.

  6. Have a member from each small group read the book aloud to another group. During the reading, participants in the remaining groups will observe and assess the read-aloud session using the items on Handout 15. After each reading, discuss what went well, how the children responded, and what could be done differently. Have each group share their follow-up plans.

  7. Lead a discussion about reading to one or two children at a time. Ask questions such as these:

    When and where do these readings take place?
    What books do you usually read?
    Who initiates the reading session?
    What do the children do? How do they participate?
    What do children gain from these read-aloud sessions?

  8. Distribute the second copy of Handout 15: Checklist for Reading Aloud to Preschoolers. Assign a different section of the checklist to each group. Give participants 15 minutes to revise the checklist so it applies to reading to one or two children at a time.

  9. Ask each group to share the changes they made to the checklist. Ask, What strategies remained the same? Which ones were changed? How were they changed? Collect the revised checklists and arrange to have them typed, copied, and distributed to participants.

  10. Building Bridges with Families: Suggest that participants use the revised checklists to share what they have learned about reading aloud with families. They could offer a workshop on read-aloud techniques and strategies, make an audiotape that demonstrates the tips listed on the checklist, or develop a one-page handout on read-aloud tips.


Activity 3-4:
Would You Like to Hear a Story?		 Coaching icon Purpose: In this activity, participants identify and respond to the emerging literacy skills of a specific child while planning and carrying out a small group reading experience.

Outcomes:

Participants encourage children to develop a love of reading.

Participants read to children one-on-one and in small groups, using developmentally appropriate strategies.

Participants plan follow-up activities and experiences and offer props that will enhance children's enjoyment and understanding of books.

Participants collaborate with families to ensure that every child has access to books at home and has a regular time for reading.

Materials:

  1. Explain to participants that this activity will focus on selecting books with a specific child in mind and reading aloud to children.

  2. Distribute Handout 16: Portrait of an Emergent Reader and discuss the example on the first page. Work with participants to complete the second page of the handout for a child with whom they work. Point out that the child described will serve as the focus child for this activity.

  3. Distribute and discuss the information on Handout 15: Checklist for Reading Aloud to Preschoolers and Handout 18: Open-Ended Questions for Reading Aloud. Distribute and review the instructions for Handout 17: Responding to an Emergent Reader. Have participants complete this assignment before the next coaching session.

    Coach Preparation Notes: If possible, observe participants reading a book aloud to a small group of children. Record what you see and hear, in writing or on audio or videotape.

  4. Meet with participants to review what happened during and after the read-aloud session. (If you observed participants reading aloud, share your written or taped notes.) Use Handout 15: Checklist for Reading Aloud to Preschoolers as a discussion guide. Talk about how the focus child responded to the book and how he or she explored the book after it was displayed in the library area. Ask about what happened when participants spoke with the child's family about his or her emergent reading skills. What plans did they make to continue supporting the child's skills in English and his or her home language?

  5. Ask participants to think about times when they read a book to one or two children at a time. Discuss how these experiences are similar to and different from group reading sessions. Have participants plan ways to include both types of read-aloud sessions during each day.

  6. Suggest that participants repeat this activity and focus on other children with whom they work. Encourage them to pay particular attention to children who are learning English and a home language, children who have diagnosed speech disorders or delays, and children who seldom look at books on their own.

  7. Building Bridges with Families: Suggest that participants encourage families to read with their children at home by setting up a Head Start lending library. Books for adults and children can be loaned overnight or for a few days at a time. Set up a system for keeping track of the books. Send books home in small plastic zipper bags or vinyl pouches. (Remind families to keep plastic bags out of children's reach to prevent suffocation.) Include a few sample tips for reading aloud with young children. The library can also include audiotapes, instructions, and words for finger plays and songs the children enjoyed through Head Start.


Next Steps:
Ideas to Extend Practice		 Next Steps icon Participants can build on the skills developed through this guide by completing the following activities independently or with other staff. Some of these activities can contribute to the participants' professional portfolios.

Plan a Library Field Trip

Ask Head Start staff who work in partnership with families to help you lead a library field trip for a small group of families. (Use what you learn from the first trip to plan subsequent trips for other interested families.) Ask the librarians at the local library to help plan the visit. Include a tour of the adult and children's sections of the library, allow time for families to get library cards, and highlight the many services offered by libraries such as story hours, workshops for parents and teachers, programs for children with speech and language disorders, and materials available in a variety of languages. If possible, walk to and from the library or use public transportation so families will know how to get there with their children. If this is not possible, provide transportation.

Possible Portfolio Entry: Brochures, pamphlets, and other items from the library and photographs of Head Start families taking advantage of the library's services

Learn about Sources of Free or Low-Cost Books

Find out about national, state, and local organizations that are committed to making sure young children have access to books. Some of the following groups can help Head Start programs sponsor book distributions:

Reading is Fundamental (RIF) is the nation's leading children's literacy organization. Its mission is to encourage America's children to read often and well by providing access to books and the motivation to read them. Through a nationwide grassroots network of programs, RIF promotes the literacy development of nearly four million people each year.

Through training, program materials, and technical assistance, RIF helps staff and parents in Head Start, Even Start, and early childhood settings improve family reading habits and enhance the time families spend sharing books with their young children. One RIF initiative, Family of Readers, is designed to actively involve parents in selecting books and planning and operating book distribution events. See the Resources section of this guide for a list of RIF Guides for parents on reading and related topics. For more information contact:

Reading is Fundamental, Inc.
600 Maryland Avenue, SW, Suite 600
Washington, DC 20024
Phone: 202-287-3220
Fax: 202-287-3196
Web Site: http://www.si.edu/rif

First Book is a national organization committed to giving disadvantaged children the opportunity to read and own their first books. This group partners with national bookstores and other organizations to distribute free books.

First Book
1133 Connecticut Avenue, NW
Washington, DC 20036
202-393-1222

Rolling Readers USA, started by a San Diego businessman, operates in several locations throughout the country. The group gives a hardbound book to each child three times a year and organizes volunteers to visit programs such as Head Start once a week to read to children.

Rolling Readers USA
3049 University Avenue
San Diego, CA 92104
1-800-390-READ

Local businesses and service organizations such as the Kiwanis Club may offer grants to cover the costs of purchasing children's books. Several major publishers of children's books sponsor book clubs that feature popular titles at reasonable prices. Look for new and used books in good condition at yard sales, thrift shops, rummage sales, and discount stores.

Possible Portfolio Entry: One-page summary to share with other Head Start staff that lists sources for children's books and the services they provide

Invite Guests to Read

Establish a network of guest readers who can visit classrooms or group to Children socialization sites to share their favorite books with the children. Include Head Start staff, representatives from the community, volunteers, health care providers, and any other persons you know who would enjoy reading aloud to small groups of children. With each invitation, provide a simple, one-page handout that offers tips for choosing a book and for preparing and involving children during the read-aloud session.

Possible Portfolio Entry: List of guest readers and the handout on reading aloud with young children

Handouts

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