Get out the vote! Election Read-Alouds

It's election time again. The news is full of election antics from candidates running for dog catcher to president. We're reposting a piece from October 2012 that describes an excellent election-themed Read-Aloud at Woodbury Park. Here's a short video of a bit of the Read-Aloud:

One of the things that makes this an especially good Read-Aloud is that the volunteers created an activity allowing the kids to experience the ins and outs of voting firsthand, and they made the activity meaningful by using the results of their elections to determine future Read-Aloud snacks and themes.

Doing a Read-Aloud on elections is a great way to connect what the kids are hearing about in the real world with books, reading and fun activities. 

Here's the 2012 post: 

In anticipation of Election Day, we organized a theme around elections, voting and democracy. We began the session by discussing ways in which the children already get to vote, whether for their favorite food at home, for a class representative at school or about what to do with their friends. 

We first read Duck for President by Doreen Cronin, in which Duck is tired of doing his farm chores so he holds elections to take over the farm from Farmer Brown. In an entertaining story, Duck continues to run for higher and higher office to redress certain grievances.  

We also read Max for President by Jarrett Krosoczka. Max and Kelly decide they both want to be class president in a tale about election processes and compromise.  

And finally, we read Otto Runs for President by Rosemary Wells.  It presents a similar theme of class elections, but shows what happens in a “race to the bottom” filled with unrealistic campaign promises. 

Other election books we brought to the Read-Aloud included: 

Vote! by Eileen Christelow

If I Ran for President by Catherine Stier

Larue for Mayor by Mark Teague

I Could Do That! by Esther Morris

Grace for President by Kelly DiPucchio

Woodrow, the White House Mouse by Peter and Cheryl Barnes

Clifford for President by Acton Figueroa

My Teacher for President by Kay Winters

D is for Democracy by Elissa Grodin

Why Are Elections Important? by Jacqueline Laks Gorman

Voting in an Election by John Hamilton

Activities

We then demonstrated democracy in action by voting at multiple polling stations. To prepare for the voting, every child made a Voter Identification card and every volunteer an Election Official card. The children wrote their names on preprinted identification cards, then hole-punched them and tied a yarn “lanyard” through them. At the same time, the Central Election Official also set up three separate tables for polling places. 

When everyone had their IDs, we divided the kids into three groups and assigned the voters and election monitors to their first polling place. To be successful, following directions was important, much like in real-life voting. The volunteers helped the children understand the question they were voting on and the procedure for voting at each station. 

• Favorite Color/Favorite Sport — Ballot Box
• Choice of Snack — Cast Lots
• Future Read-Aloud Topics — Computer Tabulation (requires a laptop)

At each station, the election monitors checked the voter IDs, verified that each child had not already voted, explained the voting question and helped the children cast their vote.  

At the first polling place, the children marked a paper ballot and deposited it in a box. At the second, a marble was added to the jar representing their vote and at the third, the voters selected from multiple options on a computer. The team used this last vote as a way of determining the interest level in certain topics we were considering for future Read-Alouds. 

About every 5 minutes, once everyone had voted at their polling place, the Central Election Official called time and each group moved to the next polling place. After everyone had voted at all of polling places, the volunteers and one or two Deputy Monitors tallied the vote, and then the deputies delivered the official results to the Central Election Official. 

We then discussed the differences among the voting methods, revealed the overall results to all the children on a white board, and informed them that they (unknowingly) had voted for a treat at a future Read-Aloud (the snack choice vote). 

Everyone really enjoyed the voting. It was entertaining to see the children and volunteers take their roles seriously and to watch the children try to influence each other.  

Guest blog post written by Jason Dutil, volunteer at Woodbury Park.



To receive credit for this online training, please fill out the form here.

Readers Come in All Languages

Learning to speak a new language is hard. So is learning to read. Trying to do both at the same time is doubly challenging. Understandably, this situation can end up crushing a kid's motivation and love of learning. 

The Reading Connection serves many kids who speak a language other than English at home and who may be developing their English language and reading skills at the same time. Our goal is to boost their reading motivation and fuel their love of learning, so we need to be mindful of their situation.

Feel Dumb

[My teacher] points to me, then to the letters of the English alphabet.

I say A, B, C and so on...

[My teacher] points to the numbers along the wall.

I count up to twenty...

I'm furious, unable to explain I already learned fractions and how to purify river water.

So this is what dumb feels like.

I hate, hate, hate it.

--Inside Out and Back Again by Thanhha Lai

English language learners make up the fastest growing population of students in U. S. schools. How can you help English language learners become enthusiastic, motivated readers while building their new language skills at the same time? Here are a few ways to support literacy development for these kids.


Slow down and ante up

English language learners frequently coming from under-resourced communities and have to do much more with less. Under-resourced communities have fewer books available for kids, and the kids living there may also have fewer chances to build the background knowledge and vocabulary that will help them with reading comprehension. That's the "less." English language learners are also working not just to learn to read and write, but to do so (and also to speak and think) in at least two languages. That's the "more." 

To accommodate this multitasking, allow English language learners time to process what you are saying. Even if a child appears fluent in English, she may still be thinking in her native tongue. That means she may need to translate what you’ve said into her first language, interpret the meaning, formulate a response and translate it back into English before responding to you.

Provide opportunities to build background knowledge and vocabulary through life experiences and enrichment activities. Including nonfiction books in your Read-Aloud also adds variety and builds background knowledge at the same time.


Provide access to books in English language learners' native language and bilingual books with English and the English language learners' first language. Also valuable are books in English featuring characters and themes from the English language learner's native region that depict the characters in a positive, capable light.


Build the word bank

Passing Time

I study the dictionary
because grass and trees
do not grow faster because I stare.

I look up
Jane: not listed
sees: to eyeball something
Spot: a stain
run: to move really fast
Meaning:  ______ eyeballs stain move.

I throw dictionary down
and ask Brother Quang.
Jane is a name,
not in the dictionary.
Spot is a common name
for a dog.
(Girl named) Jane sees (dog named) Spot run. 

I can't read
a baby book.

Who will believe
I was reading
Nhat Linh?

But then,
who here knows
who he is?
--Inside Out and Back Again by Thanhha Lai

Many English language learners have limited English vocabularies, which directly affects their reading comprehension. Help kids put more words in their word banks by

• Encouraging talk at every opportunity,
• Pointing out cognates to ease vocabulary growth,
• Using pictures and real-life activities to build vocabulary and
• Teaching new words encountered in books you read together.

Be a super model

English language learners' reading comprehension develops more slowly than that of their monolingual peers. They benefit even more from modeling of comprehension techniques. 

When reading aloud with English language learners, consider including the following techniques:

• Model comprehension skills by thinking out loud and asking questions. 
• "Hmm, I'm confused. Maybe I should go back and read that sentence again." Or, "I wonder what that means. What do you think is happening here?"

• Define unfamiliar words within the context of the story and point out how you can use context to understand a new word. 
• If the book you were reading said, "The crab grabbed my finger in his pincer. It hurt!" You could say, "'Pincer' is another word for the crab's claw. We might be able to guess that because of the words 'grab' and 'it hurt,' and also from the picture."

• Make connections to other books or experiences and encourage the kids to do the same thing.
•  "What does this remind you of?" "Have you ever done that?"

• Model making predictions and encourage kids to predict what will happen next.  Retelling or summarizing what they have heard are also important skills to develop.

English language learners make up the fastest growing population of students in U. S. schools. We hope the strategies and insights we’ve provided here help you help the English language learners at your Read-Aloud enjoy reading and strengthen their language and reading skills at the same time.


Thanks to Jennifer Gray, Ph.D., of Marymount University, for her collaboration on this piece.

To receive credit for this online training, please fill out the form here.