Dialogic Reading

Expectations for Classroom Staff and Readers

Classroom Staff:

Help gather children and prepare the space for storytime.
Support transitions between books and songs.
Model engagement by participating in songs and encouraging children.

Readers:

Use the same intro and goodbye song/fingerplay each week.
Read two books aloud and ask questions that promote language and connection.
Incorporate a movement or song break between books.
Allow children to comment or share; it supports their learning.
Leave the full set of 4–5 books in the classroom after your session.

Storytime Structure

Intro Song, Fingerplay, or Movement Activity

Use the same opening activity each week. Examples of songs available here: Read Aloud Songs

1st Book

As you read, ask questions that help children connect with the story. This supports language development and encourages conversation. Questions can be about the events in the story, predictions, how the story relates to their own lives, or simple prompts like asking them to imitate what characters are doing (barking, pretending to sleep, running in place, etc.).

Song, Fingerplay, or Movement Activity

A fun song or physical activity keeps energy high and children engaged. Repeating the same songs weekly helps make the routine predictable. Find options here: Read Aloud Songs

2nd Book

Do not worry if children comment or want to share their thoughts during the story. Their contributions are meaningful and part of the learning process.

Goodbye Song, Fingerplay, or Movement Activity

Use the same closing activity each week. Link to songs: Read Aloud Songs

Even though you only read two books during storytime, please leave the entire set of four to five books in the classroom so children can enjoy them until your next visit.

What Is Dialogic Reading?

Dialogic reading is a way of reading with children that turns the story into a conversation instead of a performance. Instead of reading to children, you are reading with them.

Children help tell the story by answering questions, making predictions, noticing details in the pictures, and connecting the book to their own lives. Your role is to guide them with simple prompts and lots of encouragement.

The goal is not to finish the book quickly. The goal is to help children build language, confidence, and understanding by talking about what they see and think.

Why It Works

Boosts vocabulary and language development.
Strengthens comprehension and storytelling skills.
Keeps children engaged and participating.
Encourages every child to use their voice.

How to Do It

Use prompts as you read, such as:

“What do you see here?”
“Why do you think that happened?”
“What do you think will happen next?”
“How does this character feel?”
“Does this remind you of something you’ve done?”

Praise all answers warmly:

“Great idea!”
“I like how you noticed that!”

You don’t need to ask a question on every page—just sprinkle in prompts that get children thinking, talking, and enjoying the story.

Key Idea

Dialogic reading is not about perfect reading; it’s about meaningful interaction. Even brief conversations during the story help preschoolers learn and feel connected.

Resources for Readers

How Read Aloud Books Circulate

Example of a Real Storytime Session

Read Aloud Training Fall 2025 (Slides + Links)

Read Aloud YouTube Channel (Songs, Fingerplays, Tips, Props)

Volunteer Resources (Booklists, Ideas, Prop Requests)

Expectations for a Great Experience for Kids

Both classroom staff and volunteer readers work together to create a welcoming, engaging, and consistent experience for children. Clear communication, shared routines, and active participation help children feel comfortable, supported, and excited about storytime each week.

For Classroom Staff

Before the reader’s first visit, coordinate with each other to:
- choose the weekly day and time for the volunteer’s visit
- clarify expectations and routines supporting behavior and engagement
- communicate planned absences to the reader (field trips, exams, planning days…)
Participate alongside children by sitting with them and joining songs or movement activities.
During reading, model listening, join in actions, and help keep children focused.
Support the session by connecting the book to classroom content, helping with turn-taking, and redirecting distractions.
Use the Read Aloud books throughout the week: reread volunteer-shared titles, explore others, and keep books accessible for children.
Offer feedback and share helpful strategies with the reader.

For Readers

Sessions last 20–25 minutes and include no more than 2 books plus songs or movement.
Follow a consistent weekly structure:
- Start with a greeting song or movement activity
- Read the first book
- Do a second set of songs or movement
- Read the second book
- End with a goodbye song
Plan to share 3–5 songs, rhymes, or movement activities including hello and goodbye songs.
Hold the book slightly to the side so all children can clearly see the illustrations.
Use movement, voices and sounds: Invite students to imitate animals (What does the cow say?), copy actions in the book (Let´s all pretend to run!)
Use dialogic reading: ask open-ended questions, encourage predictions, and connect the story to children’s experiences.
Give children 5–7 seconds to think before offering help or moving on.
Acknowledge every response to build confidence.
Communicate absences early (vacations, meetings, illness…).
Exchange phone numbers with classroom staff for last-minute changes (snow days, emergencies).