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Session 5:  Activity E: Role Play With Dialogic Reading

Participant Guidelines

The purpose of this activity is to learn about dialogic reading, including the memory aids PEER and CROWD, through role-play.

Materials. Handouts M, Dialogic Reading, and I, What Young Children Like in Books


1. Review the principles of dialogic reading in Handout G, Dialogic Reading.

2. Identify another class participant or colleague who will role-play dialogic reading with you. You and your partner will decide who will who will play the caregiver role and who will play the child role.

3. Briefly discuss the visual condition, learning medium or media, and developmental age of an imaginary child. Share this information with your instructor and the other participants prior to role-playing.

4. Choose a book appropriate for your imaginary child using Handout F, What Young Children Like in Books, to guide your book selection. Provide the author, title, date, and publisher of the book you selected. Your instructor may provide a selection of books.

5. Use role-play with your partner to share the book using the memory aids PEER and CROWD. Practice for about 15 minutes.

6. If completed as an in-class activity, role-play in front of the other participants using the dialogic reading techniques. Remember to introduce your imaginary child and describe the rationale for your book selection. Your instructor and the other participants will provide support and suggestions specific to dialogic reading in class or via an online discussion.

7. If the assignment is completed out-of-class, videotape your description of the child, the rationale for the book selection, and the dialogic reading role-play. The videotape is due on ____________________.