C.R.O.W.D Strategy
Now that you know how to use the P.E.E.R. strategy to get conversations about books started, you can also use the C.R.O.W.D strategy to facilitate the shared reading experience you have with your child. Each letter provides a suggestion of a type of prompt you could give your child to begin a conversation when reading the story together.
When reading with young children or looking at an unfamiliar book for the first time, you may want to ask questions that are easier for your child to respond to (like C, R, and Wh- questions). When reading with older children or looking over familiar books, you can begin to focus on more sophisticated
questions (like O and D questions).
When reading with young children or looking at an unfamiliar book for the first time, you may want to ask questions that are easier for your child to respond to (like C, R, and Wh- questions). When reading with older children or looking over familiar books, you can begin to focus on more sophisticated
questions (like O and D questions).
C - COMPLETION QUESTIONS
In which you ask your child to finish a sentence by filling in the blanks.
You might say, "Papa Bear was mad because Goldilocks did not ask..." and wait for you child to say "permission!."
In which you ask your child to finish a sentence by filling in the blanks.
You might say, "Papa Bear was mad because Goldilocks did not ask..." and wait for you child to say "permission!."
R - RECALL QUESTIONS
In which you ask your child to share details from the book to demonstrate that she understood the plot and kept track of the sequence of events.
You might ask your child, "Can you tell me what happened when Papa Bear walked into his bedroom? And then what happened?"
In which you ask your child to share details from the book to demonstrate that she understood the plot and kept track of the sequence of events.
You might ask your child, "Can you tell me what happened when Papa Bear walked into his bedroom? And then what happened?"
O - OPEN-ENDED QUESTIONS
That allow your child more
freedom in discussing any aspect of the book that piqued his interest.
Asking questions that your child can’t answer with a single word will lead to richer conversations and may give your child the opportunity to ask you a question, too.
You might ask, “How do you think Goldilocks felt when she walked home?”
That allow your child more
freedom in discussing any aspect of the book that piqued his interest.
Asking questions that your child can’t answer with a single word will lead to richer conversations and may give your child the opportunity to ask you a question, too.
You might ask, “How do you think Goldilocks felt when she walked home?”
W - Wh- QUESTIONS (using the words who, what, when, where, why)
To teach your child new vocabulary words and focus on details of the story.
To teach your child new vocabulary words and focus on details of the story.
D - DISTANCING QUESTIONS
That distance your discussion from the book itself and help your child make connections between the story that you read and his own life.
You might ask, “Is there ever a time that you have wanted to use something that wasn’t yours?”
That distance your discussion from the book itself and help your child make connections between the story that you read and his own life.
You might ask, “Is there ever a time that you have wanted to use something that wasn’t yours?”
Reference
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263–290
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13, 263–290