READ TO ME FOUNDATION -
When people have an alphabet that allows them to read
Founder: William Cameron Townsend envisioned the museum when he traveled to Guatemala in 1917 to sell Spanish bibles.




When he noticed that most people didn't speak Spanish, he created an alphabet for them, and in 10 years translated the New Testament in a way they could understand.



Townsend helped people in other countries, too, and today his legacy continues.

Watch the video for more fascinating information


The Importance Of Reading Aloud For All Children
Reba M. Wadsworth, Retired Elementary Principal 
 
 
 Today I am an educator because of a dedicated third grade teacher who read aloud to me daily with passion and persistence.  Each day she drew us to her feet (a most uncommon practice for that time in the 1950’s) and filled the air with her words from The Boxcar Children. As those words opened my world to include four homeless children, they instilled in me a love of reading that has taken me on a journey from a third grader with no school library and few books at home to a Ph.D in Educational Leadership.  Reading aloud can make a difference in the lives of young children! Today I am an educator because of a dedicated third grade teacher who read aloud to me daily with passion and persistence.  Each day she drew us to her feet (a most uncommon practice for that time in the 1950’s) and filled the air with her words from The Boxcar Children. As those words opened my world to include four homeless children, they instilled in me a love of reading that has taken me on a journey from a third grader with no school library and few books at home to a Ph.D in Educational Leadership.  Reading aloud can make a difference in the lives of young children! Today I am an educator because of a dedicated third grade teacher who read aloud to me daily with passion and persistence.  Each day she drew us to her feet (a most uncommon practice for that time in the 1950’s) and filled the air with her words from The Boxcar Children. As those words opened my world to include four homeless children, they instilled in me a love of reading that has taken me on a journey from a third grader with no school library and few books at home to a Ph.D in Educational Leadership.  Reading aloud can make a difference in the lives of young children!
SEATTLE BOOK EXAMINER
Tegan Tigani
 
 
  • Start with a connection to the book.  Tell the audience  that this is one of your favorite books. When you tell kids that you love a book, you set a great example and provide incentive for them to listen. This also fosters a culture of shared literary experiences.
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  • Point out illustrations. Making connections between text and illustrations helps children develop their reading (and listening) comprehension. Listeners take clues from pictures, identify with characters, and even use illustrations as starting points for their own visualization. Illustrations can help children identify with books, understand humor, and make inferences about character and plot.
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  • Pause for audience participation. Letting listeners jump in with repeated and favorite phrases encourages active reading skills. Listeners who recognize patterns and anticipate are involved in the story.
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  • Make Sound effects. Help the listeners immerse themselves in the world of the book. The book comes to life when we can imagine through sound.  Plus, we can all appreciate the self-confidence and sense of humor it takes to play along.
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  • Act it out. This is another wonderful way to help kids understand a book and make it more relatable. Gestures, voices, and action also keep attention from wandering.
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  • Encourage the audience to act like the characters.   When kids do something the character in the book does, they feel empowered and connected to the book.
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  • Contextualize and reassure. Because reading aloud makes stories so vivid, it is important to acknowledge kids’ reactions to books. Discussing books and our response to them helps build a community of readers and thinkers. After a rousing “The End,” it is good to reflect on the story together. In smaller groups, listeners may want to revisit their favorite parts or talk about how they feel. In bigger groups, it is especially important to be sensitive to the readers’ nonverbal reactions.
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    HINTS for READING OUT LOUD
    (with love from Madame Esmé)
     
    1. Love the book yourself before you read it to the children.
    Read it all through yourself before introducing it. Don't share a book you think is boring, because the kids can tell. There are too many wonderful books available, select one you both will enjoy.
    2. Choose a book that lends itself to reading out loud.
    Unless you are dramatically gifted, books with lots of dialogue are tricky. Also, books with lots of introspection are sometimes more fun to read alone. Save these for one-on-one recommendations.
    3. Be versatile in your approach.
    You read to them. Or, they read to you, in turns. Or, you read to them, but they all read along with their own copies. Or you read a page, they read a page. Or...what else?
    4. Make read aloud time special.
    Gather around. Turn off the lights, turn on a cozy lamp. Flop on pillows. Be comfortable, but intimate. Read aloud time is classroom family time.
    5. Read with expression.
    Listen to yourself on a tape recorder. Can your presentation be improved with dramatic pauses? Louder or softer speech? Funny voices? Don't be shy. They won't remember that you sounded silly. They'll remember an interesting book.
    6. Don't over evaluate.
    The more you formally test and check, the more you kill the affective gain. Assess comprehension throughout with questioning and authentic assessments (journaling, art projects, etc.)
    7. Read aloud every day.
    You and your students both deserve it. Consider it your intellectual vitamin. Read from a novel, the newspaper, a poem, a diary, a play...
    8. Leave them asking for more.
    Leave them groaning at a cliffhanger. Laughing at a joke. Crying along. Then say, "more tomorrow."And then...deliver!
     
     
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