Sample A: Cover Page of Thesis, Project, or Dissertation Proposal

Appendix N
Guidelines for Weekly Storybook Readings
Instructions
1. Read storybooks using the techniques discussed with groups of up to five children three
times per week. This totals six storybook reading sessions per week for each classroom.
Half-day classrooms have up to five children participating in each class. Full-day
classrooms have up to ten children participating.
You are welcome to conduct these book reading sessions wherever you’d like,
whether it be in an isolated corner of your classroom or somewhere outside the
classroom (e.g., Seton library, outdoors).
For full-day classrooms, it may be best to include five children in the a.m. book
reading group and include the remaining children in the p.m. book reading
group in the event that any participating child leaves Head Start before the end
of the day. This can help to ensure maximum participation from all children.
For full-day classrooms, please do your best to complete these from Monday
through Thursday. I will come around to each classroom on Friday to check in,
collect book reading logs for the week, and give you new book reading logs for
the following week.
2. Conduct only one book reading session per small group of children per day.
If you fall behind in storybook readings, you can make up the session during the
following week to maintain an average of three storybook reading sessions per
week.
Read storybooks with participating children only. Do not to read the storybooks I
provide you to the entire class during story time.
Throughout Storybook Reading Period
1. I will provide each teacher one book plus book reading logs on Fridays.
2. I and additional volunteers will volunteer in classrooms to help occupy non-participating
children.
Can read stories to non-participants if you believe that they feel left out.
Scheduling of book readings can help ensure more extensive coverage.
3. Three additional audio tapings during book reading sessions will be conducted to
investigate differences in teachers‘ reading styles across classrooms.
a. Beginning of January (Approximately 01/14-01/25)
b. Mid-February (Approximately 02/11-02/22)
c. Late March (Approximately 03/17-03/26)
And, most importantly, please, please let me know if there is anything I can do to help you
achieve these goals, pretty please!
I am more than happy to help however I can!
Note. Italics represent content added to instructions provided during teacher meetings.
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