Words, language patterns, and ideas encountered during these Read Aloud experiences become a part of the children's own speaking, reading and writing which help them predict text of more complex books. Teachers should select literature they enjoy. If teachers do not feel enthusiastic about their selections, they may inadvertently communicate this to the children. Teachers are also helping the children to select good literature on their own. The type of literature read aloud to students should be varied.
Selections can come from picture books, stories, poetry, chants, songs, and information texts.
Young children enjoy listening to selections that are above their independent reading level. Books selected for reading aloud feature characters, settings, and events that children can clearly identify with and visualize. Appropriate non-fiction selections should stimulate curiosity and lead to inquiry. Colorful pictures will help hold the children's attention. Teachers should read aloud daily sharing good literature and content specific books as appropriate.