---
title: Building Brains and Relationships Through Meaningful Read-Alouds
description: Learn how to turn everyday storytime into powerful opportunities for connection, learning, and teacher-child interactions in early childhood classrooms.
image: https://info.teachstone.com/hubfs/Heading%20(4).png
---

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# Building Brains and Relationships Through Meaningful Read-Alouds

 June 16 2025 by [Liz Savage](https://info.teachstone.com/blog/author/liz-savage)

- [Pre-K](https://info.teachstone.com/blog/topic/pre-k)
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![](https://info.teachstone.com/hs-fs/hubfs/Heading%20(4).png?width=519&height=300&name=Heading%20(4).png)

## Making the most of Read-Alouds in Early Childhood Classrooms

Read-alouds are a beloved part of early childhood education—but when used intentionally, they can become powerful tools for promoting high-quality teacher-child interactions, building emotional connections, and supporting language development.

In a recent Teachstone webinar, Michele LaCoursiere-Ferrer explored how educators can transform simple storytime moments into brain-building experiences rooted in the CLASS® framework.

If you missed it, don’t worry—we’ve gathered key strategies and takeaways below. And if you want to dive deeper, [watch the recorded webinar here](https://info.teachstone.com/webinar/ty-interactions-to-foster-a-love-of-literacy?hsLang=en-us)!

---

### Why Are Read-Alouds Important in Early Childhood Education?

Reading aloud does more than build vocabulary. It helps children make sense of their world, express themselves, and feel deeply connected to the adults around them. As Michele reminded us, *“We build brains through relationships.”*

A responsive, engaging read-aloud supports children to:

- Strengthen language and communication skills
- Make personal and cultural connections
- Practice curiosity, critical thinking, and reflection
- Feel nurtured, valued, and emotionally secure

---

### What Does Engagement Look Like During a Read-Aloud?

In a CLASS-aligned classroom, children are active participants in storytime. Look for signs of deep engagement:

- Children using expressive language—spoken, signed, or in their home language
- Emotional responses to story characters and illustrations
- Questions, comments, and predictions about the plot
- Peer-to-peer conversation and shared excitement

Even infants can benefit! One educator attending nicknamed their storytime “Baby Book Club”—proof that it’s never too early to start building connections through books.

---

### How to Plan an Effective Read-Aloud

To make the most of each read-aloud, Michele encouraged educators to plan like they would any core lesson:

- Pre-read the book and prep questions
- Highlight vocabulary words to introduce or reinforce
- Prepare open-ended questions
- Plan where to pause for engagement and discussion
- Use illustrations and text to anchor conversations

---

### Connecting Read-Alouds to the CLASS® Tool

Read-alouds naturally support all three **CLASS® domains** when approached thoughtfully:

**Emotional Support:**

- Sit close, maintain eye contact, and use warm, expressive tones
- Follow children’s interests and validate their emotions
- Encourage children to share their ideas and feelings

**Classroom Organization**:

- Set clear expectations for storytime behavior
- Use props or visuals to guide attention
- Model turn-taking and active listening

**Instructional Support**: 

- Ask **why** and **how** questions to deepen thinking
- Introduce new **vocabulary** in context
- Help children make connections between the book and real-life experiences

---

**Ready to explore these strategies in more detail?**

🎥 [Watch the recorded webinar here](https://info.teachstone.com/webinar/ty-interactions-to-foster-a-love-of-literacy?hsLang=en-us) to see CLASS-aligned read-alouds in action and get practical tips for planning your next storytime.

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