Suggested Content
The following text blocks may be inserted into your storytime programs/kits (as asides to the parents/caregivers) and on take-home sheets where appropriate. Feel free to adapt them to your needs.
Songs and rhymes are a good way for children to become aware of the different sounds that make up words – we call this phonologic awareness – and also helps them get a feel for the rhythm of language – how words are divided into syllables.
With this next book we are going to focus on what we call “dialogic or interactive reading.” This just means that I will be discussing the book with the children and asking them questions as I go along. This helps them with their narrative skills – the ability to describe things.
Rhymes and songs help teach “phonological awareness” – awareness of the sounds that make up words. You may have noticed that your child enjoys the way a nursery rhyme sounds even if it doesn’t make much sense to him. When you introduce a new rhyme or song, repeat it at least twice. Three times is even better. And be sure to keep repeating the old, familiar rhymes.
Read-aloud books with repeated phrases are a good choice. Encourage your child to say the repeated words along with you.
Another good way to help your child with phonological awareness is by reading books that rhyme, such as Dr. Seuss books. The following book is a good example.
Try interactive reading with your child at home. Simply ask questions about what you’ve read, guess what will happen next, and relate the story to your child’s real experience (for example, “Clifford is a big red dog, what color is your dog?”). Try to ask questions that can’t be answered with “yes” or “no” or just by pointing at the pictures. Having the children talk about the book helps them develop narrative skills – the ability to describe things.
When your child gives a one-word answer, you might expand on what he or she said. For example, when the child points to Clifford and says “dog,” you might say, “Yes, Clifford is a big, red dog.” This helps build the child’s vocabulary.
Make reading with your child a positive experience by allowing the child to make comments and ask questions. Try to focus all of your attention on the child for that time.
Read with lots of expression! Use funny voices and gestures. Point to the words as you read so that the child begins to see a connection between what you are saying and the printed words.
Although reading aloud to a child is always good, it is more beneficial when the adult shows the child how to interact with the book. You can do this simply by discussing what you’ve read, guessing what might happen next, and relating the story to the child’s real experience.
When you practice “interactive reading” with your child, be sure to ask questions that can’t be answered with “yes” or “no,” or by pointing to the pictures.
Choosing books with repeating phrases – called “predictable text” – allows the child to chime in when she knows the words.
Print is like magic. When we read aloud to a child, they gradually become aware that the squiggles on the page mean something. We call this “print awareness.” It helps to run your finger under the words as you read.
Children will also begin to notice print in the world around them. It helps to point out signs as you drive or shop.
Board books are a great investment for babies! They allow babies to handle books freely (and even chew them a bit). Good first choices are board books with pictures of everyday things. Try pointing to the pictures and then to the real objects around you. This helps babies get the idea that pictures and words are symbols for real things.
As your baby begins to talk, respond by elaborating on what he says. For example, if your baby points to a picture and says “dog,” respond by saying “Yes, that is a little brown dog.” This will help build vocabulary and “narrative skills” – the ability to tell a story.
First Books for Babies:
When you are selecting books for very young children, choose ones that have pictures of things that are familiar to them – food, toys, etc.
Talk about the item in the picture and its shape or color. Then show them the real object, if possible. This will help the child realize that pictures represent real things.
Later they will also understand that printed words represent real things. You can help, too, by pointing to the words as you read. We call this “encouraging print awareness.”
Some suggested activities for take-home sheets:
If you come to a longer word as you are reading, repeat the word several times as you clap out the syllables with your child (di-no-saur = clap-clap-clap).
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Make a simple alphabet chart and sing the alphabet song with your child. Follow along the chart with your finger as you sing.
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Teach your child to recognize her or her name in print. Post it on your refrigerator or on the door to their bedroom. Teach them to recognize the number of syllables (just call them “parts”) in their name by clapping them out. [Nick-o-las = clap-clap-clap.]
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Play matching games with your child – let them match socks from the laundry, sort jelly beans, etc. Make “edible dominoes” with graham crackers, frosting and M & Ms and match the number of “dots.” Make your own matching game using 3 x 5” index cards and stickers -- or anything else that you can use to create pairs of cards.
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To prepare for learning the alphabet, one- and two-year-olds need to practice manipulating objects – playing with balls and blocks, doing puzzles, handling play-dough. You can make your own play-dough with the following recipe:
1 cup flour
1/3 cup salt
1/3 to 1/2 cup water
a few drops of vegetable oil
food coloring (optional)
Mix the flour and salt. Slowly add water mixed with food coloring and oil. Knead the dough well and you will have non-toxic play-dough.
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You can print your own “Very Hungry Caterpillar” Story Sequencing Cards -- from http://www.dltk-teach.com/books/hungrycaterpillar/index.htm.
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If your child loves Max and Ruby, you can print Rosemary Wells coloring pages from http://www.rosemarywells.com/color.html.
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Try blowing some bubbles with your child/children. Notice how babies try to follow the bubbles with their eyes. Older children may try to catch them. This is good stimulation for your baby’s vision and it helps develop hand-eye coordination.
You can make your own bubbles by mixing 1/3 cup of liquid dish soap and 2/3 cup of water!
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