Book sharing is the part of story time most clearly associated with early literacy. The sample story times contain the following symbols, which correspond to each of the early literacy skills.
OVER AGAIN
When you read with your child, as you will now, don't just read the words. Use different parts of the body and words for different actions to increase your child's vocabulary. If your child likes it, you can bounce him to the rhythm of the words.
Here's a display of some parenting books you can check out and some information on early literacy if you want to pick some up.
ROUND AND ’ROUND WE GO
Your child loves the sound of your voice, so please sing or say the words along with me. You may often hear the phrase, "Read to your child fifteen minutes a day" or "Read to your child twenty minutes a day." No one expects young children to sit and be read to for so long in one sitting. It is more important that the interaction between you and your child is positive than that it is long.
If your child is not in the mood, watch for a few minutes when your child is quietly awake, not too tired and not too active.
YUM! YUM!
So do these rhymes and songs at home or in the car over and over again. Dab it and poke it and mark it with B Knock the hands together, draw a "B" with the finger And put it in the oven for Baby and me. Oh, you know the muffin man? Bounce kid on your knees The muffin man, the muffin man.
This time we will read it, but also talk about what is happening in the pictures.
LITTLE ADVENTURES
By doing these things, you help your child develop print motivation, which is the enjoyment of books. One way you can help increase your child's vocabulary is by "telling your day." It simply means saying what you are doing while you are doing it. Or you can say what your child is doing while he or she is doing it.
Here is a display of some books and videos on parenting and some on reading with your baby.
ANIMALS
And my little cat went meow, meow, meow And my little rooster went cockle doodle doo Eeoodle, eeeoodle, eeeoodle, eeeoooo. And my little sheep went baa, baa, baa And my little cat went meow, meow, meow And my little rooster went cockle doodle doo Eeoodle, eeeoodle, eeeoodle, eeeoooo. Have you ever seen a fishy, a fishy, a fishy Baby: sway back and forth together Older child: hold palms together and.
Swim back and forth Swim back and forth And back and forth Yes, I've seen a fish Swim back and forth.
HOORAY FOR ME!
Baby: cross baby's arms over stomach Older child: put fingers in armpits Repeat twice. First he did the rumba Move baby's knees back and forth Then he did the kicks Move baby's legs in a kicking motion. Then he did the samba Put baby's legs together and move up and down Then he did the splits.
A crawling, crawling little flea. He crawls over the child's body with his fingers. Up my leg and past my knee.
BOUNCE ABOUT
I bounce, bounce like a ball Bounce child on your knees I bounce and bounce and then I fall. Researchers find that speaking in parentese holds your child's attention longer than using your regular voice. Trot, trot, trot to London; trot, trot, Bounce baby on your knees trot to Dover.
Bounce, then lean the baby back on Trot, trot, trot to Boston; trot, trot, bounce baby on your knees.
OVER AND OVER AGAIN
The first book I will share with you today is Brown Bear, Brown Bear, What Do You See? The more we get together, together, together The more we get together, the happier we'll be. The more we sing together, together, together The more we sing together, the happier we will be.
The more we read together, together, together The more we read together, the happier we become.
ON THE FARM
The first book I'm reading to you today is Big Red Barn, by Margaret Wise Brown. In this picture [choose one where they can see the stable well] you can see that the windows are rectangles. You can let your child choose the pages she or he wants you to read or talk about.
You can lay out large letters and shapes for the children to play with after the story.
ALL ABOUT ME
When you come to the words "white mustache", point to the mustache in the picture or to your upper lip. This is how our hands say goodbye S clap, clap, clap, clap. So our knees say goodbye with tap tap-tap, tap-tap.
This is how we say goodbye Hello goodbye, hello goodbye This is how we wave goodbye Bye until next time.
TASTES GOOD
You can run your finger under the words of the title as you speak it. Because your friends are my friends, and my friends are your friends. The more we get together, the happier we will be. Because your songs are my songs, and my songs are your songs. The more we sing together, the happier we will be.
Because your books are my books, and my books are your books. The more we read together, the happier we will be.
TIME FOR BED
Zoink!
Either repeat their sound or demonstrate a snorkel sound if they don't know.]Let's all make that snorkel sound. You can play these games with any book or picture, or even while walking or driving around. Teddy bear, teddy bear, say "Good night!" Hands together and lean your head on them. Repeat.
Let's read this book about a mother who is trying to calm things down so her baby can go to sleep.
BIG AND SMALL
Letting your child retell stories is one way to develop your child's storytelling skills. With dialogic reading, that is, having a conversation around a book, you stimulate your child to use language. Ask us to help you find some non-fiction [true] books about things your child is interested in.
If you would like some book suggestions, I will be happy to help you find some that you and your child can enjoy.
ALL KINDS OF ANIMALS
All your messages to adults should reinforce your love of books and words. Let's see what happens when this bear comes out of his cave in the spring. Examples of stories for speakers 141 Our next story is about a turtle and other animals near a pond.
Children's books have about thirty-one rare words per thousand words; this is three times more than in conversation and 25 percent more rare words than in television programs.
GARDENS
Traditional, as sung by Raffi in One Light, One Sun (Sing to the tune of "Apples and Bananas"). I like to poke, poke, poke Pan-says and pay-tay-nays. I love to peep, peep, peep I love to peep, peep, peep Peen-sees and pee-tee-nees.
Tell the children that they are going to make their own gardens like they saw in Planting a Rainbow.
A VISIT TO THE KING AND QUEEN
The king would not get out of the tub and everyone had an idea how to get him out. When we play with the ideas we find in a book, we help make the story a part of the child's life. By encouraging children to play along with the story, we help them incorporate the story's words, ideas and energy into their play.
He marched them to the top of the hill and brought them down again.
DINOSAURS
This book shows parents how to see things from a different point of view and ask the child "How would it feel if. We can use storybooks as a way to talk to our children about all kinds of things; not just "real" or factual information to be shared. We Do with the Drunken Sailor?”) Let's dig, dig, dig for dino Pretend you're digging with a shovel Dig, dig, dig for dino.
Research shows us that it's easier to read a word you've already heard.
LET’S GO SHOPPING
Have each child bring an object to the front of the room, next to you. Use visual clues on the food and initial letters to help children guess what type of food it is. What do you do to remember what to buy when you go to the store?
We are going to make a shopping list, using pictures and words of what we are going to buy.
FOOD
You can see how talking about the things we have around the house helps develop your child's vocabulary. Because the idea of this book is so intriguing, it's fun to talk about what happened during the story. Listen to your child as he describes what he is doing or talking about the story.
You can also help children get the idea of sequencing activities by telling them what you are going to do.
MICE
I will say words that start with the letter M, which makes the /m/ sound. When you hear the /m/ sound, rub your belly. If you are using one of Walsh's books, you can read it several times, asking the children to read with you if you have a large book. If you are using White's book, encourage the children to chime in on the chorus.
Another mouse craft is to have the shape of a mouse on paper, and the kids draw an M for the ears.
IN, OUT, UP, DOWN, OVER, AND UNDER
Repeating the actions will help the children remember the order, especially the refrain: "You can't go over it. Now that we've read it through once, let's tell the story together by looking at the pictures [or the flannel board, or whatever else you choose to use].London Bridge is falling down Take the keys and unlock her Falling down, falling down.
Have fun with the voices of the Three Billy Goats Gruff and the troll while reading the story.
IT’S COLD OUTSIDE
Remember to point out new vocabulary such as birch tree, bird names and all the different things they use to decorate the snowballs. Some open-ended questions might include Where do you think they made the snowmen? We've done quite a bit of rhyming, so let's see if the children can come up with their own rhyming words.
Or, here are some different materials you can use to decorate your snowmen.
WHAT’S IN A NAME?
After reading this book, go back through it and clap the syllables of the different names as you did in the previous activity. Being able to segment the words will help children later when they are learning to read. Sing it if you know it or can follow the song in the book.
To be able to read phonetically, children need phonemic awareness, to hear the sounds, so it is important to work on these skills with your children.
FINE FEATHERED FRIENDS
Sing to the tune of "Old MacDonald Had a Farm") What is the sound these words share. We are going to read the book all the way through, and then go through it again to find the words that rhyme, or sound similar. Today we are going to do a combination of skill development including phonological awareness and letter knowledge.
Now let's sing our welcome song; some of it is sung with animal voices.
