Children Learning to Read “Although reading and writing abilities continue to develop throughout the life span, the early childhood years – from birth through age eight – are the most important period for literacy development.” ( The joint position statement of the IRA and NAEYC, adopted 1998) International Reading Association and National Association for the Education of Young Children Georgia CTAE Resource Network Instructional Resources Office July 2009

Familiarize Children with Concepts of Print Concepts of print refers to the knowledge of the functions (practical uses), structure (printed words are separated by spaces), and conventions (print is read from front to back, left-to-right, and top to bottom) of written language.

Our Responsibility… “The children who make good progress in learning to read during the first grade are usually those who enter with considerable book experience under their belts.” (From Much More than ABC’s by Juditth A. Schickendanz, NAEYC, 1999)

How do Children learn Language? When they are in environments where language is used When they have meaningful interaction with others

What can YOU do? Be aware of the development of the stages of writing Share books with children Talk about letters by name and sounds Establish a literacy-rich environment Re-read favorite stories Play language games Encourage children to experiment with writing Have children keep journals How can you as a preschool teacher provide an environment that fosters children’s growth in language abilities?

How should you select books for 3-4 year olds? Realistic pictures Interesting story line or plot SHORT plot Rhyming words Repetitive words or phrases Use variety – fiction, poetry, non- fiction Beautiful language Use stories that they are interested in or appeal to them

How would you select books for 4-5 year olds? Plot can be longer, humorous, and silly. If Children Get Restless or Bored… Add more drama to the voices Shorten the story End the story immediately Stories with a moral – Curious George Stories about how children survive hostility – Little red Riding Hood, Hansel & Gretel Epic Stories – passed from one generation to the next Affective Stories – produce an emotional response – The ugly Duckling Fantasy, Fairy Tales, Rhymes – The Pied Piper of Hamlet Nonsense Stories

How do you prepare to tell a story? Read it through – Know the story! Practice, Practice, Practice! Make props and visuals Prepare vocal and facial expression Prepare an active setting Make it FUN!!! Sit the children where all can see illustrations. Make and maintain good eye contact. Sit or stand up straight – good posture. Voice and pronunciation should have proper volume, good intonation, clarity, and expression. “Sound” words rather than reading them. For example, buzz becomes buzzzzzzzzz while you sound like you are buzzing. Substitute the childrens’ names when you can do it smoothly and consistently throughout the book. Be careful not to switch names of the same character. Be careful not to use distracting mannerisms (twirling hair, tapping foot). Show illustrations slowly. Don’t get in a big hurry to turn the page. The reader’s appearance should be free of large dangling jewelry, wild dress, and extreme hairstyles....(unless it is part of the props used to emphasize the theme of the story.) Be prepared for remarks from children while you are reading. Require them to raise their hands between pages and the remarks must be about the book. They may talk about personal experiences after the book has been read.

How do you Begin? Introduce the book by reading the title and showing children the front of the book. Tell the Author and Illustrator. Define what both of those mean. Ask the children to predict what the story will be about. Occasionally review Use/Care of Books as well as words like “spine” of book.

Effective Techniques Pass hand or pointer under print as you read. Take time to call attention to capital letters, punctuation, illustrations, author’s use of words, rhyming patterns, spelling patterns, page numbers, phonemic awareness, teach vocabulary, etc… Ask 5 questions during/after the story (open- ended). How many bears were in the story? How would the bears feel when they got back home? What would you do if you were the baby bear? What happened when…. What might happen next? Factual Inferential Applicative Compare and Contrast Cause and Effect Patterns and Sequence Predicting

Story Stretchers An activity to reinforce the concept, message, or moral to a story Stretchers extend story time and help children remember the story Adds a “hands-on” element to story time

Examples… Make a collage Make a word wall with words from the story Draw own illustrations of the story Re-write the outcome Act out the story Color a picture Create a craft

Helpful Websites http://www.youcanteach.com/storystretcher s.php http://www.atozteacherstuff.com/Lesson_Pl ans/Literature_Activities/ http://www.dltk-kids.com/books/

Class Books Familiarize children with concepts of print Develop fine motor skills Share literacy activities with families Give children meaningful experiences with print Pass around class books that have been created to all families to read together. Give parents a chance to see and discuss what the child is learning in school. Children have the opportunity to share the work that they are proud of with their families. If possible, make enough for everyone to take one at the end of the school year. Use this as a fundraiser and have a book auction. Children will be interested in seeing their name and drawings in a book and becoming the author and illustrator of a book. Creates positive interactions with books, writing, and reading. Children will want to read the class books that are in the classroom library again and again. They will enjoy seeing their own work as well as the work of their friends.

Examples…. Books about children Creative Books Alphabet Books Counting Books Song or Poem Books New Knowledge Books Names, where they live, favorite foods, favorite activity, etc… If I were an arctic animal, I would be a ____ because ___. Any topic you are studying can b e made into an ABC book Roll dice or pull cards with numbers to determine which child gets what # Make your favorite class songs and poems into books. A way for children to share what they have learned about a new topic.