Children Learning to Read

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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)

Georgia CTAE Resource Network Instructional
Resources Office July 2009
2
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.

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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 ABCs by Juditth A.
  Schickendanz, NAEYC, 1999)

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How do Children learn Language?

• When they are in environments where language is
  used
• When they have meaningful interaction with others

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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

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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

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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

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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!!!

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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.

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Effective Techniques

• Pass hand or pointer under print as you read.
• Take time to call attention to capital letters,
  punctuation, illustrations, authors use of
  words, rhyming patterns, spelling patterns, page
  numbers, phonemic awareness, teach vocabulary,
  etc
• Ask 5 questions during/after the story
  (open-ended).

• Factual
• Inferential
• Applicative
• Compare and Contrast
• Cause and Effect

• Patterns and Sequence
• Predicting

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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

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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

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Helpful Websites

• http//www.youcanteach.com/storystretchers.php
• http//www.atozteacherstuff.com/Lesson_Plans/Liter
  ature_Activities/
• http//www.dltk-kids.com/books/

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Class Books

• Familiarize children with concepts of print
• Develop fine motor skills
• Share literacy activities with families
• Give children meaningful experiences with print

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Examples.

• Books about children
• Creative Books
• Alphabet Books
• Counting Books
• Song or Poem Books
• New Knowledge Books