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Children Learning to Read

Children Learning to Read

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Children Learning to Read

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  1. 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.

  3. 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)

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

  5. 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

  6. 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

  7. 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

  8. 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!!!

  9. 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.

  10. 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). • Factual • Inferential • Applicative • Compare and Contrast • Cause and Effect • Patterns and Sequence • Predicting

  11. 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

  12. 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

  13. Helpful Websites • http://www.youcanteach.com/storystretchers.php • http://www.atozteacherstuff.com/Lesson_Plans/Literature_Activities/ • http://www.dltk-kids.com/books/

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

  15. Examples…. • Books about children • Creative Books • Alphabet Books • Counting Books • Song or Poem Books • New Knowledge Books