fi yuo cna raed tihs yuo hvae a sgtrane mnid n.
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fi yuo cna raed tihs , yuo hvae a sgtrane mnid. Cna yuo raed tihs ? Olny 55 plepoe out of 100 can. i cdnuolt blveiee taht I cluod aulaclt y uesdnatnrd waht I was rdanieg . The phaonmneal pweor of the hmuan mnid , aoccdrnig

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fi yuo cna raed tihs yuo hvae a sgtrane mnid
fi yuocnaraedtihs, yuohvae a sgtranemnid

Cnayuoraedtihs? Olny 55 plepoe out of 100 can.

i cdnuoltblveieetaht I cluodaulaclt y uesdnatnrd

waht I was rdanieg. The phaonmnealpweor of the hmuanmnid, aoccdrnig

to a rscheearch at CmabrigdeUinervtisy, it dseno'tmtaetr in what

oerdr the ltteres in a wrod are, the olnyiproamtnttihng is taht the

frsit and lsatltteer be in the rghitpclae. The rset can be a taotl

mses and you can sitllraed it whotuit a pboerlm. Tihs is bcuseae the

huamnmniddeos not raederveylteter by istlef, but the wrod as a

wlohe. Azanmig huh? yaeh and I awlyastghuhotslpeling was ipmorantt!

if you can raedtihsforwrad it.



Reading, Language

& Literacy

2 why read to a child
#2 Why read to a child?
  • Early Language and literacy (reading and writing) development begins in the first three years of life and is closely linked to a child's experiences with:
    • People interaction
    • Signs
    • Directions of food / labels / recipes / toys
    • Newspaper
    • Books and stories
2 why read to a child1
#2 Why read to a child?
  • A child’s success in learning to read is affected more by the reading related experiences that a child has BEFORE entering school than the reading related experiences a child has AFTER he/she enters school.
what do books teach
  • Alphabet, words, language
  • Reading skills
  • Rhyming
  • Grammar
  • Concepts
  • Their world
  • Relationships
  • Listening skills
what do nursery rhymes teach
What do Nursery Rhymes teach?
  • Math
  • Language
  • Reading Skills
  • Creative
  • Dramatization
  • Comfort and Support

The child who knows 8 nursery rhymes by the time they are 4 years old will overall do better in school.

2 most importantly
#2 Most Importantly:
  • Children who are READtoREGULARLY are better readers.
  • If a child can SEE other people read, they will learn that READING is IMPORTANT!
  • It is 3 guarantees to improving their language, to raising a reader, and to learning in school.
    • READ, SING, and TALK with them
3 book selection1
#3 Book Selection:
  • Durability
    • Children should be able to hold, carry, and turn the pages of the books.
  • Attention span Length
    • Infants and Toddlers – focus for a few minutes
    • 2 year olds – focus for 5-8 minutes
    • 3 year olds – focus for 6-10 minutes
    • 4 year olds – focus for 8-12 minutes
    • 5 year olds – focus for 10-15 minutes
4 characteristics of a good story teller
  • Voice - Change tone & pitch to make the story come alive
  • Facial Expression
  • Eye Contact
  • Speed - Slow Down, follow child’s cue
  • Volume - Loud enough for whole group
  • Speak Clearly
  • Have fun with the story
  • You do not have to read the words or the entire story
  • Talk about the pictures and the story
5 telling the story before you read
#5 Telling the story - Before You Read…
  • Be FAMILIAR with the story.
  • Know VOCABULARY in story.
  • Feel the FLOW of the story.
    • Adjust or shorten pages?
  • Practice the story

- practice props and visuals you will use

before you read
Before You Read…
  • Show the front of the book and

Read the title and the Author

– Ask the children to predict what the book will be about.

– Take a picture walk and talk about the pictures.

• I wonder why the insects are hiding?

  • Teach reading skills:

– Books have pictures and words – which do we read ?

– Pages turn from left to right

– Books have a front and a back

– Books are to be right side up when reading

telling during the story
Telling (During) The Story..
  • Really Tell the story
    • Storytelling is like putting on a play.
    • Remember to keep eye contact with the audience
  • Handling Interruptions
    • Address comments and Answer questions as they occur. If this becomes excessive, hold all questions and comments until the end.
    • If the children are too silent, they are not interested.
  • Maintaining interest
    • Watch children’s laughter, expressions, and stillness
    • Use emphasis, talk faster, skip parts, ask questions
ending the story
Ending the Story
  • Ask questions
    • “What did you like / learn?”
  • Discuss the ending and other parts
    • Make up a different ending
  • Story Stretcher
    • an activity that relates to the story
c r o w s reading fluency
C.R.O.W.S. Reading fluency


  • Fill in the blanks or ask Rhyming Words


  • Child tells you the story in their own words

Open Ended Questions

  • More than a “yes” or “no” response
  • More than 1 right answer
  • “Tell me about…”
  • Sequencing, cause and effect, predictions, compare and contrast
c r o w s reading fluency1
C.R.O.W.S. Reading fluency

Wh-?’s Questions

  • What-When-Where-Who- & Why
  • What do you think will happen next?
  • Who will help them?


  • Discuss how the story relates to the child’s life
  • Applicative – What would you do if….
6 reading center
  • Purpose is to explore the world by “reading” books
  • A calm, relaxing, and quiet area away from loud and active play.
  • Place for sitting – soft pillows, chairs, blanket
  • Include bookshelves with easy access for the child
  • Display the entire front of the book not just the side to promote interest.
  • Include a wide selection of books
7 when is it a good time to read
#7 When is it a good time to read?
  • Arrival time
  • During “Free time”
  • During snack time
  • During circle time
  • During bathroom time
  • While lunch is being prepared
  • Before nap-time
  • After nap time
  • After school time
  • At the end of the day while waiting to be picked up.