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 uesdnatnrdwaht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it dseno't mtaetr in what oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs forwrad it.

StorytellingReading, Language

& Literacy

#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

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.

#2 Why read to a child?

WHAT DO BOOKS TEACH? Alphabet, words, language Reading skills Rhyming Grammar Concepts Their world Relationships Listening skills

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: Children who are READ to REGULARLY

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 Selection:Infants and Toddlers

2 year old 3 year old 4 year old 5 year old

Thick pagesLarge Bright picturesFamiliar objectsSensory

Familiar experiences & objectsImitates familiar soundsFamiliar plotsLarge bright pictures

Familiar experiences & objectsOther People and things outside of the homeRepetitive sounds and words.

Explain how and why.Include exaggeration, silly, and humor in reality.Pictures tell the storyContain new words.

Same as a 4 year old plus:Add new knowledgeFamiliar factsFantasy trips beyond their world

#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 aGood 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… 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… 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

• 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

Telling (During) 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

Book Interaction (during and after)

C.R.O.W.S Method

C.R.O.W.S. Reading fluency

Completion– Fill in the blanks or ask Rhyming Words

Retell– 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

Wh-?’s Questions– What-When-Where-Who- & Why – What do you think will happen next?– Who will help them?

Schema-– Discuss how the story relates to the child’s life– Applicative – What would you do if….

C.R.O.W.S. Reading fluency

#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?

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.

COMPLETE ASSIGNMENT #2

Telling the story

sandman

GO IN AND READ TO KIDS