6 Literacy Skills
There are 6 Literacy Skills:
Click each link above to go to the respective section.
Content of Kit -
BOOKS:
Big Words for Little People – 12239
Do Unto Otters – 12236
Bad Kitty - 12217
Music for Babies pamphlet (ask the librarian if you would like one of these for your own.)
GAME:
Things in my House
APPLICATION SHEET:
Vocabulary is knowing the names of things. Our young children like to imitate us and in fact, that is how they learn. Research shows that children who see their parents reading are more likely to become readers themselves!
First, children understand words for things (like juice, bottle, Mommy), then for feelings and concepts, and then ideas. Books give us three times as many unusual words as we use in everyday conversation. If our children have heard these words before, it will be easier for them to sound them out and recognize them when they learn to read. It has been estimated that children learn an average of 4,000 to 12,000 new vocabulary words each year in situations where they are listening to good books. This may be due to the difference in rare words – words they are unlikely to hear in every day conversations – they encounter reading as opposed to other activities. Children’s books contain 50 percent more rare words than prime-time television or the conversations of college graduates. How many exposures to a new word do children (and adults) need to be able to use it effectively? Research shows they need about 12 exposures to a word to add it to their vocabulary bank.
Have a conversation around the pictures in a book. This is one way of helping your baby hear and understand more words. Talk about the different meanings of words this helps build your child’s vocabulary. You can even do this when you go to the grocery stores. Lots of brand names, like Hefty trash bags, have meanings other than the brand itself.
For those of you with very young children, use board books! You’ll see that many of them just have one word on a page. Remember to say lots more! Research has shown that the more you talk with your newborn to two-year-olds, the more vocabulary they have. The amount of talking makes a big difference even for those under age two.
Here’s a little way to remember vocabulary.
Want to B E T?
B for use big words and books
E for explain new words
T for talk and repeat
ACTIVITIES
1. Rare Word Search. Using a picture book read with your child for a few minutes and look for “rare” words – words they are not likely to hear around the dinner table, for example.
Some children who do not like fictional storybooks will like non-fiction books. True books introduce children to many different words from the ones we read in stories. With small children you do not need to read whole book, but read a couple of pages or parts of pages that show the words we find in non-fiction books are different from ones we find in stories.
2. Even songs give children new words. Acting out songs or stories can help the child understand what the words mean too. Sing Eensy Weensy Spider from the Music for Babies pamphlet. Do these actions: demonstrate on a baby doll or stuffed animal for those with babes in arms; demonstrate with spider climbing up an arm for older children; and going thumb to finger for still older children.
3. Staple together 4 half-sheets of paper. Think of a word and on the first page write down or draw what the word is. Now, fill the next pages with as many words as you and your child can think of related to that first word. Adults should try to think of words that their children would not know; explain when necessary.
An example: Cat. Take turns thinking of things—black, Halloween, claws, slinks away and hides, lazy, independent, furry, animal shelter, lion, tiger, cougar, panther, etc.
Content of Kit
BOOKS:
Big Smelly Bear – 12240
Who Took the Cookies from the Cookie Jar – 12242
Gingerbread Baby – 12236
Rhymes for Babies (ask the librarian if you would like one of these for your own.)
GAME:
Sequencing Cards
APPLICATION SHEET
Print Motivation is more of an attitude than a skill. It is a child’s interest in and enjoyment of books and reading. The more you can make reading or book sharing time an enjoyable time, the more your child will come back for books.
What is a baby likely to do when they get a book in their hands? Put it in their mouth! What is our natural reaction? “Oh no don’t put the book in your mouth!” The baby then thinks he or she shouldn’t be handling the book. Instead you would just gently take the book out of the child’s mouth and say “Oh, that looks yummy, let’s open up the book and see what’s inside.” Then start talking about the pictures. This is one way to support Print Motivation, keeping the interaction around the book positive.
There are many ways to make an enjoyable experience of sharing books even with young children. If your child only listens to a page or two and then wants to get down and play, don’t turn book reading into a power struggle. You can keep reading if you like as your child plays.
One of the best things you can do to encourage Print Motivation is to let your child choose their books. Make sure they open them up to see if it’s something they really like. You can choose ones you like to share with them too! They love to hear the same book over and over again. This is how they learn and remember.
Find time in your busy schedules for book sharing. For example: one thing you could try to do is reward children with extra reading time for getting ready for bed when asked -- “If you get your teeth brushed and PJs on in the next 10 minutes, we can read an extra book or chapter or add 10 minutes to our reading time tonight” rather than punish them by taking away reading time “if you don’t get your teeth brushed right now, we’re not going to read.” Can you think of any other tips for ways you’ve been able to add book sharing time to your family’s routine?
Here’s a little way to remember what we are talking about today.
The word S L I M
S for stop in the middle to keep it positive, no power struggle
L for library, lots of books you’ll like, let your child choose too; library staff can help you
I for interactive, have your child participate
M for good moods as you share books together
ACTIVITIES
1. Take a little stretch with a rhyme. Utilize the Rhymes for Babies pamphlet to make reading fun and full of action.
Content of Kit:
BOOKS:
Tikki Tikki Tembo – 12237
Mouse Mess – 12233
Hey Pancakes – 12286
My Crayon Talk - 12285
GAME:
Learning the Alphabet Ladybug Letters
APPLICATION SHEET
Print Awareness is knowing that print has meaning. Every time you say your child’s name as you write it shows that print has meaning. Print awareness includes knowing how to handle a book and seeing print all around us. It is important for children to know that what we write has meaning. Researchers have found that about 95% of children’s attention is on the pictures. As we read we can help the children look at the print by pointing to the words of the title and of repeated phrases. Not only will that help the children begin to associate printed words with spoken words and pictures it will also help them see the direction of print when we read, all part of print awareness.
Even now you can do things to help children develop print awareness. Write notes to them even if they cannot read what you write. Draw pictures to help them understand what the writing means. AND encourage them to draw, scribble, and write. You may not be able to understand what it says. Don’t worry, they will tell you!
Here’s a little way to remember print awareness
The word is P A T S
P for point to words
A for print is all around us
T for turn pages, handling books includes babies chewing on them!
S for scribbling, drawing and writing
ACTIVITIES
1. As you read the book Mouse Mess by Linnea Asplind Riley point out print in the book on the food cartons.
2. Door hangers are fun to make, from the pattern in the kit make a door hanger with your child. Let your child draw his/her meaning on the hanger and you could print the message. For instance on one side your child could draw himself reading and you can print the message “Come read with me.”
3. Create a writing kit. A writing kit is just a ziplock bag full of different colored paper, different sizes of paper, envelopes, old stationary or greeting cards, pencils, stickers or whatever you can find. Encourage your child to write a letter to a relative that week or write a thank-you note to someone who has given him or her a gift or done a kind deed.
4. Utilize the Learning the Alphabet Ladybug Letters game.
Contents of Kit
BOOKS:
Llama Llama Red Pajama – 12247
We’re Going on a Bear Hunt – 12221
Cuckoo can’t find You – 12261
Rhymes for Babies (ask the librarian if you would like one of these for your own.)
GAME:
Rhyming Words
APPLICATION SHEET
Phonological Awareness is a big word, but it basically means being able to hear and play with the smaller sounds in words—like hearing rhyming words, being able to clap syllables or parts of words, that kind of thing. Researchers know this is an important skill for later when your child tries to sound out words. Saying animal sounds with your young children and having them repeat it back to you is one way to help them hear different sounds, to develop phonological awareness!
Singing songs with your children also helps them hear the smaller sounds in words. There is a different note for each syllable, like spi-der. So keep singing whatever songs you enjoy together.
Remember rhyming words do not need to make sense; they just need to rhyme. We can think up lots of silly words! You can play this game together anywhere, any time.
Here’s a little way to remember what we are talking about today.
We are P A L S
P for play word games
A for animal sounds and more
L for listen for rhymes and syllables
S for sing songs and say rhymes
ACTIVITIES
1. Clap out your name in syllables. Clap out your child’s name in syllables and then do it together. Clapping out the parts of words helps your children HEAR words divided into parts. If they cannot do it themselves, you do it for them.
2. Read the book Llama Llama Red Pajama. Come back to a page where two words rhyme. For example, drink and sink rhyme. Say the words on the page again and note that drink and sink rhyme.
3. Sing a song for the rhyming words: (to the tune of Skip to My Lou) [Can clap if you like]
Drink, sink, these words rhyme
Drink, sink, these words rhyme
Drink, sink, these words rhyme
So rhyme along with me.
What’s another word that rhymes with drink?
[Substitute their word for “sink” and re-sing the song. Do as many times as you like.]
4. Rhyme: Hickory Dickory Dock
Hickory dickory dock Lift child under arms and swing from side to side facing adult
The mouse ran up the clock Raise child up
The clock struck one Wiggle child
The mouse ran down Bring child back down
Hickory dickory dock Swing from side to side facing adult
[For older children: Arm bent at elbow is the clock, fingers run up the arm, index/pointer finger up for “struck one” and fingers run down the arm. Repeat twice after demos.]
Have a good stretch. Stand up do this all together.
Hickory dickory dock Stand with feet apart. Join hands together and swing them back and forth
The mouse ran up the clock Act like a mouse climbing up
The clock struck one Jumping jack, with hands clapping above head
The mouse ran down Act like a mouse climbing down
Hickory dickory dock Join hands together and swing them back and forth
Our Senses
Content of Kit:
BOOKS:
My Lucky Day-
Carrot Soup -12234
Beatrice Doesn’t Want To-12241
GAME:
Create a Scene (24 Pieces included)
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Farm book 7. Goat 13. Pony 19. Chicken
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Scarecrow 8. Boy 14. Sheep 20. Chicks
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Trough 9. Girl 15. Goose 21. Baby chicks
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Tractor 10. Cat 16. Goose 22. Rooster
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Hay 11. Donkey 17. Dog 23. Turkey
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Rabbit 12. Horse 18. Cow 24. Pigs
Application Sheet
As you read books with your children, you can often keep their attention longer by involving them in the story by asking them questions. Try to ask open-ended questions -- ones that cannot be answered with just a yes or no. You are giving them an opportunity to talk and share their ideas with you. Even when you read books with babies and talk about the pictures, leave time for your baby to babble back. This is the beginning of narrative skills for a baby! Giving your children props or aids to retell stories makes it easier for them to remember the story. Children can retell the story and make up and tell you their own, both ways help develop narrative skills.
This is the expressive part of language, being able to describe things, to tell what happened, to retell stories. This skill helps children later understand what they read. Think about it, when we hear something we kind of get it, but when we can tell or explain it to someone else, we really get it.
Story time application: When reading a book have the children predict portions of the story. Also use role-playing or items such as puppets or other visual aids to encourage the children to help tell the story.
Here’s a little way to remember Narrative skills
The word for today is P A R T. You are a strong part of what your children learn!
P for patience, pause for response
A for ask questions, what, open-ended
R for child retelling stories, repeating words and sentences
T for talking, tell what happened
ACTIVITIES
1. Our Senses—what we see, hear, feel, smell, and taste.
You and your child take time to think of something you think tastes good. Then discuss what you think makes it taste good. This kind of interaction with your children helps develop their narrative skills, expressive language.
2. Spend time with your child and talk. One topic could be how things change on a farm. Use the Farm magnetic storybook to create a story. You could ask questions such as: What changes on a farm? How big are baby animals? And relate the story to them by asking how big were you when you were a baby? Ask what baby animals do and then what did you do when you were little? What can grown up animals do and what can you do now that you could not do when you were a baby?
3. Have your child color the carrot and then cut it out. As you read the story Carrot Soup have the child wave the paper carrot every time they hear the word. You could also find other pictures of gardening for props to help your child retell the story.
4. Make carrot soup. Read the recipe with your child, then make the carrot soup and have your child retell the activity.
Rabbit's Favorite Carrot Soup
2 pounds carrots--washed, peeled and shredded
4 14-ounce cans chicken broth
2 stalks celery, chopped
1 large onion, chopped
Salt & pepper
5 sprigs fresh dill or parsley, minced
1. Sauté the onion and celery in butter in a large covered pot until tender. Add the shredded carrots and chicken broth. Bring to a boil.
2. Reduce heat and simmer with the pot covered for about half hour.
3. Let cool slightly. Puree the mixture in a blender or food processor until smooth.
4. Add salt and pepper to taste. Add dill or parsley. Serve.
Content of Kit:
BOOKS:
Alphabet Mystery - 12230
Q is for Duck - 12218
Tomorrows Alphabet - 12238
GAME:
Magnetic Chalk and Dry-Erase Board
APPLICATION SHEET
For young children letter knowledge means knowing that the same letter can look different, that letters have names and are related to sounds. There are many wonderful books specifically about the alphabet. Also, you can point out words that start with a specific letter (for instance the first letter of a child’s name) or point out letters that can be seen around the room.
Helping your child see shapes will help them when they try to recognize and make letters. A circle later becomes an O (oh). The circle shape is also used in lots of other letters like the b, d, G, C. Triangles can be seen in A, W, V, M. Being able to see the difference between shapes is the first step in seeing the difference between letters.
Helping children see what is alike and different helps them with letters. A lower case “n” and a lower case “h” are similar but different. They need to be able to see those differences. Even when they help you match socks as you put the laundry away, they are getting this skill. When you write use both upper and lower case letters. It is important for children to learn that the same letter can look different. Using both sets of letters helps them understand this idea.
The alphabet song is helping children to learn the NAMES of the letters. This is important for later reading. Be sure to enunciate “l, m, n, o, p” because young children tent to say, “elemonopee” as one letter name! Here’s a little trick—try singing the alphabet song to the tune of Mary Had a Little Lamb. It breaks up the letter sounds differently.
When you help your child learn letters, you need not start from A to Z. Start with words that are important to them, like their names or something of interest like dinosaurs or princesses or whatever it is.
Here’s a little way to remember how to incorporate letter knowledge.Remember to PAWS
P for play with letters
A for alike and different
W for write and draw
S for shapes
ACTIVITIES
1. Make name using cardboard letters. After reading one or more of the alphabet books use the cardboard letters to put together the child’s name.
2. Make name using elbow noodles or rice. After reading one or more of the alphabet books use elbow noodles or rice to make the child’s name. Using the cardboard letters trace the child’s name on a piece of paper and fill it in with rice or elbow noodles. Or you can use foam letters or beads.
3. Puzzle Piece Match Up: Cut the fronts of old greeting cards in half. As families enter and get their name tags give one half to each family and then ask them to match up with their puzzle partner and introduce themselves. When everyone has done this, explain that when children do even simple puzzles like this one, they are learning about “Visual Discrimination” which helps them tell the difference between letters that look alike depending on which way they are facing! Hold up a cut-out of a lowercase “p” and turn the paper so the “p” looks like a “b,” “d,” or “q.”
4. Be sure to sing the alphabet song!!
Last updated: May 30, 2010 - 2:06pm by newplymouth
