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 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.

Storytelling Reading, Language & Literacy

#2 Why read to a child? 4 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

4 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? 4 Alphabet, words, language 4 Reading skills 4 Rhyming 4 Grammar 4 Concepts 4 Their world 4 Relationships 4 Listening skills

What do Nursery Rhymes teach? 4 Math 4 Language 4 Reading Skills 4 Creative 4 Dramatization 4 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: 4 Children who are READ to REGULARLY are better readers. 4 If a child can SEE other people read, they will learn that READING is IMPORTANT! 4 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 old3 year old4 year old5 year old Thick pages Large Bright pictures Familiar objects Sensory Familiar experiences & objects Imitates familiar sounds Familiar plots Large bright pictures Familiar experiences & objects Other People and things outside of the home Repetitive sounds and words. Explain how and why. Include exaggeration, silly, and humor in reality. Pictures tell the story Contain new words. Same as a 4 year old plus: Add new knowledge Familiar facts Fantasy 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 minutes

# 4 CHARACTERISTICS of a Good STORY TELLER: 4 Voice - Change tone & pitch to make the story come alive 4 Facial Expression 4 Eye Contact 4 Speed - Slow Down, follow child’s cue 4 Volume - Loud enough for whole group 4 Speak Clearly 4 Have fun with the story 4 You do not have to read the words or the entire story 4 Talk about the pictures and the story

#5 Telling the story - Before You Read… 4 Be FAMILIAR with the story. 4 Know VOCABULARY in story. 4 Feel the FLOW of the story. –Adjust or shorten pages? 4 Practice the story - practice props and visuals you will use

Before You Read… 4 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? 4 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) 4 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 4 Purpose is to explore the world by “reading” books 4 A calm, relaxing, and quiet area away from loud and active play. 4 Place for sitting – soft pillows, chairs, blanket 4 Include bookshelves with easy access for the child 4 Display the entire front of the book not just the side to promote interest. 4 Include a wide selection of books

#7 When is it a good time to read? 4 Arrival time 4 During “Free time” 4 During snack time 4 During circle time 4 During bathroom time 4 While lunch is being prepared 4 Before nap-time 4 After nap time 4 After school time 4 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