1. KinderStart Session - 2011 Getting Ready for Kindergarten! Labrador School Board

2. Nursery Rhyme and Fairy Tale Challenge

3. Proverbs.....according to children! You can’t teach a dog..........new math.

4. A penny saved is......... not much!

5. Children should be seen............and not spanked or grounded!

6. People who live in glass houses........should not walk around naked!!!!!

7. The Importance of Play Children love to play! Children love to play! Cooking Cooking Dressing Up – Pretend!!! Dressing Up – Pretend!!! Pots and pans Pots and pans That is where the real learning occurs! That is where the real learning occurs! Think of your own days as a child (that is where the imagination occurred!) Think of your own days as a child (that is where the imagination occurred!) Good for cooperation, development of social skills, oral language skills, etc. Good for cooperation, development of social skills, oral language skills, etc. Play as homework (find leaves in the outdoors) Play as homework (find leaves in the outdoors)

8. How did you learn to read? What were your favourite books?

9. The Process of Reading. Reading is a gradual process developed at school and at home. Reading is a gradual process developed at school and at home. Families play a very important role in this process. Families play a very important role in this process. “Parents belong at the center of a child’s education...Not all teachers are parents, but all parents are teachers.” “Parents belong at the center of a child’s education...Not all teachers are parents, but all parents are teachers.”

10. The Earlier the Better The Earlier the Better We need to begin to read to children as soon as they are born. The consistent use of oral language is crucial – speaking, talking, singing, reading books, etc. We need to begin to read to children as soon as they are born. The consistent use of oral language is crucial – speaking, talking, singing, reading books, etc. Reading and telling stories to a child serve as powerful stimuli for brain development in the early years. Reading and telling stories to a child serve as powerful stimuli for brain development in the early years. Reading to children more than once a day has a substantial positive impact on their future academic skills, including math performance. Reading to children more than once a day has a substantial positive impact on their future academic skills, including math performance.

11. The Earlier the Better The Earlier the Better Children aged 2 to 3 who are read to several times a day do better in Kindergarten than those read to only a few times a week or less. Children aged 2 to 3 who are read to several times a day do better in Kindergarten than those read to only a few times a week or less. For many children, simple immersion in reading and books will foster reading independence in the early grades. For many children, simple immersion in reading and books will foster reading independence in the early grades. Do not discourage chewing on books as saying “no” will leave children with negative associations to books! Do not discourage chewing on books as saying “no” will leave children with negative associations to books!

12. Early Experiences with Books Early Experiences with Books ▪ Picture reading: The early stages of reading includes looking at the pictures, making a story up, engaging in pretend reading and writing, etc. Young children will often memorize the stories.

13. Early Experiences with Books The difference between the print and the pictures – as children get older, they will become more “in tune” with the print. Print rather than the pictures carries the meaning. The difference between the print and the pictures – as children get older, they will become more “in tune” with the print. Print rather than the pictures carries the meaning.

14. Early Experiences with Books Children will often memorize a book – they can read it with their eyes shut! Children will often memorize a book – they can read it with their eyes shut!

15. Early Experiences with Books Gradually, children will learn to read some of the letters and the words that are on the page. Children learn that the black marks are letters and that there are spaces between the words. Gradually, children will learn to read some of the letters and the words that are on the page. Children learn that the black marks are letters and that there are spaces between the words.

16. Early Experiences with Books Children will learn the names and eventually the sounds of the letters. Children will learn the names and eventually the sounds of the letters. You can help by teaching your child to read words that make sense to them, like their name. You can help by teaching your child to read words that make sense to them, like their name.

17. Early Experiences with Books Have your child find letters that they know. Have your child find letters that they know.

18. The Importance of Letters The Importance of Letters Find words that begin with the same letter as your child’s/brother’s/mother’s, etc. name. Find words that begin with the same letter as your child’s/brother’s/mother’s, etc. name. Count the words that begin with a certain letter. Count the words that begin with a certain letter. Count certain letters in a sentence or on a page. Count certain letters in a sentence or on a page.

19. Concepts About Print Concepts About Print left to right, top to bottom left to right, top to bottom front/back of a book, title page, illustrations, punctuation front/back of a book, title page, illustrations, punctuation recognition of words and letters (capital/small). recognition of words and letters (capital/small). connection between print and spoken language. (children will, over time, be able to read with one to one matching to the words on the page) connection between print and spoken language. (children will, over time, be able to read with one to one matching to the words on the page)

20. Reading With Your Child Reading Tips Before You Begin Reading: ▪ provide choice ▪ discuss the cover, author, and illustrator ▪ make predictions, relate the story to their own experiences

21. Reading With Your Child Reading Tips During Reading: read with expression read with expression discuss and enjoy the pictures discuss and enjoy the pictures make predictions make predictions

22. Reading With Your Child Reading Tips After Reading: encourage personal responses encourage personal responses talk about the book –what they did/did not like, favourite part/character, etc., ask “why” questions talk about the book –what they did/did not like, favourite part/character, etc., ask “why” questions

23. The importance of the pictures! Pictures are the main source of information as children learn to read. Pictures are the main source of information as children learn to read. Therefore, do not cover up Therefore, do not cover up the pictures during this time! the pictures during this time! (Note: Peacock website)

24. Expectations It would be great if parents could set the stage for children… ….but not expect them to be “readers” by the time they enter Kindergarten.

25. Some Suggestions Some Suggestions ▪ Turn the TV and games off (set a routine) ▪ Sing the ABCs (in the car, at home) ▪ Letter Recognition: Play “I Spy” with letters (find the m on the milk carton). ▪ Make child’s name using letters on the fridge.

26. Some Suggestions Some Suggestions Salt Tray/ Hair Gel Bag/ Sandpaper letters/Letters out of clay Salt Tray/ Hair Gel Bag/ Sandpaper letters/Letters out of clay ▪ Encourage scribbling and writing (meaning; write “top down to your belly button”) ▪ Practice printing names, letters, notes, etc. Make alphabet books using drawings/cut outs Make alphabet books using drawings/cut outs

27. Suggestions Continued… ▪ Create a shopping list together ▪ Environmental reading (name, STOP, A & W, etc.) ▪ Tell stories on the way to the bath, etc. ▪ Provide children with a choice of books to read.

28. Suggestions Continued ▪ Libraries/Book Fairs/Yard Sales ▪ Let your child hold the book and turn the pages - encourage your child to join in. ▪ Echo read with your child. Slide your finger under each word as you read. Then let your child do the same. As you read, let your child take over and chime in as you go.

29. Nursery Rhymes Recite a poem in whispers, but say the rhyming words loudly, or recite the poem in a loud voice, but whisper the rhyming words. Recite a poem in whispers, but say the rhyming words loudly, or recite the poem in a loud voice, but whisper the rhyming words. Start with a rhyme your child already knows and change a few of the words to nonsense words. Start with a rhyme your child already knows and change a few of the words to nonsense words. Read two lines that rhyme and have your child finish the rhyme. Read two lines that rhyme and have your child finish the rhyme.

30. Rhyming Games at Home

31. Different Kinds of Books ▪ Familiar Books ▪ Nursery Rhymes ▪ Wordless Books ▪ Information Books ▪ Counting Books ▪ Colour Books ▪ Alphabet Books

32. Free books from your local public library!

33. Connections to Math Number activities: Number activities: Count backwards and forwards. Count backwards and forwards. Count toys when you are putting them away. Count toys when you are putting them away. Sing and chant together rhyming games (One, Two, Buckle My Shoe, etc.) Sing and chant together rhyming games (One, Two, Buckle My Shoe, etc.) Games (Snakes and Ladders, etc.) Games (Snakes and Ladders, etc.) Use the calendar to count how many days before the weekend, a birthday, end of the month). Use the calendar to count how many days before the weekend, a birthday, end of the month).

34. Puzzles Puzzles are great for problem solving and for learning to get along with others. Puzzles are great for problem solving and for learning to get along with others.http://www.jigsawplanet.com/

35. Useful websites www.bemboszoo.com www.bemboszoo.com www.bemboszoo.com http://www.learnenglish.org.uk/kids/antics /index.html http://www.learnenglish.org.uk/kids/antics /index.html http://www.learnenglish.org.uk/kids/antics /index.html http://www.learnenglish.org.uk/kids/antics /index.html Peep and the big wide Peep and the big wide world world Peacock website Peacock website

36. To be successful, children need parents who will….. Read to them. Read to them. Listen to them. Listen to them. Talk about their reading with them. Talk about their reading with them. Buy/Borrow a variety of reading material. Buy/Borrow a variety of reading material. Serve as a role model of adult reading. Serve as a role model of adult reading. Promote interest in books. Promote interest in books.

37. Some Final Key Points! Some Final Key Points! ▪ Have a set time for reading - potentially outside of bedtime. ▪ Allow 10-15 minutes daily for reading with your child. Talk about the stories together. ▪ Read different kinds of books and 2-3 different books a day. ▪ Choose books with bright pictures that have rhyme, repetition, and rhythm.

38. Some Final Key Points! ▪ Read with pleasure ▪ Read with expression ▪ Relax and have fun ▪ Have children see you read ▪ Most of all, make reading a fun and enjoyable experience!