Spelling-How to Help
If you were to ask kids to name their most hated subject, most of them would say spelling, surprisingly not math. Many students struggle with their spelling words and the repetition of writing the words over and over doesn’t seem to help. This leads many students to become frustrated and to giving up.
At some point, a student may even ask, “Why do I have to learn spelling words?” Learning spelling words is important to the student’s future. Spelling words help lay the basic foundation students will need throughout his education and life.
Spelling is important because it aids in reading. It helps cement the connection that is shared between sounds and letters. Learning high frequency sight words also has been shown to help with both reading and writing. This is why students learn sight words during their early years. Spelling and reading also have a common factor, proficiency with language.
Student should be relaxed about spelling; if not, it will inhibit their writing. They will be less willing to write out their assignments. When you listen to a struggler speller speak or read something that he or she has written, it is impossible to not notice that their choice of words may be poor or limited. This is very unfortunate because writing is something that we do throughout our lifetimes.
Bad spelling also gives others a bad impression about you. No matter what you say, if the spelling is poor, the reader will notice this before anything else. Punctuation errors often go unnoticed, but everyone notices spelling errors.
As students get older and progresses through various grades, they will have to write reports and papers. Instructors at all grade levels, including the university level, will grade harshly on poor spelling. This will invariably affect the student’s grade and possibly determine his future success in life.
Resumes are typically written using various writing software programs. Even poor spellers feel comfortable writing resumes with these systems, but what most people don’t realize is that spell check is not 100% accurate. Just begin you don’t see a green or red line, that does not mean that there are no errors in your resume. If your spelling ability is strong, you do not have to worry about not being able to see your own mistakes. A poorly written resume will not get you a job; it will get you one of those meaningless, “we’ll call” sendoffs.
You cannot place your entire future on the line by not being able to spell. Not only is the ability to spell necessary in most occupations, but a person also needs to be able to spell well in order to be able to communicate and take notes and directions. You could be trying to write someone a note that could possibly save his life, but if the person only sees a note filled with misspelled words, then that person may not be able to comprehend what you’re saying. It’s a stretch, but the message is clear. Spelling is so very important.
Here’s a few things you can do at home:
- Don't get on his case or criticize her about his spelling. Keep your encounters very positive. Praise his effort. Just keep the mind-set of a spelling coach, not a spelling critic.
- Are you reading to him for 30 minutes a night? You should be. Always hold the book so that he can see the text. Encourage him to look at the text as you read. The more she sees words spelled correctly, the more he'll internalize the correct spellings.
- Buy him a simple spiral notebook, and call it him spelling notebook. Buy him a children's dictionary with relatively large type and make sure he knows how to use it. Keep them both in a prominent place, like on the kitchen counter. But this isn't for you, this is for him. Every time he notices that he has misspelled a word, he should look it up in the dictionary and then write that word over and over on a page of him spelling notebook, like 25 times, saying it aloud each time so that it's a multisensory process. That's how he can "set it in stone." This is how a phonics-only curriculum teaches spelling at the same time as handwriting and reading.
- Kids love games, and they love to see how their parents draw. So put those two together, and make a funny worksheet with lots of words that he tends to misspell and cartoons depicting them. Have your child "correct" YOUR spelling.
- Let's say your child is very sensitive and you don't want to have him get down on himself about spelling. So don't make a big deal out of it. When you look at him school papers and notice misspelled words, don't say a thing. Just make a mental note. Then get yourself a set of handy, dandy index cards. Write a word that your child has misspelled on a card, and put it on your fridge as "The Word of the Day." At dinner, everyone in your family should use that word in a sentence. Have fun with it! If you did this every night for a year, there couldn't be very many words left in a child's vocabulary that he doesn't already spell correctly, or that you haven't covered!
Pinterst Pick 3: July Link-Up
I can't believe that summer is a third of the way over. The crazy thing is that I still have my list of things to do to get done. Where did June go. I'm currently dog sitting my sister's dogs this weekend.
My first pick is an idea that I love. I have done many different things to get students to learn sounds and make words. Taping squares on the floor has raised eyebrows.
This idea of lunchroom trays is the best I have seen. This would be perfect for three sound words. I think they would fit in a guided reading basket.
Each year I work on make my data collection easier. Last year I created folders for students to keep their data in--my principle was floored that my first graders were able to track their own data. Plus, parents loved it. This pin has a link to free student data sheets--I plan on adding them to my student data folders int he fall.
Every summer I have this pile of books. I try to get through them all-sometimes it happens but not always. This summer I started the pile about Spring break and its been growing ever since. Sometimes I think I need a 12 Step for Amazon with all the money I spend there.Since, it's Friday I have a freebie for you. Be sure to sop by my store to grab it. My Kindergarten Tic Tac Toe is great for literacy centers and Daily 5 for students work on to help learn their sight words.
Have an awesome Forth of July.
Types of Articulation Errors
I think one of the hardest things to do is support speech kidoos who are making articulation errors. Being in a school where the Speech Pathologist comes by once or twice a week makes it hard to collaborate with them let alone have time to figure out when to recommend them for a formal evaluation.
Speech sound production is a complex process that involves precise planning, coordination, and movement of different articulators (such as the jaw, lips, teeth, tongue).
Correct articulation produces clear speech. Another name for clear speech is intelligibility. Errors in speech sound production are known as articulation errors. Articulation errors are common in children when they first learn to speak.
An example of this is a young child who says “wabbit” for “rabbit.” Most children eventually outgrow such speech errors, which are a normal part of learning to produce new sounds.
When a student demonstrates articulation errors beyond those of typical development, they may need to see a speech-language pathologist (SLP). The SLP evaluates the type of error(s) the child making and may develop an intervention or therapy plan. In speech/language sessions, the SLP teaches the child how to make the sound. He/she shows the child how to move the articulators, what type of sound it is (a “whistly” sound versus a “stop” sound, for example), and whether to turn voice on or off.
A child can make the following articulation errors when producing speech sounds: Substitutions, Omissions, Distortions, and/or Additions.
S – Substitutions
Definition: Replace one sound with another sound.
Examples: “wed” for “red,” “thoap” for “soap,” “dut,” for “duck”
O – Omissions (also known as deletions)
Definition: Omit a sound in a word.
Note: This error affects intelligibility the most, making speech more difficult for the listener(s) to understand.
Examples: “p ay the piano” for “play the piano”, “g een nake” for “green snake”
D – Distortions
Definition: Produce a sound in an unfamiliar manner.
Examples: “pencil” (nasalized—sounds more like an “m”) for “pencil,” “sun” (lisped—sounds “slushy”) for “sun”
A – Additions
Definition: Insert an extra sound within a word.
Examples: “buhlack horse” for “black horse,” “doguh,” for “dog”
I'm always questioned by teachers and parents about when sounds are acquired. I have a copy of this picture in my "Everything-Teacher's Binder." I can pull it out an show them when what is acquired and provides them with the information that they need. Be sure to add it to your teacher binder--it's very helpful. Have a great day.
My Favorite Quote: Linkly
This morning I'm linking up with "I Heart Grade 3" as part of her Weekly Summer Link-up. This weeks topic: My Favorite Quote. I'm also writing to you from the beautiful highlands of Colorado Rockies. This summer the wildflowers have been in full bloom. If your in the neighbor hood I would take a morning and enjoy a day hike here.
This summer I have been asked time and time again what my end goal is for students. It's begin hard to teachers and administrators to understand why I have an end goal with high expectations for getting students back in general education instead of expecting a year or more growth from all students.
Why??? As the quote says--not everyone can make two years worth of growth in a year. I would rather have six months of solid growth than a year or more crappy non mastery growth from someone. Very one can get there but it's the time frame that matters at the end of day.
This is where data comes into play. It becomes more about what kind of growth the student made last year. Do they always make six months or two months of growth? I had an administrator tell me once two/three months of quality is better than a year of crap. But it's not about watering it down or giving up on them. They can do it!
Einstein was on to something. Each student that walks through my doors is different and they are different each and every day they walk into my doors. They are not fish but their morning or weekend makes a huge impact on how they are perceived--they are smart but today it just may take a little more patience and understanding to get them to show it. Have a great week.
Daily 5: Word Work (freebie)
As special education teacher, one of my jobs is to support classroom teacher support exceptional needs students during their day. One of the more challenging parts of the day is during Daily 5 or Daily 3 (depending on the grade level). For many its word work is the place they run into problems. Granted one wants to see the carry over to other things like writing but that takes patience and tons of practice. But I always say start with the basic and work up from their and if the student is working in a more structured reading program instead of guided reading with me than I turn them something like the word work I have created for Wilson.
Students who come to me for Wilson play word games and manipulate letters to create patterns in words so that all are easily recognized. Teachers then can support this work by having a word wall or personal word wall and have these words become “No Excuse” words to get that writing piece they are looking for. In turn it helps expanded vocabulary and correct spelling allow for more fluent reading and writing thus speeding up the ability to comprehend what is read and get thinking down on paper.
Click on the picture below to be taken to Diving with /or/ Words Freebie. Have a great weekend!
Oral Language Development
One of the most challenging things to do is build students’ oral language. It’s tough finding ways to build the skill into an already packed day. However, oral language skills impact student’s academic learning throughout their day, finding ways to add it without giving up something else is hard. As a special education teacher I spend a couple of minutes before starting group building these skills. I hope these suggestions help you find ways to build oral language into your day. At the start of each year, I use Total Physical Response with all my students as I build routines and expectations. This is something I pass on to parents because they too can use TPR to build oral language and its easy.
At the beginning of the school year, students need to know key phrases and expressions that they can use to communicate with teachers and students during the school day. Being able to communicate effectively with others is key for learning to take place. With some work, students can develop the type of everyday communication skills that facilitate learning. This strategy called Total Physical Response to help students in these early stages of language development.
You will see them talk sooner when they are learning by doing. TPR activities help students adjust to school and understand the behaviors required and the instructions they will hear. This will help them in mainstream classrooms, in the halls, during lunchtime, during fire drills, on field trips, and in everyday life activities.
1. Introduction
The teacher introduces a situation in which students follow a set of commands using actions. Usually props such as pictures or real objects accompany the actions. Some actions may be real while others are pretend.
2. Demonstration
The teacher demonstrates or asks a student to demonstrate this series of actions. The other students are expected to pay careful attention. At first, students are not expected to talk or repeat the commands. But soon they will want to join in because the commands are easy to follow and the language is clear and comprehensible. For example, the teacher gives a command such as "Take out a piece of bread" and the students say the sentence and do the action. "Now, spread peanut butter on it", and so on until a make-believe sandwich is made and eaten.
3. Group action
Next, the class acts out the series while the teacher gives the commands. Usually, this step is repeated several times so that students internalize the series thoroughly before they will be asked to produce it.
4. Written copy
Write the series on the chalkboard or chart paper so that students can make connections between oral and written words while they read and copy (or even substitute ingredients of their choice).
5. Oral repetitions and questions
After students have made a written copy, they repeat each line after the teacher, taking care with difficult words. They ask questions for clarification, and the teacher points out grammatical features such as "Yesterday we ate half a sandwich. Today we will eat a whole sandwich. Did you notice the difference between ate and eat? Yesterday we spread grape jelly, today we will spread orange jelly. Did you notice that the verb spread didn't change? Let's say the words soap and soup. Let's say the words cheap and sheep."
6. Student demonstration
Students can also take turns playing the roles of the reader of the series and the performer of the actions. Meanwhile, the teacher can check on individual students for comprehension and oral production.
7. Other activities
At the beginning of the school year, students need to know key phrases and expressions that they can use to communicate with teachers and students during the school day. Being able to communicate effectively with others is key for learning to take place. With some work, students can develop the type of everyday communication skills that facilitate learning. This strategy called Total Physical Response to help students in these early stages of language development.
Learning key phrases through Total Physical Response
Total Physical Response (TPR) activities greatly multiply the language input and output that can be handled by beginning English language learners (ELLs). TPR activities elicit whole-body responses when new words or phrases are introduced. Teachers can develop quick scripts that provide ELLs and other students with the vocabulary and/or classroom behaviors related to everyday situations. For example, "Take out your math book. Put it on your desk. Put it on your head. Put it under the chair. Hold it in your left hand."You will see them talk sooner when they are learning by doing. TPR activities help students adjust to school and understand the behaviors required and the instructions they will hear. This will help them in mainstream classrooms, in the halls, during lunchtime, during fire drills, on field trips, and in everyday life activities.
Strategies: How to use Total Physical Response
There are seven steps for the TPR instructional process:1. Introduction
The teacher introduces a situation in which students follow a set of commands using actions. Usually props such as pictures or real objects accompany the actions. Some actions may be real while others are pretend.
2. Demonstration
The teacher demonstrates or asks a student to demonstrate this series of actions. The other students are expected to pay careful attention. At first, students are not expected to talk or repeat the commands. But soon they will want to join in because the commands are easy to follow and the language is clear and comprehensible. For example, the teacher gives a command such as "Take out a piece of bread" and the students say the sentence and do the action. "Now, spread peanut butter on it", and so on until a make-believe sandwich is made and eaten.
3. Group action
Next, the class acts out the series while the teacher gives the commands. Usually, this step is repeated several times so that students internalize the series thoroughly before they will be asked to produce it.
4. Written copy
Write the series on the chalkboard or chart paper so that students can make connections between oral and written words while they read and copy (or even substitute ingredients of their choice).
5. Oral repetitions and questions
After students have made a written copy, they repeat each line after the teacher, taking care with difficult words. They ask questions for clarification, and the teacher points out grammatical features such as "Yesterday we ate half a sandwich. Today we will eat a whole sandwich. Did you notice the difference between ate and eat? Yesterday we spread grape jelly, today we will spread orange jelly. Did you notice that the verb spread didn't change? Let's say the words soap and soup. Let's say the words cheap and sheep."
6. Student demonstration
Students can also take turns playing the roles of the reader of the series and the performer of the actions. Meanwhile, the teacher can check on individual students for comprehension and oral production.
7. Other activities
- Use pictures from magazines, the Internet, pictures books. And have students talk about them. Let them take the lead.
- Before reading a children's story, select some action words and ask the students to perform these actions as you encounter them in the pages. List them on the chalkboard.
- After reading the story, ask children to summarize the story by acting out the words you have demonstrated.
- After reading the story, ask the children to select some words or phrases that they would like to turn into actions.
Great Read Alouds for Preschoolers
Froodle
By: Antoinette Portis
It all started with a little brown bird that tired of making and hearing the same old sounds: caw, coo, chip, peep. Instead, it said “Froodle sproodle!” which came as an unwelcome shock to the crow, cardinal and dove. But the small brown bird’s continued wordplay inspired the others — even the crow. Simple, bold illustrations and varied type present a comical tale of individuality and lots of potential for wordplay.
If You Were a Dog
By: Jamie Swenson
Effervescent language and lively illustrations ask readers what kind of dog, cat, fist, bird, bug, frog, or dinosaur they’d be — but since they are not, they can "arrooo! like a dog, hiss! like a cat," or even "chomp, stomp, roar! like a dinosaur" in this playful, imaginative book.
Kitten's First Full Moon
By: Kevin Henkes
Children will delight in Kitten’s mistake. They know that what she thinks is a bowl of milk is really the moon’s reflection. Mostly black and white (and shades of gray) illustration expressively depict Kitten. Children enjoy the visual and verbal patterns throughout.
Little Mouse
By: Alison Murray
When the young narrator feels quiet and cuddly, she doesn’t mind being her mom’s Little Mouse. Other times, she is as strong as an ox or brave and scary like a lion. A child’s daily changing moods are reflected in the open illustrations and simple text.
Llama Llama Mad at Mama
By: Anna Dewdney
Little Llama Llama has a major meltdown when he tires of shopping with Mama in the shop-o-rama. But Mama Llama is smart and figures out how do end the llama drama. The rhyming text shares not only a common experience but a great deal of llama wisdom all told with good humor and rhyme.
Marc Brown's Playtime Rhymes: A Treasury for Families to Learn and Play Together
By: Marc Brown
Twenty familiar and some lesser-known rhymes are just right for sharing. Actions are shown in small pictograms that accompany each line. One fingerplay appears on each double page with gentle, idealized illustration for a collection perfect for sharing.
Maria Had a Little Llama/Maria tenia una llamita
By: Angela DomÃnguez
Cheerful, childlike depictions of Maria and her much loved llama set the familiar rhyme, “Mary Had a Little Lamb”, in a Peruvian village. The little white llama follows Maria to school, makes the children laugh, but with a distinctive and unique setting and characters in a familiar cadence.
Time-Out for Sophie
By: Rosemary Wells
Exasperated Mama and Daddy put Sophie in time-out when she dumps her dinner and tosses the clean laundry. But when Granny puts herself in time-out during their book-sharing, Sophie straightens up. Text and illustration capture a young child’s tenacious behavior and her adults’ reactions, sure to be recognized by all.
Tippy-Toe, Chick, Go!
By: George Shannon, Laura Dronzek
Can the youngest chick solve the problem and help the family get to their tasty meal of potato bugs and beans? Of course, for only she can run tippy-toe around the fierce — but leashed — dog! Young children will appreciate the youngest chick’s success in this brightly illustrated tale.
Tiptoe Joe
By: Ginger Foglesong Guy
A big brown bear in red sneakers tiptoes fast to invite his friends to "…come with me/I know something you should see." Each animal clops, thuds or swishes to see Joe's surprise: two sleeping cubs with their mother. Told with lively language and humorous illustrations.
Whistle for Willie
By: Ezra Keats
Oh, how Peter wished he could whistle to call his dog, Willie. Try as he might, he just couldn’t seem to make the sound come out — until one day he could! The simple description of a child’s yearning is told in natural language and charming collage illustrations.
Yoo-Hoo, Lady Bug!
By: Mem Fox
A small ladybug loves to hide — and she does it well in each familiar scene. "Yoo-hoo, Ladybug? Where are you?" She's hiding behind the teddy bear, tucked in a box, and other places in this brightly illustrated, rhyming hide-and-seek book for younger children.
These are some of my favorites. My family jokes that I need a 12 step for book stores. But when all else falls I hit the public library who always has a great selection of books to build language. Have a great Monday!
What to Read Aloud to Babies and Toddlers?
It’s a busy life filled with lots of things to do and even more distractions. All that’s needed is a comfy place, an adult, one child or more, and a good book to share.
The question becomes-How do you choose what to read aloud to a child? The first thing to ask yourself is simply: Do I like it? Then consider if you’re comfortable with the content. Is there something that you may want to omit or that you’d rather not tackle with your child? Children seem to know instinctively when an adult really likes something or if they’re just faking it.
Sometimes children respond differently to a book than the adults who try to share it. A book that the adult thinks is fantastic may get a ho-hum or downright negative response from the listener or sometimes the reverse is true, too. That’s OK; children have tastes, though sometimes they’re just not ready for a particular book. It’s perfectly okay not finish the book. Just try another one.
There are lots of educational reasons to read aloud to children. Reading aloud with children of all ages not only builds language — a key ingredient to success in school — but most importantly, it’s a time for adults to share with the children in their lives and to build a common, positive experience that lasts long after a book is closed.
All Fall Down
By: Helen Oxenbury
Young children will appreciate the game played by children (also in Tickle Tickle) in this sturdy book. Rhyming text and uncluttered illustrations are just right to share with the youngest child.
All of Baby, Nose to Toes
By: Victoria Adler
All of a newborn, from head to toe, is appreciated and loved by various members of an adoring family. Lively language and joyful illustrations are used in this ebullient celebratory book.
Diggers Go
By: Steve Light
What sound does an excavator or a forklift make? Each makes its own noise, presented here in bold, dramatic typefaces dynamically shown on sturdy horizontal pages. Children can be encouraged to repeat sounds made by the variety of equipment — likely to delight construction aficionados.
I Kissed the Baby!
By: Mary Murphy
A new baby creates lots of excitement and all the animals want to kiss the baby duckling! Black pages with bold white lines depict the animals with splashes of color to highlight the joy and a repeating text makes this just right to encourage young children.
Lots of Lambs
By: Laura Numeroff
Feel the lamb's wool, then lift the umbrella to find lambs. There are lambs of all types and in many moods doing lots of things. Staccato, rhyming, catchy text is accompanied by expressive images of lively lambs that encourage active engagement with each page.
Lullaby and Kisses Sweet: Poems to Love with Your Baby
By: Lee Bennett Hopkins
Every day, young children and their families can celebrate familiar things and activities in this sturdy, handsome, and appealing collection of 30 poems. Each short piece by a range of poets is about food, family, firsts, play and bedtime, creating a memorable collection just right for the youngest listener.
Maisy's Animals/Los animales de Maisy
By: Lucy Cousins
Maisy’s favorite animals are introduced in both English and Spanish accompanied by Cousin’s signature illustrations on sturdy pages. Maisy is a familiar character with a simplicity of illustration and text that captivates young children.
Max's First Word
By: Rosemary Wells
No matter how hard Ruby tries to get her baby brother to say the names of the objects around him, Max will only say “Bang!” One day, however, Ruby gets a big surprise from Max’s first real word. Understated humor and bright, bold illustrations appeal to children and their adults.
One, Two, Buckle My Shoe
By: Jane Cabrera
The familiar rhyme continues all the way to 20 as a rabbit helps the farm animals get ready for a party. A small chick on each page encourages young readers to look closely as chicks are hidden on each spread. Bright, boldly lined illustrations are appealing and child-like.
Peek-a Who?
By: Nina Laden
What can you “peek-a” through the die-cut window? Does it “moo”, say “boo” or could it be YOU? Turn the page and find out! A predictable format and bold illustrations are sure to engage and delight.
Peekaboo Kisses
By: Barney Saltzberg
Peekaboo! What do you see? Lift the flap and see the kissable, touchable baby animal & dash; until the final spread. The mirror on the final pages lets young children see themselves in this boldly illustrated, participatory book.
Say Goodnight
By: Helen Oxenbury
Even the most active baby or toddler must sleep sometime, and in this story the children "say goodnight." Similar to Tickle Tickle and All Fall Down, this is a sure hit to share with babies and toddlers.
Say Hello Like This!
By: Mary Murphy
How do animals greet everyone? With woofs and meows for a big hello! Beginning with a dog's "licky and loud … bow-wow-wow-wow!" the split pages hide the sounds until the turn — sure to delight young readers. Bold, colorful illustrations exude joy and spirit.
Tickle Tickle
By: Helen Oxenbury
Chubby cheeked babies of many hues are shown in crisp illustrations doing things that babies do. The simple words are playful and energetic, just like the children in this and others by Oxenbury such as Clap Hands and All Fall Down.
My favorite preschool read aloud to come. Even in my current position in Intermediate Elementary students my student's love when I do story hour. Have a great weekend.
The question becomes-How do you choose what to read aloud to a child? The first thing to ask yourself is simply: Do I like it? Then consider if you’re comfortable with the content. Is there something that you may want to omit or that you’d rather not tackle with your child? Children seem to know instinctively when an adult really likes something or if they’re just faking it.
Sometimes children respond differently to a book than the adults who try to share it. A book that the adult thinks is fantastic may get a ho-hum or downright negative response from the listener or sometimes the reverse is true, too. That’s OK; children have tastes, though sometimes they’re just not ready for a particular book. It’s perfectly okay not finish the book. Just try another one.
What are you looking for?
Is there something for listeners to grab hold of? For young children, is there a phrase or perhaps something hidden in the illustration to keep them actively engaged? For older children, is there something to think about or talk about or even follow up about? Does it build on a child’s existing interest or maybe introduce a new one?There are lots of educational reasons to read aloud to children. Reading aloud with children of all ages not only builds language — a key ingredient to success in school — but most importantly, it’s a time for adults to share with the children in their lives and to build a common, positive experience that lasts long after a book is closed.
Babies and Toddlers Picture Book Recommendations
It’s never too early to start reading to young children. Young children are building vocabularies long before they can say them or use them in conversation. Try one of my favorite books with your baby or toddler. It doesn’t matter if you don’t read every word, but it is important that you share your enthusiasm. You can even do some of the actions suggested by the words or pictures, or you can make up your own. Maybe you just want to talk about the pictures and point to them as you do. It’s the sharing that’s important!All Fall Down
By: Helen Oxenbury
Young children will appreciate the game played by children (also in Tickle Tickle) in this sturdy book. Rhyming text and uncluttered illustrations are just right to share with the youngest child.
All of Baby, Nose to Toes
By: Victoria Adler
All of a newborn, from head to toe, is appreciated and loved by various members of an adoring family. Lively language and joyful illustrations are used in this ebullient celebratory book.
Diggers Go
By: Steve Light
What sound does an excavator or a forklift make? Each makes its own noise, presented here in bold, dramatic typefaces dynamically shown on sturdy horizontal pages. Children can be encouraged to repeat sounds made by the variety of equipment — likely to delight construction aficionados.
I Kissed the Baby!
By: Mary Murphy
A new baby creates lots of excitement and all the animals want to kiss the baby duckling! Black pages with bold white lines depict the animals with splashes of color to highlight the joy and a repeating text makes this just right to encourage young children.
Lots of Lambs
By: Laura Numeroff
Feel the lamb's wool, then lift the umbrella to find lambs. There are lambs of all types and in many moods doing lots of things. Staccato, rhyming, catchy text is accompanied by expressive images of lively lambs that encourage active engagement with each page.
Lullaby and Kisses Sweet: Poems to Love with Your Baby
By: Lee Bennett Hopkins
Every day, young children and their families can celebrate familiar things and activities in this sturdy, handsome, and appealing collection of 30 poems. Each short piece by a range of poets is about food, family, firsts, play and bedtime, creating a memorable collection just right for the youngest listener.
Maisy's Animals/Los animales de Maisy
By: Lucy Cousins
Maisy’s favorite animals are introduced in both English and Spanish accompanied by Cousin’s signature illustrations on sturdy pages. Maisy is a familiar character with a simplicity of illustration and text that captivates young children.
Max's First Word
By: Rosemary Wells
No matter how hard Ruby tries to get her baby brother to say the names of the objects around him, Max will only say “Bang!” One day, however, Ruby gets a big surprise from Max’s first real word. Understated humor and bright, bold illustrations appeal to children and their adults.
One, Two, Buckle My Shoe
By: Jane Cabrera
The familiar rhyme continues all the way to 20 as a rabbit helps the farm animals get ready for a party. A small chick on each page encourages young readers to look closely as chicks are hidden on each spread. Bright, boldly lined illustrations are appealing and child-like.
Peek-a Who?
By: Nina Laden
What can you “peek-a” through the die-cut window? Does it “moo”, say “boo” or could it be YOU? Turn the page and find out! A predictable format and bold illustrations are sure to engage and delight.
Peekaboo Kisses
By: Barney Saltzberg
Peekaboo! What do you see? Lift the flap and see the kissable, touchable baby animal & dash; until the final spread. The mirror on the final pages lets young children see themselves in this boldly illustrated, participatory book.
Say Goodnight
By: Helen Oxenbury
Even the most active baby or toddler must sleep sometime, and in this story the children "say goodnight." Similar to Tickle Tickle and All Fall Down, this is a sure hit to share with babies and toddlers.
Say Hello Like This!
By: Mary Murphy
How do animals greet everyone? With woofs and meows for a big hello! Beginning with a dog's "licky and loud … bow-wow-wow-wow!" the split pages hide the sounds until the turn — sure to delight young readers. Bold, colorful illustrations exude joy and spirit.
Tickle Tickle
By: Helen Oxenbury
Chubby cheeked babies of many hues are shown in crisp illustrations doing things that babies do. The simple words are playful and energetic, just like the children in this and others by Oxenbury such as Clap Hands and All Fall Down.
My favorite preschool read aloud to come. Even in my current position in Intermediate Elementary students my student's love when I do story hour. Have a great weekend.
Preschoolers and Reading
Preschool is a beginning of learning to weaver letters into words. They build their language skills and start to make sense of the sound/letter system to begin to read. These days preschool is structured to prepare preschoolers for reading and math. Below are some ideas to what parents can to foster beginning reading skills.
At this stage, students uses their ever-increasing language skills to become a “big talker” and develops an awareness of the power of the written word. Parents and caregivers of preschoolers can help them develop into readers and writers by playing with letters and their sounds, promoting dramatic play using characters from books, and reading lots of books together.
Through daily experiences, preschoolers learns more and more about the way things work in the world. At the same time, they are able to use his ever-increasing vocabulary and language skills to share their observations, ideas, and imaginary worlds with other children and adults. Young children can be entertaining storytellers, engaging conversational partners, and frustrating negotiators. During the preschool years, students become aware that the world is filled with letters and may begin to recognize familiar words.
Parents can help your preschooler become an eager reader and writer through simple conversations and reading together. It helps to plan regular times to read with your young child and talk together daily about things that interest him. You can turn everyday experiences such as waiting in lines, doing errands, and riding the bus into conversation starters. By talking about your child’s ideas, observations, and feelings, you prepare your young child for reading and writing about the world.
At this stage, students uses their ever-increasing language skills to become a “big talker” and develops an awareness of the power of the written word. Parents and caregivers of preschoolers can help them develop into readers and writers by playing with letters and their sounds, promoting dramatic play using characters from books, and reading lots of books together.
Through daily experiences, preschoolers learns more and more about the way things work in the world. At the same time, they are able to use his ever-increasing vocabulary and language skills to share their observations, ideas, and imaginary worlds with other children and adults. Young children can be entertaining storytellers, engaging conversational partners, and frustrating negotiators. During the preschool years, students become aware that the world is filled with letters and may begin to recognize familiar words.
Parents can help your preschooler become an eager reader and writer through simple conversations and reading together. It helps to plan regular times to read with your young child and talk together daily about things that interest him. You can turn everyday experiences such as waiting in lines, doing errands, and riding the bus into conversation starters. By talking about your child’s ideas, observations, and feelings, you prepare your young child for reading and writing about the world.
How to Help Your Preschooler Get Ready for Reading
- Point to the words as you read aloud. When you point to the words as you read or talk about the title and author, you help your child learn about the different parts of the book. You also show him that reading involves connecting spoken words to printed ones.
- Repeat your child’s words the right way. Most young children make grammatical errors while they are learning to talk. Instead of correcting, try repeating your child’s words the correct way. This way, you teach her proper grammar and demonstrate that making mistakes is how we learn.
- Join your child in pretend play. Pretending actually helps children develop language and literacy skills. They use new words and ways of speaking when they play different roles. They also practice making up stories, a skill that helps them understand books read aloud to them.
- Make up rhymes as you go about your day. Rhyming and other kinds of word play help your child to hear differences between sounds to understand that words are made up of sounds. Being able to rhyme will actually help your child learn to read and write.
- Draw and write alongside your child. One way to encourage your child to write is to show him how you write. When you write, talk to him about what you are doing. That way, you teach your child how we use writing in everything from grocery lists to phone messages.
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