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Every Child Ready to Read

2nd Edition &

Early Literacy Tips

May, 2012

Sue McCleaf Nespeca

Kid Lit Plus Consulting

EMAIL: sue@kidlitplus.com

WEBSITE: www.kidlitplus.com

PHONE: 330.799.0310

***Please note that these materials are copyrighted. Please ask for

permission before reproducing.***

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Early Literacy Skills

Six Skills Every Child Needs In Place Before Kindergarten:

Print Motivation: A child’s interest in and enjoyment of books.

Print Awareness: Noticing print everywhere, knowing how to follow the words on a

page, knowing how to handle a book.

Phonological Awareness: Phonological awareness is the ability to hear and play with

the smaller sounds in words.

Vocabulary: Vocabulary is knowing the name of things.

Narrative Skills: The ability to describe things and events and tell stories.

Letter Knowledge: Letter knowledge is knowing that letters are different from

each other, knowing their names and sounds, and recognizing letters everywhere.

Five Practices For Parents To Know:

Talking – Talking with children helps them learn oral language, one of the most

critical early literacy skills.

Singing – Includes rhyming, and increase children’s awareness of and sensitivity to

the sounds in words.

Reading – Reading together, or shared reading, remains the single most effective

way to help children become proficient readers.

Writing – Writing and reading go together. Writing helps children learn that

letters and words stand for sounds and that print has meaning.

Playing – Children learn how to express themselves, the meaning of words, and

other early literacy skills by playing.

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Important Terms

Constrained & Unconstrained Skills–

Constrained Skills: Print awareness, letter knowledge, & phonological awareness.

Must learn in order to read, developed over a limited time span, and have a fixed

endpoint. Once skills acquired no further improvement. They are the strongest

predictors of early reading success. Yet, if these are the only skills they acquire,

they may still struggle to learn to read.

Unconstrained Skills: Develop over a lifetime. NO end-point to improving

vocabulary or comprehension. Children start out slowly and accelerate over time.

These skills take longer to learn. These are foundational skills that children need

to become proficient readers and learners.

***Statistics Depicting Our Nations’ Literacy Rates***

According to the 1991 Carnegie Foundation Report, Ready to Learn, A Mandate for the Nation, 35% of children in the United States enter public

schools without the skills necessary for learning to read.

One out of five school children is reading-impaired by the time he reaches

4th grade.

This problem, which is usually placed under the rubric of school readiness, is

strongly linked to family income and parental education levels.

The relationship between the skills with which children enter school and

their later academic performance is strikingly stable. For instance, research

has shown that there is nearly a 90% probability that a child will remain a

poor reader at the end of the fourth grade if the child is a poor reader at

the end of the first grade.

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Knowledge of alphabet letters at entry into kindergarten is a strong

predictor of reading ability in 10th grade.

By one estimate the typical middle-class child enters first grade with 1,000

to 1,700 hours of one-on-one picture book reading, whereas a child from a

low-income family averages just 25 hours.

***Why This is Important for Parents to Know***

Learning to read and write is important for success in school

Children get ready to read LONG before they start school.

A parent is a child’s first teacher – not like in school – not to TEACH child

how to read – but to share books, songs, and language experiences

Children who are read to have a larger vocabulary and better language skills

when they start school.

A child’s interest in reading and having books read to them is an important

predictor of later reading achievement.

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Going on a “Picture Walk” with a Picture Book

This is a great way to have a conversation with your child about a book.

It is called a “picture walk” because you and your child are going to walk through

the pictures in the book without reading the words.

1. Hold the book so your child can see the cover. Read the title and author of

the book aloud.

2. Describe the illustration on the cover and ask what you child thinks the

story is about.

3. Tell your child that this book has words and pictures, and that right now

you’re going to look at just the pictures and try to guess what’s happening in

the story.

4. Now it’s your child’s turn! Open to the first page of the story and ask her to

describe what she sees happening on this page, just as you did when you

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described the cover illustration. Ask your child about the characters and ask

him/her to predict what might happen to them. Encourage her to speak in

sentences and to give as many details as possible, referring to the

characters, the setting (place), and the story events.

5. Continue in this manner, until there is only one page left in the book.

6. Have you child predict how the book will end.

Advantages of a Picture Walk

Teaches a child to take turns in order to have a conversation.

Helps children become familiar with how books work and are organized.

Give parents a chance to introduce new words and what they ea.

Provides opportunities to rephrase what the child says so he or she can learn

more language.

Extends conversations to help children learn more about something.

Helps a child make connections to past and future events so he or she

understands that language sometimes represents events that are not

happening right now.

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35 Ways To

“Sneak In”

Reading Time

With Your Child

©Sue McCleaf Nespeca, 2011

Kid Lit Plus Consulting

Phone: 330-799-0310

E-Mail:sue@kidlitplus.com

Web: www.kidlitplus.com

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1 Visit Your Public Library WEEKLY – Make it a Habit – and let

children choose some books that interest them

2 Read Aloud Daily – Several Times a Day – Even If It’s Only a Few

Minutes at a Time – Keep it FUN!

3 Always Have A Book With You For “Waiting Times” – At

Restaurants, Doctor’s Offices

4 Read Cereal Boxes, Magazines, Greeting Cards, and Mail Aloud

Together - Point to Some of the Words Occasionally While

Reading

5 Read Things Your Child Finds Fun –Tongue Twisters, Riddles, Puns,

Jokes!

6 Have Children Act Out or Retell Stories You Have Read

7 Sing Picture Book Songs! Example: If You’re Happy and You Know It by Jane Cabrera; Little Bunny Foo Foo by Paul Brett Johnson;

and The Seals on the Bus by Lenny Hort. Ask a Librarian for More

Examples.

8 Watch PBS TV Shows About Book Characters With Your Child,

Then Turn Off the TV and Read a Book About Them. Examples:

Arthur, Berenstain Bears, Clifford, Curious George, Dora the

Explorer, Miss Spider, and Toot & Puddle

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9 Play Games, Print Off Coloring Sheets, Trade Playing Cards

Etc. About These Characters at http://pbskids.org/

10 Keep TV Time Limited – Turn Off the TV More Often and

READ!

11 Make Simple Books With Your Children – They Can Draw the

Pictures and Dictate a Story or if Older, Make Their Own

Books

12 Share Fun Books With Predictable Texts – Example: Is Your Mama a Llama? By Deborah Guarino; The Very Busy Spider

by Eric Carle; and Jump Frog Jump by Robert Kalan

13 Give at Least One Book as a Gift For Every Birthday or

Holiday When You Give Gifts

14 Suggest Books When Relatives Ask For Gift Suggestions For Your Children / Give Books To Other Children As Gifts

15 Subscribe To a Children’s Magazine For Your Child – He/She Will Look Forward To The Mail Each Month –

For Ideas On Magazines For Your Child’s Age, Ask A

Librarian 16 Read Aloud Comic Books Your Child Enjoys

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17 Read Aloud the Sunday Funnies or Other Sections of the

Newspaper That Your Child Would Enjoy

18 Does Your Child Have a Hobby or Collection? Buy Books on

the Subject

19 Keep Books And Magazines In The Bathroom For Reading

Purposes(!)

20 Have Children Help Make Recipes and Measure Ingredients

(You Can Read Off the Directions Or Have Them Read Them

To You if They Can)

21 Don’t Make Reading A Punishment – I.E. No

TV – Go To Your Room And Read

22 It’s Okay For Children To Fall Asleep at Night With The

Lights on Reading a Book

23 Rent DVD’s or Go See Movies Based on Children’s Books and

Then Read the Books

24 Send Books With Your Child To Grandparents’ House,

Aunt/Uncle’s House, Or Give a Stack to The Babysitter

When He/She Arrives

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25 Enroll Your Child In A Summer Reading Program – Children

Who Do Not Read During The Summer Slip Behind A Full

Grade Level In Reading Skills

26 Have Your Own Home Version Of A Library Summer Reading

Program One Or Two Other Times During The School Year –

So Many Books Read Or Pages Read Leads To A Reward

27 Have Child Help Label Each Picture in a Picture Album With

a Brief Story So That You Can Read it Like a Book

28 Take Your Child to Library Programs Throughout The Year –

They Are Almost Always Book Related

29 Help Your Child Select Audio Books at the Library For Long

Auto Trips

30 While Traveling, Make a Game Of Reading Billboards

31 Help Your Child Write a Book Review For A Favorite Book

at www.amazon.com

32 Whenever You Visit a New Place – Zoo, Circus, Fire Station,

Chinese Take Out, Read a Book About It – Ask Your

Librarian For Suggestions!

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33 Read About the Place Where You Are Going on Vacation

Before You Go

34 Pack a Picnic, Some Books, and Head to a Park for Fun

35 Make Up Raps About Your Child’s Favorite Book Characters!

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I’m Ready to READ Rap

I’m Ready to Read, (I’m Ready to Read)

Anything and Everything

I’m Ready to Read, (I’m Ready to Read)

Big books, little books, and magazines,

Even the words on a computer screen.

I’m Ready to Read, (I’m Ready to Read)

Curious George and Arthur

Are waiting for me

I’m Ready to Read, (I’m Ready to Read)

Books, songs and rhymes

Were shared with me,

But it’s my turn now… CAUSE

I’m Ready to Read, (I’m Ready to Read)

Rap written by:

©Sue McCleaf Nespeca, Kid Lit Plus Consulting, Email:

sue@kidlitplus.com

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Sample Topics to be Included In a

Workshop For Early Childhood Educators

•Why Share Literature with Young Children

•Importance of Sharing Books and Language Activities from Birth

•Importance of Sharing Books on a Daily Basis

•Importance of Learning in the Early Years/Brain Research

•Effects of Television/Videos

•Caregivers as Models and the Importance of Their Reading Habits

•Role Early Childhood Educators Can Play in Young Children’s Literacy Skills

•Sharing Books With Young Children - How To’s

•How to Pick Good Books to Read and That You Enjoy

•Picking Books Considering Young Children’s Developmental Stages

•Suggested Guides or Resource Books & Asking Librarians for Suggestions

•What to Look For When Selecting Books

•The Importance of Picture Book Art

•Types of Books to Avoid

•Reading with Enthusiasm/Using Different Voices

•How to Hold Books

•How to Talk About Books after Sharing Them

•Special Types of Books/Materials to Share in Addition to Picture Books

•Board and Cloth Books for Very Young Children

•Importance of Sharing Folk/Fairy Tales

•How to Use Wordless Books

•Importance of Sharing Informational Books

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•Use of Concept Books

•Musical Cassettes/Videos Popular with Children

•Methods of Storytelling:

•Participation Stories

•Creative Dramatics

•Flannel Board/Magnetic Board/Velcro Board

•Tell & Draw Stories

•Clothesline Stories

•String Stories

•Puppetry

•Use of Props

•Literature Extensions

•Art Extensions

•Music Extensions

•Science Extensions

•Math Extensions

•Mother Goose Rhymes/Poetry/Rap/Fingerplays

•How to Set Up a Literacy-Rich Classroom Book Area

•Creative Dramatics Area

•Puppet Area

•Writing Center

•Music Center

•Do’s To Promote Literacy Experiences (separate handout)

Adapted from & (Originally Published in): Nespeca, Sue McCleaf. Library Programming for Families

with Young Children. Neal-Schuman, 1994.

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33 Do’s To Promote Literacy Experiences at

An Early Childhood Center

DO: 1. Read aloud to children on a daily basis at least once but more often if possible – a

few minutes at a time is fine!

2. Read to children for enjoyment – not to teach reading.

3. Enliven some of your stories through the use of puppets or props, or share some

magnetic or flannel board stories.

4. Find books where children can participate in the story by saying a repeated refrain

such as Jump Frog Jump by Robert Kalan.

5. Provide books that enrich phonological awareness (such as books in rhyme or song

picture books).

6. Allow time for children to tell their own stories – about their family, favorite book,

favorite object or pet.

7. Avoid worksheets, ditto sheets, and coloring sheets.

8. Have several types of alphabet letters at your center including magnetic letters

and also alphabet puzzles.

9. Use alphabet activities and sing the alphabet song to expose children to alphabet

letters (not to teach at this age – keep it fun!)

10. Allow children to ask questions about books you have read. Have them talk about

their favorite part of the story.

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11. Talk about the books later in the day in conversation. See if they can retell the

story.

12. After you have read a story, ask simple questions about the text on a repeated

reading so the child will have a chance to use narrative skills Simple questions can

be “What is this?” “What color is this?” “What do you think is going to happen next

in the story?”

13. Have children reenact a story after they are familiar with it either as a group, or

they all can be one individual character – i.e. Goldilocks.

14. Read different types of books including informational books, poetry books and folk

tales.

15. Use wordless books and have children tell what is

happening in the pictures. Audiotape their stories if possible.

16. Read big books so children can see the text – point

to words occasionally during repeated refrains. (print awareness)

17. Do repeated readings of favorite books (children learn from repeated readings).

18. Use literature extensions whenever possible (rhymes, fingerplays, songs, art

activities, etc. related to books you read).

19. Engage children in conversation and do not be afraid to use new words – explain

these “rare” words in context so that children learn new words. Do the same when

reading books and you encounter a word they may not know.

20. Make sure you have a “literacy or library corner” in your room. This should include

books on low shelves (at a reachable level for children to look at during free time),

puppets (including a simple puppet stage if possible), a felt board story area,

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children’s magazines, a listening station, and alphabet letters. In this area, have a

storytime rug if possible and a rocking chair.

21. Have a writing center with a variety of writing materials such as pencils, crayons,

markers, and different sizes, colors, and shapes of paper. Encourage children to

scribble write or use invented spelling.

22. At a computer center, have games/software related to the alphabet or children’s

books.

23. Help children create “All About Me” books. They can dictate their story and also

illustrate the book.

24. Provide many opportunities for children to make books – use books made from fun

shapes and with bright covers.

25. Provide play-related centers that encourage literacy and emphasize print. In each

area have pencils, pens, markers and paper.

Restaurant – Empty food packages/containers, recipes, play-doh, cookbooks, menus,

and order pads.

Office – Envelopes, sticky notes, file folders, a calendar, stationery, telephone

message pads, and a computer.

Post Office – Envelopes, address labels, mail baskets, junk mail, magazines,

catalogs, and stamps.

Library – Books, magazines, puppets, labels for different types of books (i.e.

alphabet, poetry, folk tales), and library cards.

26. Create name puzzles or word puzzles. Write words (or their name) on a large

envelope. Inside the envelope, have the actual letters of the name or word cut out

of poster board. Children can match the letters to the word or name on the

envelope.

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27. Have some signs labeling objects in your center so that children can see the printed

words. (print awareness)

28. Play “word search” games. Call out a word and have children find the word. Words

would be ones that can be seen in their environment. (environmental print).

29. Have a “word wall” in your room. You can use a low hanging bulletin board if you

cannot fasten words to your wall. Display letters of the alphabet, and then have

words written on cards so that children can match the beginning letters of the

words to the correct alphabet letter.

30. Play “I Spy” games – I spy something in this room that rhymes with the word “bug.”

Have them guess the object – i.e. rug.

31. Clap out syllables in children’s names or syllables in words. Demonstrate first, and

then have them join in.

32. Provide suggestions or handouts for parents on literacy activities they can do at

home.

33. Visit the public library regularly and borrow books so that your children will be

exposed to many great books! Find books that you like, can be enthusiastic about,

use different voices, and read with expression.

©Sue McCleaf Nespeca, 2011

Kid Lit Plus Consulting

www.kidlitplus.com

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PICTURE BOOK STORYTELLING TECHNIQUES

Participation Stories

Aylesworth, Jim. Old Black Fly. Holt, 1992.

Craig, Lindsey. Farmyard Beat. Knopf, 2011.

Geist, Ken. The Three Little Fish and the Big Bad Shark. Cartwheel,

2007.

Props/ Puppetry

Beaumont, Karen. No Sleep for the Sheep! Harcourt, 2011.

Galdone, Paul. The Three Billy Goats Gruff. HMH Books, 2011.

Picture Books/Songs

Cabrera, Jane. The Wheels on the Bus. Holiday, 2011.

Litwin, Eric. Pete the Cat. HarperCollins, 2010.

Litwin, Eric. Pete the Cat: Rocking in My School Shoes. . HarperCollins,

2011.

Sedaka, Neil. Waking Up is Hard to Do. Imagine, 2010.

Flannelboard/Magnetic Board

Kalan, Robert. Jump Frog Jump. William Morrow, 1995.

Tell and Draw

Kasza, Keiko. Pigs’ Picnic. Putnam, 1988.

Clothesline Stories

Galdone, Paul. Cat Goes Fiddle-I-Fee. Clarion, 1985.

Rounds, Glen. Old MacDonald Had a Farm. Holiday, 1989. (or any other

version).

Seeger, Laura Vaccaro & Seeger, Pete. I Had a Rooster. Viking, 2001.

Rap The Three Bears Rap.

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A Few Ideas on Early Literacy Tips to

Highlight At Storytimes

(Related to the 5 Practices)

BABIES

Talking

Adding words to point and say books

Singing

Sing lots of nursery rhymes

Playing

Books that have shapes that can be removed from book &

played with / other shape objects

Use lap games, bounce rhymes, etc.

Reading

Share books in rhyme, nursery rhyme books

Explain chewing & playing with books are an early literacy

skill

Writing

Feeling shapes helps later with letters/letters are

shapes!

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Toddlers/Two’s

Talking

Have them repeat repetitious words or phrases in book

or supply a rhyming word

Use books with animal sounds

Share wordless books – have them tell the story

Singing

Share nursery rhyme songs and songs with motions (Piggy

Wiggily)

Share songs that tell a story (Brown Bear)

Playing

Act out stories (5 Little Monkeys; Goldilocks)

Reading

Point to repeated words

Use books that highlight sound awareness (rhyme,

alliteration)

Writing

Sandpaper letters/felt letter/magnetic letters/ yarn on

sandpaper/play doh/pipe cleaners

Scribble sheets with large crayons

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Preschoolers

Talking

Share wordless books/have them make up stories

Use more Participation Books!

Have them retell stories

Singing

Sing songs with letters – BINGO

Song picture books

Reading

Point to repeated words/have child join in

Share simple nonfiction books in storytime

Writing

Have them write their name on name tag

Draw picture/write about story

Share alphabet books and point out letters while reading

Playing

Add fun extensions to stories

Acting out stories

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Recommended Resources On Reading & Children

Compiled by Sue McCleaf Nespeca

Kid Lit Plus Consulting

Email: sue@kidlitplus.com

Phone: 330-799-0310

Bardige, Betty S. & Marilyn M. Segal. Building Literacy with Love: A Guide for Teachers and Caregivers of Children From Birth Through Age 5. Zero to Three, 2005.

Bickart, Toni S. Reading Right from The Start: What Parents Can Do In the First Five Years. Teaching Strategies, 2000.

Blakemore, Caroline J. Baby Read-Aloud Basics. AMACOM, 2006.

Birckmayer, Jennifer et. al. From Lullabies to Literature: Stories in the Lives of Infants and Toddlers. NAEYC, 2008.

Butler, Dorothy & Marie Clay. Reading Begins at Home: Preparing Children Before They Go To School. Heinemann, 2008.

Codell, Esme Raji. How to Get Your Child to Love Reading. Algonquin, 2003.

Cullinan, Bernice. Read to Me: Raising Kids Who Love to Read. Scholastic, 2007.

Epstein, Ann. Helping Your Preschool Child Become a Reader. High Scope, 2002.

Fox, Mem. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever. Harvest, 2001.

Hall, Susan J. & Louisa C. Moats. Straight Talk About Reading: How Parents Can Make a Difference During the Early Years. McGraw Hill, 1998.

Leonhardt, Mary. 99 Ways to Get Kids to Love Reading. Three Rivers Press, 1997.

Morrow, Lesley Mandel and Linda B. Gambrell. Using Children’s Literature in Preschool: Comprehending and Enjoying Books. IRA, 2004.

National Research Council. Preventing Reading Difficulties in Young Children.

National Academies Press, 1998.

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National Research Council. Starting Out Right: A Guide to Promoting Children’s Reading Success. National Academies Press, 1999.

Neuman, S. B., & Wright, T. A Parent’s Guide to Reading with Your Young Child. New York:

Scholastic, 2007.

Rath, Linda K., Ed.D. and Louise Kennedy. The Between the Lions Book for Parents: Everything You Need to Know to Help Your Child Learn to Read. HarperResource, 2004.

Roskos, Kathleen, Patton O. Tabors, Lisa A. Lenhart. Oral Language and Early Literacy in Preschool: Talking, Reading, and Writing. IRA, 2004.

Schickedanz, Judith A. Much More Than the ABC’s. NAEYC, 1999.

Straub, Susan. Reading with Babies, Toddlers and Twos: A Guide to Choosing Reading and Loving Books Together. Sourcebooks, 2006.

Strickland, and Judith A. Schickedanz. Learning About Print in Preschool: Working With Letters, Words, and Beginning Links With Phonemic Awareness. IRA, 2004.

Sutton, Roger & Martha V. Parravano. A Family of Readers: The Book Lover’s Guide to Children’s and Young Adult Literature. Candlewick, 2010.

Vukelich, Carol and James Christie. Building a Foundation for Preschool Literacy: Effective Instruction for Children’s Reading and Writing Development. IRA, 2004.