Thank You, Omu! by Oge Mora

I just love this book Thank You, Omu! by Oge Mora. Omu means “queen” in Igbo, a language spoken in Nigeria, a country in Africa. It is what the author, Oge Mora, called her grandma. Let’s say Omu together. What do you call your grandmother?

[There are lots of aspects of this book that can be discussed and build on to support various aspects of early literacy. Here are a few.]

Background knowledge—book and story knowledge: Let’s look at the cover of this book. What do you see? What do you think this book might be about? Choose a repeated phrase to have the children join in with. Have children retell the story in order, using a flannel board or props.

Background knowledge—content knowledge: How do you think the author made the picture? It is called collage, cutting out shapes from paper and painting them or coloring them with marker. Have children make a collage.

Print Awareness: Point out the word Knock! and Thank you, Omu or any of the text written in caps. Point out word in the pictures such as TAXI, Open. Note that Omu is reading a book. The writing of a thank you card.

Phonological Awareness: make the sound of knocking, and point it out.

Letter Knowledge: Point out shapes such as the star on the police officer’s shirt, other shapes in the collages. Spell out Omu as you point to the letters. Letters spelling Thank you Omu on the last page.

Vocabulary: so many words that mean delicious—tasty, scrumptious, delectable. Say repeated phrase together “scrumptious scent wafted out the window”—talk about what the phrase means.

This Is the Nest That Robin Built by Denise Fleming

Denise Fleming’s book This Is the Nest That Robin Built can be used in many ways to support early literacy. here are some possibilities:

Story Structure—How Stories Work
Our next book is This Is the Nest That Robin Built is a story that keeps building on what the sentences that went before. It is a cumulative story. [Read the page with the Squirrel. Have children repeat twigs, not too big, that anchor the next that Robin built. Tell them they can join in on every page.]
Example Tip: When we have children notice the pattern in a story, we help them understand how some stories work. This helps them predict what might happen next and helps them understand the story.

To support vocabulary, there are many words to choose from to explain—anchor, trim, soupy, bind, plaster, cushion, brittle, tufted, fledglings.
Example Tip for Vocabulary: When we explain a word, rather than replace the word with an easier word, we build our children’s vocabulary which will later help them understand what they read.

You could also talk about how the baby birds in the nest feel—worried, scared. Or you might use the word apprehensive, uncertain. This helps to develop both children’s vocabulary and their background knowledge, when you help them relate these emotions to their lives.

Cat on the Bus by Aram Kim

Introduction: Our next book is Cat on the Bus by Aram Kim. This book is almost wordless, hardly any words, so you can help me tell the story from the pictures. We are going to look carefully at the faces of the characters, the cat, the man, and the girl. I would like you to tell me how you think they are feeling.
[Read the book together, talking about the feelings of the characters. Use words for feelings that may not be so familiar. In addition to happy and sad, you might add curious, confused, disappointed, overwhelmed, content, friendly, joyful, and more.]
Example Aside: Vocabulary: When we add less familiar words to ones that children already know, we are building their vocabulary which will later help them understand what they read.  OR
[Read the book together, talking about when children have felt the way the characters in the book have. You may have this discussion after the end of the book; you need not interrupt the story.]
Example Aside: Background Knowledge: When we relate something in the story to the child's own experiences, we help them make the connection between the story and themselves which helps them understand the story.

Hooray for Hat by Brian Won with flannel board

Introduction: Our next book is called Hooray for Hat by Brian Won. In this book each of the animals is grumpy until they get a wonderful hat. Then when Elephant gives each animal a hat they all say "Hooray for hat." You can help me tell the story by saying "Hooray for hat."  Let's practice saying "Hooray for hat." Good!
[Read the book, pausing for them to say "Hooray for hat."]
Now I have a flannel board of this same book. You already said "Hooray for hat," and now you can help tell the whole story!
[Put up pieces on the flannel board, pausing for the children to tell you what comes next, and to say as much of the story as they can.
Early Literacy Aside--Example: Adults, we help children retell stories, they can remember it more easily, and they also are learning how stories work--what happens first, next, and last--and phrases that are repeated. Learning how stories work will make it easier for them to both understand stories when they read them and even to write stories when they are asked to do so in school.
Photos of pieces for flannel board of Hooray for Hat

From Flower to Honey by Robin Nelson

Introduction: How many of you have ever tasted honey? What does it taste like? Do any of you know how honey is made? How? In our next book, called From Flower to Honey by Robin Nelson, we can find out in more detail about how honey is made. Let's see what it says.
Read the book, shortening if necessary. Share some of the Table of Contents and point out Glossary at the back.
Early Literacy Aside--Example: When we share factual books with children, we show them that books can be used for different purposes, stories as well as learning about the world. When we point out features like the table of contents and the glossary, it helps them learn how different kinds of books work.