[Notice how the fonts for what the boy says and what the father says are different.]
Read the book. Point to some of the words that are in large type (gorilla, robot, Mars)
Aside: I pointed to some of the words in the book, the ones with larger type, as I read them. This helps children understand that it is the words we are reading, which develops print awareness.
Submitted by Saroj Ghoting
Say to all: Our next book is Don’t Worry Bear by Greg Foley. [Run your finger under the title.] In this book the caterpillar says the words “Don’t worry bear” over and over again. Let’s practice saying that–”Don’t worry bear.” Good! . . .
As I read the book, I’ll point to you all and you’ll know to say, “Don’t worry bear.” [As you read the book run your finger under the words don’t worry bear, as they say these words.]
Aside: You noticed that I ran my finger under the words don’t worry bear each time you all said those words. This helps develop your children’s print awareness, knowing that print has meaning and that it is the words we read. You can do this with any book you read!
Submitted by Saroj Ghoting
Aside: Board books are a great investment for babies! They allow babies to handle books freely, and even chew them. Good first choices are board books with pictures of everyday things. Try pointing to the pictures and then to the real objects around you.This hleps babies get the idea that pictures and words are symbols for real things.
Submitted by Cindy Christin, Bozeman (MT) Public Library
Aside: Print is like magic. When you read aloud with your children, they graudaly become aware that the squiggles on the page mean something. We call this “print awareness.” It helps to run your finger under the words as you read. Children will also begin to notice print in the world around them. It helps to point out signs as you drive or shop.
Submitted by Cindy Christin, Bozeman (MT) Public Library
Introduction Aside: Researchers have found that 95% of children’s attention goes to the pictures in the book. When you run your fingers under the title as you read it, this helps show them you are reading the text, not the pictures. This is part of print awareness.
During the storytime–Book Aside: You can run your finger under the repetitive phrases to match the text to the words. Then your action doesn’t get in the way of the story. Read the book running your finger under the repeated phrases.
Closing Aside: When you read withyour children at home, hold the book upside down or backwards and see if your child notices. Be sure to turn the book if a page is in a different direction. Theis helps with print awareness.
Submitted by Melissa Davis, Bedford (VA) Public Library
Read the story. When you come to the page with the deep hole, you have to turn the book the long way. Wow! This hole is so deep we have to turn the book around. Look the writing changed direction too!
Aside: (after the book) By pointing out the direction of print you help develop your children’s print awareness. Most of their attention goes to the pictures. Being aware of the direction of print and how a book works will help them when they begin to learn to read.
Submitted by Saroj Ghoting
Our early literacy tip of the day today is on print awareness. There are many ways we can help children understand that print has meaning. Research studies point out that about 95% of a child’s attention goes to the pictures. Today in storytime I’ll be pointing out some ways we can help them focus on the print as well.
Submitted by Saroj Ghoting
Age Level:2’s and 3’s; 4’s and 5’s
Adult Aside at Closing: Today you saw I pointed out the importance of running your finger under the text as you say the title and repeated phrases. You do not need to run your finger under ALL the text unless it helps you to read. Sometimes it can get in the way of the flow of the story. It is an easy way to help your child develop print awareness.
Submitted by Saroj Ghoting
Title: Little Red Hen by Paul Galdone
Age Level: 2’s and 3’s; 4’s and 5’s
As you read the book, run your finger under the title, Little Red Hen. As your read the repeated phrases, “ “Not I” said the dog; “Not I” said the cat; “Not I” said the mouse, run your finger under those words as you say them.
Adult Aside: Running your finger under some of the words helps your child understand that it is the words you are reading, not the pictures. Researchers have found that even for four year olds, 95% of their attention is on the pictures. By pointing you help draw their attention to the text. This helps develop print awareness.
Submitted by Saroj Ghoting