Raising a Reader. Parent Session 4. Parent Session 4 preparation and supplies. Parent-Child Session Centers. Circle Time

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1 Parent Session 4 Raising a Reader Audience: Parents and guardians of preschool-age children Session Length: Approximately 45 to 60 minutes Parent Session 4 preparation and supplies Handouts o Evaluating Children s Books o Three Ways to Read a Book o The Most Important 20 Minutes of Every Day o Ten Tips to Encourage Reading bookmark Take-home Family Activity Sheets o Playing With Alphabet Letters o Acorn Alphabet File Folder Game o Story Retelling and Sequencing Parent Tip Cards o Create a Story o What Happens When You Read a Book to Your Child? Parent-Child Session Centers Literacy - Make Your Own Book Math - Size Sequencing - Counting Counters Science - Foamy Soda Sensory/Motor - Invisible Drawings Circle Time Brown Bear, Brown Bear (Bill Martin Jr.) Mary Wore Her Red Dress (various authors) Other Supplies o Public library card applications from your local library and a schedule of events from the library o Books to read for icebreaker activity o Chart paper or whiteboard and markers o Short version of Cinderella or Sleeping Beauty and Robert Munsch s book The Paper Bag Princess (This book is available on the author s website, com, and is read by him in a very animated way.) o Book for Option 2 o Variety of children s books Parent Session 4 Raising a Reader 1

2 Slide 1 Slide 2 - Objectives In our time together, we will cover each of these three objectives. We will start with a choice of ice-breaker activities to help introduce the topic of raising a reader. Remember, children learn about language and literacy (reading and writing) from birth when adults talk, sing, rhyme and play with their babies. That learning continues as we encourage our children in all of the pre-reading and writing skills we will discuss. Note: Read both icebreaker options and let the group decide, or decide for the participants and let the fun begin. Parent Session 4 Raising a Reader 2

3 Slide 3 - Icebreaker To do - Option 1: Download The Paper Bag Princess to your computer from the author s website (www.robertmunsch.com). First read a short version of Cinderella or Sleeping Beauty and then listen to The Paper Bag Princess recorded by Robert Munsch. Books are powerful teachers. These stories can be entertaining, but they also send messages about role models for girls and boys or allow for exploration of values. Let s briefly discuss these stories. To do - Option 2: Bring possible props such as a puppet or a flannel board in case they are suggested as story improvements. Read the story to parents in a monotone, hurried way. Ask parents for suggestions to make the story more interesting. Write their responses on a large sheet or board. Reread the story using their suggestions and discuss the differences. What are some ways to make the story more interesting for your child? Parent Session 4 Raising a Reader 3

4 Slide 4 - Raising a Reader Children benefit as they see people around them they know and trust reading and enjoying reading. Also, it helps them to see people of all cultures, ages and genders who appreciate reading. Involving parents in learning to read has a huge learning impact on children, especially if the reading is fun and meaningful. Repeated reading of favorite children s books, with an explanation of new words in the book, provides children with significant language gains. (Paraphrased from Collins, 2005.) Children need to know between 10,000 and 12,000 words to become readers, so explain, converse, read, sing and teach those words. (Adapted from Hart and Risley, 1995.) Research on children and literacy shows that reading regularly with young children helps to: Promote healthy brain development and functioning Strengthen and enrich parent-child relationships Foster language development and literacy skills Further creativity and imagination Expand opportunities for parent-child time and interaction The National Early Literacy Panel lists six strong and consistent predictors of later development of literacy skills: 1. Knowing the names of printed letters 2. Knowing the sounds associated with printed letters 3. Being able to name a sequence of letters, numbers, objects or colors rapidly 4. Being able to write one s name or isolated letters rapidly 5. Being able to remember the content of spoken language for a short time 6. Being able to manipulate the sounds of a spoken language: breaking words into smaller sound units, such as syllables and phonemes, and adding or deleting sound units. Parent Session 4 Raising a Reader 4

5 Slide 5 - Importance of Reading Reading is the building block of school success. Every subject in school involves reading. First we learn to read, and then the rest of our lives, we read to learn. Bibliotherapy is a term used to describe the practice of reading children s books on a topic that a child may be facing or has questions or concerns about. It may be a book on making friends, sharing, death, a new baby or going to the dentist. Young children benefit from seeing how others deal with these situations and imagining how they might respond. Slide 6 - What to Read? In the beginning, reading interest is more important than reading ability. Choose age-appropriate information but also read above the child s level to stretch his/her vocabulary. Look up unfamiliar words together so the child knows the resource for finding definitions of words. A literacy-rich environment means sharing many types of print material with your children. Put the old phone book, a variety of magazines and a few recipe cards in their play area. Add books, papers, pencils, colors, stickers and junk mail, too. Inexpensive flip notepads encourage writing, drawing and storytelling. Play word games with your child. For example, do rhyming (for example: fat, cat, rat, sat) or describe beginning and ending sounds (for example: m for math). Also, write short, easy notes to a child ( I love you or You are fun! ) and help them write notes to others. Parent Session 4 Raising a Reader 5

6 Slide 7 - How to Read You don t want to be uncomfortable or surprised by the content of a book, so be sure to read it alone first before you read it to a child. Read the title, author and illustrator each time you read the book. Teach your child what each of those words mean. Show your child that you read books from top to bottom and left to right. As children get more interested in reading, use your finger to follow along under the words you are reading. Stop on words the child may know and ask him/her to read the word. Read books such as The Little Red Hen and signal the child when to read the repeated phrases. Let him/her tell you the story of a book by reading the pictures to you. Read the same books over and over as many times as the child would like to hear it. Repetition is important for learning. Look for children s books that rhyme. Look for words that start with the same letter as your child s name. Teach letter recognition while reading. Strings of letters make words. Strings of words have a message. Teach children about words and sentences as pre-reading skills. Invite your child to look at the pictures and guess what will happen before you read the words. Compare what you read to your child s predictions. Really enjoy the time you are sharing with your child and a book. Keep in mind that a child may prefer to read to himself/herself in just a short time and you will miss relating in this close and special way. For young children, use a puppet or other prop to keep them engaged in reading time. Discuss the book and how different decisions by characters may have led to a different outcome. Read books that appeal to your child s interest and also select books that will prepare him or her for upcoming events in his or her life. Allow time to talk about the story and avoid hurrying through your time together. Take time to answer questions and exchange ideas. Parent Session 4 Raising a Reader 6

7 Alternate Activity: Distribute the Three Ways to Read a Book handout. Have an assortment of children s books available. Model with parents the three ways to read a book. Invite parents to try the techniques with each other in the parent group and have some fun. Also encourage parents to try these techniques with their children at home this week in addition to their take-home activity. Slide 8 - More Tips for Language Development Language is learned through interaction, which happens best between two humans. Time spent in the car and while you wait for your food at a restaurant, your turn at the doctor s office or in line at the grocery store can be precious learning time. Use whatever means you have to record adults and children reading together or telling stories to one another. At night, you can read to your child, then turn on the tape so he/she can fall asleep to a story with familiar voices. Slide 9 - Even More Tips Take time to ask meaningful questions and then really listen to your child s answer by eliminating distractions, getting down to the child s level and making eye contact, smiling and taking turns. Parent Session 4 Raising a Reader 7

8 Slide 10 - What to Consider To do: n Use the handout Check List for Discussing Children s Literature from the A World of Difference Institute. n Divide participants into small groups by asking them to letter off a, b, c, etc. Give each group a short children s book and the questions from one of the topical areas from the handout (also listed above). Give them time to read the book and discuss the questions explored in the handout. Report to the large group or just visit groups to hear their feedback as they work. Slide 11 - Switching Gears To do: n Any questions or comments on last week s lesson? n Next week s topic will be. n Don t forget book checkout, and remember to pick up your children! n Handouts - Evaluating Children s Books - Three Ways to Read a Book - The Most Important 20 Minutes of Every Day - Ten Tips to Encourage Reading bookmark n Take-home Family Activity Sheets - Playing With Alphabet Letters - Acorn Alphabet File Folder Game - Story Retelling and Sequencing n Parent Tip Cards - Create a Story - What Happens When You Read a Book to Your Child? Copyright 2012 North Dakota State University. For permission to use any part of this curriculum except for copying designated handouts for program participants, contact County commissions, North Dakota State University and U.S. Department of Agriculture cooperating. North Dakota State University does not discriminate on the basis of age, color, disability, gender expression/identity, genetic information, marital status, national origin, public assistance status, race, religion, sex, sexual orientation, or status as a U.S. veteran. Direct inquiries to the Vice President for Equity, Diversity and Global Outreach, 205 Old Main, (701) This publication will be made available in alternative formats for people with disabilities upon request, (701) Parent Session 4 Raising a Reader 8

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