Early Literacy Activity Guide

Transcription

E A R LY L I T E R A C Y A C T I V I T Y G U I D E
THEME:
Stor yt el li n g
Table
o f C on t en t s
Welcome to the World
of BETWEEN THE LIONS !
Learning Centers
1
How to Use This Guide
2
Stories to Watch and to Read Aloud
2
Theme: Storytelling
3
Literacy Skills
3
The Building Blocks
of Preschool Literacy
4
10
Art
10
Dramatic Play
11
Library
12
Writing
13
Storytelling
14
Family Storytellers
14
Storytelling Bag
14
Storyteller’s Chair
14
Enjoying and Understanding Books
4
Building Vocabulary
4
Word Play
15
Learning about Letters and Words
4
We Can!
15
Playing with the Sounds of Language
4
Rhymes with Can
15
Exploring Concepts of Print
4
Silly Story Sentence
15
Active Viewing and Listening
5
Sing a Song
16
Learn to Read—Watch TV?
5
Introduce the Song
16
Read Aloud Tips
5
Song Chart
16
Watch the Story
6
“Down by the Bay”
17
Before Watching
6
As You Watch
7
Family Adventure
18
After Watching
7
Family Letter (English)
19
Family Letter (Spanish)
20
Read Aloud
8
Before Reading
8
As You Read
8
After Reading
9
Family Connections
18
Storytelling Wheel
Activity Sheet
21
Resources
22
Glossary
24
Credits
25
Oh, Yes, It Can! Activity Guide
Welcome to t he World
o f B E T W E E N TH E L I O N S !
B
ETWEEN THE LIONS is named for a family of lions—Theo, Cleo, Lionel, and
Leona—who run a library like no other. The doors “between the lions”
swing open to reveal a place where characters pop off the pages of books,
vowels sing, and words come alive.
From the beginning, BETWEEN THE LIONS has been much more than a kids’
television show. Since the series premiered on PBS in 2000, it has made
an enormous difference in helping young children learn to read. Developed
along with literacy experts, the series features live action, puppets, animation,
songs, and humor to introduce the joys of reading and to teach the basic
skills children need to learn to read. The series also has an extensive Web site
(pbskids.org/lions) where you’ll find more educational and fun activities.
Specifically designed for preschool and family child care settings, this BETWEEN
THE LIONS Early Literacy Activity Guide offers a wide variety of activities to help
make children’s first steps towards literacy enjoyable, exciting, and rewarding.
1
How to Use This Guide
Stories to Watch and to Read Aloud
Children become active viewers as they watch a story on the
BETWEEN THE LIONS Web site and practice active listening as they
respond to a read-aloud picture book.
Watch Together
Read Aloud
“Oh, Yes, It Can!”
Abuela by Arthur Dorros
A storyteller visits the Lions’ library
and tells a West African folktale.
Can a yam, a fish trap, a piece of
fabric, and a stool talk? Oh, yes,
they can!
Children’s imagination will soar
as they fly with young Rosalba
and her grandmother over the
parks and streets of New York City.
This spirited story of family love
and pride will inspire children to
tell their own stories about family
adventures.
Watch the story with
your children on the
BETWEEN THE LIONS Web
site at pbskids.org/lions/
stories/ohyesitcan.html.
2
Look for Abuela
at your local
library or
bookstore.
This guide provides a range of whole-group, smallgroup, and individual activities for teachers and
child care providers. Select the activities that best suit
your program, your schedule, and the developmental
abilities of your children.
• Preview “Oh, Yes, It Can!” on the BETWEEN THE LIONS Web
site at pbskids.org/lions/stories/ohyesitcan.html. Read Abuela
and select words and concepts to teach children. Check out the
pronunciation guide at the end of the book. The Watch the
Show and Read Aloud sections provide activities and discussion
questions for before, during, and after viewing and reading.
• Encourage children to try activities in different Learning
Centers—Art, Dramatic Play, Science, Library, and Writing—
throughout the week.
• Extend the theme with the whole-group activities in
Storytelling. Help children develop phonological awareness
and concepts of print with activities in the Word Play and
Sing a Song sections.
• Gather theme-related books from the Resources section and
Literacy Skills
The activities help children
develop and practice a wide
range of early literacy skills,
including:
•
listening to oral stories from different
cultures
•
•
active viewing and listening skills
•
•
•
•
•
•
place them in the Learning Centers.
• Make copies of the Family Letter (pages 19–20) and the
Storytelling Wheel Activity Sheet (page 21) to send home
to families.
Theme: Storytelling
Storytelling is one of the best ways to help young children develop
listening, speaking, and comprehension skills and to prepare them
for learning how to read and write. This guide encourages children
to be active listeners as they enjoy, retell, and act out stories from
different cultures. These stories become models for children to tell,
write, and act out their own stories.
You can also use this Early Literacy Activity Guide to explore other
themes, such as:
•
•
choosing books to look at alone and
with a partner
holding, handling, and caring for books
understanding that we read English
from left to right and from top to
bottom
making predictions
developing oral vocabulary
categorizing
retelling and acting out a story in the
correct sequence
telling and acting out their own stories
playing with rhyme, rhythm, and
repetition
•
associating the names of letters with
their shapes and sounds
•
•
associating spoken and written words
listening and identifying sounds in
words
•
identifying and generating rhyming
words
•
recognizing that different words begin
with the same sound
•
•
•
writing a story
•
forming letters with various materials
clapping and counting syllables
developing coordination and fine
motor skills
• family stories
• imagination
• make-believe
• self-esteem
• stories and folktales from around the world
3
Th e B uil d i n g B loc k s
o f P r e s c h oo l L i t e r a c y
As preschool teachers and child care providers, everything you do to give
children engaging and meaningful literacy experiences helps prepare
them to enter kindergarten ready to learn to read and to write.
Enjoying and
Understanding Books
Playing with the Sounds
of Language
Read to children every day. Share many
different kinds of books that spark
children’s imagination and curiosity. Talk
about what authors and illustrators do,
and help children create their own books.
During story time, guide children as they
make predictions, ask questions, recall and
retell stories in their own words, and relate
stories to their own lives.
Give children the opportunity to hear and
play with the different sounds of spoken
language with songs, poems, and rhymes.
Word play helps children understand that
language is made up of words, that words
are made up of beats or syllables, and that
syllables are made up of separate sounds.
This builds phonological awareness, which
helps children become successful readers
and writers.
Building Vocabulary
Encourage children to learn new words
by reading aloud and discussing books,
explaining unfamiliar words, singing
and acting out songs, poems, and nursery
rhymes, and talking about daily activities.
Learning about Letters
and Words
Help children recognize letters and the
sounds letters make. Encourage children
to shape letters with a variety of materials.
Play games and sing songs with the letters
in children’s names.
4
Exploring Concepts
of Print
Create a print-rich environment for
children with books, charts, labels, and
signs. As you read books aloud and
teach children poems and songs, show
them how we read from left to right and
from top to bottom. Encourage children
to recognize familiar labels and signs
in their environment.
Active Viewing
a n d Lis t ening
Learn to Read—
Watch TV?
Can a television show help teach children
to read? Yes! BETWEEN THE LIONS,
developed to help teach reading skills,
is an educational tool that encourages
oral language development, phonological
awareness, and a love of reading.
Help children think and talk about
what they are watching and learning
by encouraging active viewing.
• Before viewing, tell children something
about the story to capture their interest
and to introduce unfamiliar words and
ideas.
• While viewing, show children that you
are engaged by laughing, singing, and
reading the words on the screen aloud.
Encourage children to sing along, sway,
and clap to the music.
Read Aloud Tips
Reading books aloud is the foundation of early
literacy. While listening to stories, children learn
book language and structure, new concepts, and
new words.
• Pause occasionally and ask children to
• Read the book several times before sharing
talk about what they just watched and to
guess what will happen next.
it with children. Mark the places where you
would like to pause to ask questions or explain
unfamiliar words.
• Ask open-ended questions, such as,
What did you think of the story? What part
did you like best?
• After viewing, read aloud the
featured book or another book with
similar themes.
• Watch the story more than once.
Children enjoy the repetition and often
learn something new at each viewing.
• Talk about the cover. Point out the title, author,
and illustrator. Look at and talk about the art.
• Create a context. Share a related personal
experience, look at the pictures together, or ask
children to predict what might happen in the story.
• Read slowly so children can understand and
enjoy the rhythm of the words and explore the
pictures. Hold the book so that everyone can see it.
• Add drama to your reading by using different
voices and simple props. Don’t be afraid to be silly
or dramatic!
• Ask open-ended questions after reading
to help children think about, remember, and
discuss the story.
5
Watch t he Show
Children will
Before Watching
You will need
•
•
computer
with Internet
connection
“Oh, Yes, It Can!”
pbskids.org/lions/
stories/ohyesitcan.
html
•
•
map or globe
•
clothesline and
clothespins
storytelling props
as needed
6
Before watching “Oh, Yes, It Can!,” tell children
something about the story to capture their interest.
Make connections between the story and children’s
lives. Introduce new words, ideas, or concepts.
Introduce BETWEEN THE LIONS
Tell children that they will be watching
a story from a TV series called BETWEEN
THE LIONS. Ask children if they have ever
seen the show, and invite them to share
what they know about it. Explain that the
show is about a family of lions who lives
in a library and loves to read and to talk
about books.
•
practice active viewing
and listening skills
•
•
•
make predictions
express ideas and opinions
relate book experiences
to their own lives
•
explore the concept
of real vs. make-believe
•
help tell a new version
of a story
•
build oral vocabulary
Preview the Story Explain that
the story is called “Oh, Yes, It Can!”
A storyteller comes to the library where
the Lion family lives, and tells a tale from
West Africa. Point out where West Africa
is on a map or globe, as well as where the
children live. Explain that a storyteller is
someone who tells a story without reading
it from a book.
Can Tables Talk?
Talk with children about whether “Oh, Yes,
It Can!” is a real or make-believe story.
Then ask,
• Can a table talk? (Oh, no, it can’t!)
• Can a grandma say, “I love you”?
(Oh, yes, she can!)
• Can a banana chatter? (Oh, no, it can’t!)
Change the Story Retelling or changing
As You Watch
Gather children around the screen.
Encourage active viewing to keep children
focused and engaged.
• Invite children to join in the repeating
line, “It can, it can! Oh, yes, it can!”
• Encourage children to pretend to run
when the characters run.
• Pause the story when the weaver laughs
and says, “That can’t happen!” Ask,
What do you think will happen next?
After Watching
Talk about the Story Ask open-ended
questions that invite children to share their
thoughts and opinions.
• What did you think of the story? What
part did you like best?
• Why did the yam tell the farmer to leave
a story helps children recognize basic
story structure and sequence and develop
storytelling skills.
Invite children to change “Oh, Yes, It Can!”
by substituting characters and objects from
their own environment. For example, you
might feature a construction worker with a
talking hammer, a firefighter with a talking
hat, a teacher with a talking pencil, and a
mayor with a talking chair. Use props to tell
your story and encourage children to help
you by supplying the repeating phrase, “It
can, it can. Oh, yes, it can!”
Take It Further Draw four pictures
of the new characters with their talking
objects. Help children hang the pictures
in the correct sequence on a clothesline
at children’s eye level. Encourage
children to use the pictures to retell
the story.
him alone?
7
Re a d A l o u d
Before Reading
You will need
•
Abuela by Arthur
Dorros
•
chart paper,
markers
•
cutout pictures of
different modes of
transportation
•
bananas, papayas,
and mangos
(optional)
Prereading activities build background
knowledge, spark children’s interest, and
prepare them for listening.
Introduce the Book
• Show the cover. Point to the words as
you read the title and the names of the
author and illustrator aloud. Talk about
what an author and illustrator do.
• If you have Spanish-speaking children,
ask them what the word abuela means.
If not, explain that abuela is a Spanish
word that means “grandmother.” Ask,
What do you call your grandmother or
grandfather? Tell children that the people
in the story speak both English and
Spanish. Teach—or invite Spanishspeakers to teach—how to say “hello”
(hola) and “good morning” (buenos días)
in Spanish.
• Invite children to look at the cover.
Ask, What do you see? What do you think
the story will be about? Tell children that
the story is about an adventure that
a girl and her grandmother go on in
New York City.
Take a Picture Walk Look at the
pictures together. Point to Abuela and
Rosalba and ask children to guess where
they are. Use the pictures to explain the
meaning of words children may not know,
such as unload, mangos, papayas, crane,
Statue of Liberty, and airport.
8
Children will
•
•
•
•
•
•
•
•
listen to, enjoy, and discuss a story
talk about what authors and illustrators do
learn that we read from left to right and
from top to bottom
express ideas and opinions
learn words in Spanish
explore the concept of real vs. make-believe
build oral vocabulary
categorize
As You Read
If you don’t speak Spanish, review the
glossary at the end of the book.
• Use the illustrations to help children
understand the meaning of the Spanish
words. Point out the way the Spanish
and English words or phrases echo each
other (“‘El parque es lindo,’ says Abuela.
I know what she means. I think the park
is beautiful too.”)
• Invite children to find Rosalba and
Abuela in the illustrations at the ship
dock. Ask, Have you ever eaten a banana,
papaya, or mango? What do they taste like?
You may want to have children see or
taste some of these fruits at snack time.
Be aware of food allergies.
• When Abuela and Rosalba circle the
Statue of Liberty, explain that it is a
famous statue that welcomes people
who come to the United States from
other countries.
After Reading
Talk about the Book Ask open-ended
Explore Words and Their Meanings
questions that encourage children to think
about what happened in the story. Ask
follow-up questions that invite children
to expand and explain their answers.
• Look through the pictures in Abuela and
• What did you think about the story?
What did you like best?
• Was Rosalba and Abuela’s adventure
flying above the city real or makebelieve? How do you know?
ask children to identify the different
modes of transportation. Ask, How do
Abuela and Rosalba get to the park? (bus)
How do people get around in the park?
(bicycle, roller skates, boat, wheelchair,
skateboard) How do people get around in
the city? (cars, taxis, trains)
• Create a Transportation Web (see below).
• How do you think Rosalba feels about her
grandmother? How can you tell?
• If you could fly over our town (or city),
where would you go?
Can Cows Fly? This activity helps
Have children cut out pictures of different
modes of transportation from magazines.
Invite children to choose a picture, name
it, and paste it in the appropriate section
of the chart. Add a label.
• Talk about the chart to help children
children distinguish between reality and
make-believe and reinforces vocabulary
words from the story. Ask,
• Can a cow fly? (Oh, no, it can’t!)
• Can a bird soar through the sky?
(Oh, yes, it can!)
• Can an elephant glide through the air?
(Oh, no, it can’t!)
• Can a grandma leap over a rainbow?
(Oh, no, she can’t!)
• Can an airplane glide past the clouds?
(Oh, yes, it can!)
share and build their knowledge and
vocabulary. Ask, What do we call the
person who flies an airplane? (pilot) What
do we call the people who ride in the planes,
trains, and buses? (passengers)
Take It Further Teach children the
song “The Wheels on the Bus.” Invite
children to make up new verses for
different actions (beep the horn, put
in coins, etc.). You can also make
up a new song about other modes of
transportation such as “The Sails on
the Ship” or “The Wheels on the Train.”
Air
helicopter
Transportation
sailboat
Land
Water
car
9
L ea r n i n g C e n t e r s
Children can do these activities in small groups, with partners, or
independently. Invite children to explore the materials at each center.
Name, explain, and think aloud as you model activities for children.
Then encourage children to join in
and interact with other children
Children will
as they work and play.
• use different art materials
You will need
•
drawing paper,
crayons, markers
•
dark construction
paper, white, gray,
and yellow paint;
straws
•
blankets or mats
Art
Art inspires children to express their
thoughts and feelings and expands their
vocabulary with words that describe color,
line, shape, and texture. Children learn about
concepts of print and letters when they sign
their name to their artwork.
Come Fly with Me! Ask children where
they would go if they could fly. Invite them
to draw and color a picture of themselves
flying, including the things that they would
see. Talk to children about their pictures.
Look at how high you are! Who is with you?
What is below you?
•
•
•
•
•
•
tell stories through art
sequence a story
develop fine motor skills
observe the natural world
develop oral vocabulary
write their names
Take It Further Cover a table
with newspaper. Put white, gray, or
yellow paint on dark construction
paper. Invite children to blow on the
paint with straws. What do they see
in their clouds?
Cloud Pictures Show children the
cloud picture in Abuela. Take blankets or
mats outside and invite children to look
at the clouds. Describe what the clouds
make you think of and ask children what
they see. Invite children to draw pictures
of the clouds. Talk to the children about
their pictures.
10
Family Fun Invite children to draw
pictures of themselves and a family
member on an adventure. Children may
want to draw a family outing to a park
or a beach, a trip to the library, or a visit
with relatives.
Talk to children about their pictures. Where
are you? Who are you with? How did you
get there? What was your favorite part of the
adventure? Children will use their pictures
in the Writing Center (page 13).
Children will
Dramatic Play
In dramatic play, children deepen
their understanding of the world around them and use language
to negotiate roles, describe what they are doing, and ask and
answer questions. Props such as labels and signs engage children’s
early reading and writing skills.
On the Go! Display the Transportation
Web (see page 9) as well as books that
feature different modes of transportation.
Provide dress-up clothes that pilots, train
conductors, and ship captains might wear,
as well as chairs that children can organize
into rows. Display tickets, schedules, and
•
•
•
use imagination
develop an understanding
of different functions of print
You will need
•
books about
transportation
•
cutout pictures
of type of
transportation
•
sample schedules,
tickets, tokens
•
pilot, conductor,
and captain clothes
tokens on a table and talk to children
about these items and how people use
them. Encourage children to pretend that
they are traveling. Ask, Who is driving the
(train, bus, etc.)? Who are the passengers?
What kind of noise does the (train) make?
Where are you going?
11
L ea r n i n g
Centers (continued)
You will need
•
folktales and
other stories from
diverse cultures
•
cassette or CD
players and
headphones
•
storytelling
recordings and
books on tape,
including ones that
you and/or family
members make
•
flannel board and
felt characters,
puppets, stuffed
animals
Library
Setting up an inviting and
cozy place where children can look at books
helps foster a love of reading. Include many
different kinds of reading materials that relate
to children’s interests and reflect their cultural
diversity. Add props such as puppets, stuffed
animals, and flannel boards. Encourage
children to tell their own stories and act out
stories they have heard.
Children will
•
choose storytelling recordings to
listen to
•
choose books to look at alone and
with a partner
•
learn how to hold, handle, and care
for books
•
•
develop a sense of story structure
•
•
learn that we read from left to right
and from top to bottom
retell and act out a story
Independent and Partner Reading
When young children imitate adults and
play at reading, they are engaging in book
handling behaviors that are important first
steps in learning to read.
• Include a variety of stories and folktales
from different cultures (see Resources).
Encourage children to select books that
interest them.
• Demonstrate how to hold, handle, and
care for books. Talk about the front,
back, top, and bottom of a book. Show
children where to begin reading and how
to turn the pages. Encourage children to
look at the words and the pictures.
• Read books that children select to a small
group. Track print as you read to show
children that in English we read from left
to right and from top to bottom.
• If possible, read Isla, the sequel to Abuela,
aloud to children (see Resources).
• Organize children into pairs. Have each
pair select a folktale to look at and read
together. Encourage children to take
turns looking at the pages, describing the
characters, and saying what they think
the story is about. Ask children about
their book. What did you think of the book?
Tell me something about it.
12
Listening Listening to stories helps
children learn the meanings of new
words and understand that stories have
a beginning, a middle, and an end.
• Set up a listening area with cassette or
CD players, storytelling recordings, books
on tape, and headphones.
• Make your own audio recordings of
children’s favorite stories. Invite family
members to record themselves reading
a favorite book or telling a family
story. Ask family members to include
a photograph of themselves with their
recording. Children will love listening to
the familiar sounds of their loved ones’
voices.
• Encourage children to use props to retell
or act out the stories they listen to
in the listening area, and to tell their
own stories.
Children will
Writing
When children practice
writing letters and words to express
their ideas, they learn about concepts of
print, the different functions of print, the
alphabet, and phonics. Include a variety
of writing materials, as well as samples
of different types of writing such as
invitations, postcards, letters, lists, signs,
and thank-you notes.
Letter Shaping Choose a letter from
the alphabet and encourage a child to
find it on an alphabet strip or poster. You
may want to choose the letter c for can, or
another letter that children are interested
in learning. In the air and on paper, trace
over the letter in lowercase and uppercase
to show children how to write them. Review
the sound the letter makes. Have children
make both forms of the letter from various
materials. Children can also make the
letters in their names.
•
•
•
•
•
•
associate names of letters with their shapes
develop fine motor skills
use a variety of writing tools to shape and write letters
write and draw a response to a book
understand that what we say can be written down
and read by others
write their names
You will need
•
play dough, Wikki
Stix®, Unifix Cubes®,
pipe cleaners, finger
paints, clay (choose
one or more)
•
alphabet stamps and
stencils
•
alphabet strip or
poster
•
variety of paper and
writing materials,
including markers,
pencils, colored
pencils, crayons
•
children’s family fun
drawings from the
Art Center
•
book-binding
materials (rings,
binders, hole punch
and yarn, etc.)
Write about It Think aloud as you
write and/or draw something about the
show or book. Encourage children to
write or draw their thoughts, for example,
about a visit to the park or a bus ride. Ask
questions to help children expand their
ideas. Children may want to dictate their
responses. Point to each word as you read
the dictation aloud.
Family Fun Group Book Ask
children to choose a family fun picture
that they drew in the Art Center (see page
11). Encourage children to tell you about
the picture. Write children’s words in a
caption below the picture. You may want
to provide a sentence frame such as,
Felipe went to
with his
.
Bind the pictures together to make a
group book. Read and reread the book
to children.
13
S t o r y t el li n g
You will need
•
•
a bag filled with
familiar objects
(such as comb,
stuffed animal,
bracelet, spoon)
tape or digital
recorder and
cassette tapes
Through storytelling, children learn
about story structure, sequencing,
and the sounds of language. Provide
opportunities for children to listen
to stories from diverse cultures. Enjoy
how children use their imagination
as they tell their own stories.
Family Storytellers
Invite family members to share favorite
stories about funny or interesting things
that have happened in their family, or
favorite make-believe stories that have
been passed down from generation to
generation. Encourage family members
to tell their stories in their home language.
Invite children to ask the storyteller
questions.
Take It Further Ask the family
storyteller if you can record him or her.
Place the recording in the listening
area for children to enjoy.
Children will
•
•
develop active listening skills
•
use creativity and imagination to tell
their own stories
•
•
•
develop a sense of story structure
appreciate storytelling as part of
diverse cultural and family traditions
build self-esteem
Storytelling Bag
Form a storytelling circle. Hold up a
bag filled with familiar objects. Pick out
one object and tell a short, make-believe
story about it. Then invite each child
to pick an object and tell their own
make-believe story.
Storyteller’s Chair
Ask if anyone would like to tell a story. Help
the child develop his or her story so that
it has a beginning, a middle, and an end.
Gather related props.
Invite the storyteller to sit in a special
storytelling chair. Gather the other
children around. Ask prompting questions
if the storyteller needs or asks for help.
Congratulate the storyteller and end with
a round of applause.
14
Word Play
Children will
•
•
•
•
Clapping syllables in names, rhyming, and
alliteration help build phonological awareness.
•
identify the letters in their names
hear and clap the syllables in their names
identify and generate rhyming words
recognize that different words begin
with the same sound
identify initial sounds in words
We Can!
Rhymes with Can
• Gather children in a circle. Clap your
Invite children to play a rhyming game.
hands as you say, I can clap my hands.
Encourage children to think of something
they each can do, such as hop, skip,
jump, or sing.
• Invite a child (Cathy) into the circle. Ask
the child to demonstrate what she can do
(jump). Then have the class repeat, Cathy
can jump! Oh, yes, she can!
• Invite the child to lead the others in
chanting the letters in her name,
C-a-t-h-y. Cathy! Point to the letters on the
child’s name card during the chant.
You will need
•
chart paper,
markers, pictures,
tape
•
name card
for each child
• Say, I’m going to say some words. If a
word rhymes with the word can, clap.
• Say the following words slowly: man, bus,
van, airplane.
• After each word, ask, Does this word rhyme
with the word can? If it does, clap!
• Ask, What other words and names can you
think of that rhyme with the word can?
Silly Story Sentence
• Ask the child to clap the syllables in
her name (Ca-thy). Encourage children
to say the name again as they clap the
syllables. Give each child a turn.
Take It Further Write the words
“We Can” on chart paper. Ask each
child, What can you do? Write the
response. (Carla can run fast. Nathan can
play the drums.) Read aloud the chart,
pointing to each of the words. Invite
the children to read the chart with you.
• Ask children what sound the word
can begins with. Then have them find
pictures of things that begin with the /k/
sound. Attach the pictures to chart paper
and label each one. Have children repeat
the words as you point to the pictures.
• As a group, choose several words to make
up a silly story sentence, such as The cow
and the cat ate cookies in the car.
• Encourage children to use the pictures
to create their own silly story sentences.
15
Sin g a Son g
You will need
Singing songs is a great way to build early reading skills. The song
“Down by the Bay” gives children the opportunity to play with rhythm,
rhyme, and repetition. It also gives them a chance to make up other
imaginative verses.
•
chart paper,
markers
Introduce the Song
•
pointer
Sing “Down by the Bay” to children with
joy and enthusiasm. Sing it a few times
to help children learn it. Then have them
sing with you.
Song Chart
Write the words to “Down by the Bay”
on chart paper or poster board. As you
sing the song, point to each word with a
pointer. This helps children learn that
in English we read from left to right and
from top to bottom. Sing the song together
and encourage children to move their
hands, heads, or bodies to the rhythm.
Children will
•
understand that the words in a song are
read from top to bottom and from left
to right
•
•
•
associate sounds with written words
identify and generate rhyming words
identify familiar letters and words
Take It Further
• Have children point to and say any
words or letters that they recognize.
• Reread the line: Did you ever see a
pig dancing the jig? Ask children if
they can find the rhyming words
in the line. Point out that the words
pig and jig rhyme because they have
the same ending sound (ig). Ask
children what other words they can
think of that rhyme with pig and jig.
• Encourage children to make up
additional verses to the song by
creating silly rhymes, for example,
Did you ever see a snake eating a cake?
You may want to focus on repeating
a specific sound such as the “at”
sound: Did you ever see a cat wearing
a hat or . . . a rat swinging a bat.
16
Down by th
e Bay
Down by the
bay where th
e watermelon
Back to my h
s grow.
ome I dare n
ot go.
For if I do my
mother will sa
y,
“Did you eve
r see a pig da
ncing the jig
?”
Down by the
bay.
Additional v
erses:
“Did you eve
r see a whale
with a polka
“Did you eve
dot tail? ”
r see a bear c
o
mbing his ha
“Did you eve
ir? ”
r see a duck
driving a tru
ck? ”
17
Family Connections
Encourage parents to ask their children about what they are doing and
learning each day. Send home letters regularly that offer suggestions about
how parents can support their children’s learning. You can send home
the letter on page 19 (English) and page 20 (Spanish), along with the
Storytelling Wheel Activity Sheet (page 21). Try to host family get-togethers
several times during the year to celebrate children’s accomplishments and
to promote a sense of community.
Family Adventure
Invite families on a group adventure that you and the children have planned. Perhaps
children will want to take a bus ride to a local park, as Abuela and Rosalba did. Ask
parents to bring snacks. Bring blankets for children to lie on and look at the clouds. Invite
family members to tell a favorite family story or sing a song. The next day, invite children
to draw a picture of their favorite part of the adventure. Together write a story about it.
18
Date
Dear Family,
This week we have been watching and talking about a story from
BETWEEN THE LIONS, a PBS television show about a family of lions
who lives in a library and loves to read. A storyteller comes to the
library and tells a West African folktale about a yam that can talk!
We also read the story Abuela by Arthur Dorros about a girl and her
grandmother who go on an adventure together.
We have had fun listening to stories from many cultures, and drawing
and telling our own stories about family adventures. Here are some
ways you can explore these themes at home with your child.
• Tell your child a favorite family story. It can be about your childhood
or a story you heard as a child.
• Plan a family adventure with your child. Talk about how you will get
there (bus, train, car, walking) and what you will do.
• Look for storytelling events at your local library.
• Watch the story “Oh, Yes, It Can!” on the BETWEEN THE LIONS Web site
at pbskids.org/lions/stories/ohyesitcan.html.
You can watch BETWEEN THE LIONS at home with your child. Sing along
with the songs and talk about the show. Visit the BETWEEN THE LIONS
Web site (pbskids.org/lions) where you’ll find lots of fun activities, songs,
and recommended books.
19
Fecha
Apreciada familia:
Durante esta semana, estamos viendo y hablando sobre un cuento de
BETWEEN THE LIONS, una serie de televisión en la cadena PBS que trata
sobre una familia de leones que vive en la biblioteca y que tiene gran
amor por la lectura. Un cuentista va a la biblioteca y cuenta un cuento
popular de África occidental. Es sobre una batata o un ñame que habla.
También leímos el cuento Abuela de Arthur Dorros, sobre una niña y su
abuela que viven una aventura juntas.
Hemos gozado oyendo cuentos de muchas culturas, y dibujando y
contando cuentos de aventuras que cada uno hemos vivido en familia.
He aquí algunas maneras de explorar estos temas en casa con los niños.
• Cuéntele al niño un cuento favorito de la familia. Puede ser sobre la
niñez suya o algo que oyó cuando usted era chico.
• Organice una aventura familiar con el niño. Hablen de cómo van
a llegar (en autobús, en tren, en auto, a pie) y qué harán cuando
lleguen.
• Busquen ocasiones cuando cuenten cuentos en la biblioteca local.
• Vean el cuento “Oh, Yes, It Can!” en la sede de Internet de BETWEEN
THE LIONS en pbskids.org/lions/stories/ohyesitcan.html.
Puede ver BETWEEN THE LIONS en casa con los niños. Canten cuando
suenen las canciones y hablen sobre la trama del episodio. Visiten el
sitio en inglés de BETWEEN THE LIONS en Internet (pbskids.org/lions).
Encontrarán muchas actividades divertidas y una lista de libros que
pueden disfrutar juntos.
20
S t o r y t el li n g W h eel
Here is a game for families to play together. Let your
imaginations fly and have fun!
• Make a paper or cardboard arrow. Poke a hole in it.
• Use a pencil and the arrow as a spinner. Take turns spinning
the arrow.
• When the arrow points to a picture, make up a story about it.
If you like, act out the story.
21
Re s o u r c e s
Folktales, Fables, Legends,
and Myths
Baby Rattlesnake by Te Ata
(Children’s Book Press, 1993)
In this Native American tale, a baby rattlesnake
learns a valuable lesson when he misuses
his rattle.
Bringing the Rain to Kapiti Plain retold by Verna
Aardema (Puffin, 1993) (audiotape available)
A cumulative rhyme tells how Ki-pat brought
rain to the drought-stricken Kapiti Plain.
How Chipmunk Got His Stripes by Joseph Bruchac
and James Bruchac (Puffin, 2003)
In this Native American folktale, Bear and
Brown Squirrel disagree about whether Bear
can stop the sun from rising.
Joseph Had a Little Overcoat by Simms Taback
(Viking, 1999) (audiotape available)
In this version of a Yiddish folk song, an old
overcoat is recycled into various garments,
until there is nothing left but the story to tell.
Nine-in-One, Grr! Grr!: A Folktale from the Hmong
People by Blia Xiong and Cathy Spagnoli
(Children’s Book Press, 1993)
When the great god Shao promises Tiger nine
cubs each year, Bird comes up with a clever trick
to prevent the land from being overrun by tigers.
Señor Cat’s Romance and Other Favorite Stories
from Latin America retold by Lucía M. Gonzalez
(Scholastic, 2001)
A collection of popular tales told to young
children in Latin America.
The Talking Eggs: A Folktale from the American South
by Robert D. San Souci (Dial, 1989)
When Blanche helps an old woman, her
kindness is rewarded with riches.
Story Books
Cows Can’t Fly by David Milgrim (Puffin, 2000)
An imaginative boy draws a picture that lands
in a cow pasture. The cows take flight, but only
he can see them.
Jonathan and His Mommy by Irene Smalls
(Little, Brown, 1994)
A boy and his mother have a great adventure
as they walk through their neighborhood.
I Can Do It Too! by Karen Baicker
(Handprint Books, 2003)
A little girl celebrates the everyday things she
can do.
Isla by Arthur Dorros (Puffin, 1999)
In this sequel to Abuela, Rosalba and her
grandmother take an imaginary journey to the
Caribbean island where Abuela grew up.
Little Cloud by Eric Carle (Puffin, 1996)
A little cloud becomes a sheep, an airplane,
a hat, and more.
My Car by Byron Barton (Greenwillow, 2001)
Sam describes his car and how he drives it.
See also other books in this series: Planes,
Trains, Boats.
My Crayons Talk by Patricia Hubbard
(Henry Holt, 1999)
In this imaginative story, crayons talk, shout,
sing, and hoot.
Napí by Antonio Ramírez (Groundwood, 2004)
In her dreams at night, Napi imagines that she
becomes a heron, flying over her village.
The Snowman by Raymond Briggs (Penguin, 2000)
In this wordless story, a snowman comes to life
and flies.
Tar Beach by Faith Ringgold (Dragonfly, 1996)
Eight-year-old Cassie dreams of flying above her
apartment building in Harlem.
You Can Do It Too! by Karen Baicker (Handprint
Books, 2005)
A big sister assures her little brother that he can
join in the fun with her.
22
Songs, Poems, and Rhyming Books
Busy Boats by Tony Mitton (Kingfisher, 2002)
Animal characters take a rhyming journey
on different kinds of boats. See also other books
in this series: Roaring Rockets, Amazing Airplanes,
and Terrific Trains.
I Love Planes! by Philemon Sturges
(HarperCollins, 2003)
A boy dreams about flying and names his
favorite kinds of airplanes. See also I Love Trains!
and I Love Trucks!
Resources for Teachers
and Caregivers
Storytelling
The Complete Book of Rhymes, Songs, Poems,
Fingerplays and Chants by Jackie Silberg and Pam
Schiller (Gryphon House, 2002)
Over 700 selections, arranged alphabetically
by title. Includes a thematic, title, and first-line
index.
The Seals on the Bus by Lenny Hort (Owlet, 2003)
Different animals make their own sounds as they
ride around town on a bus.
Tell Me a Tale: A Book about Storytelling
by Joseph Bruchac (Harcourt, 1997)
A Native American storyteller discusses the
four basic components of storytelling: listening,
observing, remembering, and sharing.
The Wheels on the Bus by Raffi (Crown, 1990)
The familiar song lyrics are playfully illustrated.
Note: Check your local public library for
storytelling recordings.
Nonfiction Books
Literacy
The Airplane Alphabet Book by Jerry Pallotta
(Charlesbridge, 1997)
An alphabet book presents interesting facts
about different kinds of airplanes.
Creating Readers: Over 1000 Games, Activities,
Tongue Twisters, Fingerplays, Songs, and Stories to
Get Children Excited About Reading by Pam Schiller
(Gryphon 2001)
A compilation of resources for the preschool
teacher and family day care provider. See also Do
You Know the Muffin Man? and Where is Thumbkin?
by the same author.
Big Book of Things That Go by Caroline Bingham
(DK, 1994)
Full-color photographs show vehicles that travel
on land, in water, or through the air.
Flying by Donald Crews (HarperTrophy, 1989)
An airplane takes off, flies, and lands after
passing over cities, countryside, lakes, and more.
See Freight Train Board Book and School Bus by the
same author.
On the Go by Ann Morris (HarperTrophy, 1994)
Color photographs show the ways people all
over the world move from place to place.
This Is the Way We Go to School by Edith Baer
(Scholastic, 1992)
Describes the many different ways children all
over the world get to school.
Preschool Literacy Collection edited by Lesley Mandel
Morrow (IRA, 2009)
A series of six books on early literacy for
preschoolers.
Starting Out Right: A Guide to Promoting Children’s
Reading Success by M. Susan Burns, Peg Griffin, and
Catherine E. Snow, editors, the National Research
Council (National Academy Press, 1999)
Offers hands-on activities to encourage
children’s interest in books and reading and
to build oral language skills. Also available
online at http://www.nap.edu.
What Can You Do? A Book about Discovering What
You Do Well by Shelley Rotner and Sheila Kelly
(Millbrook, 2001)
Color photographs show children doing
a range of activities.
23
G los s a r y
alliteration: The repetition of the same sound
at the beginning of words, as in Sally sells seashells
by the seashore.
modeling: An instructional approach in which
the teacher thinks aloud and demonstrates a task
before inviting children to perform it.
book handling: Learning about the parts of a
book, including the front and back covers, the text,
and the illustrations, as well as how to hold, care
for, and handle books.
phonological awareness: The ability to hear,
understand, and play with the different sounds
that make up spoken words; the realization that
sentences are made up of words and that words are
made up of separate syllables.
book language: Words that describe the features
of books, such as author, illustrator, title, plot,
character, setting, and dialogue.
concepts of print: 1) The different ways we use
written language, such as letters, recipes, labels,
and stories; 2) the structure of written language,
such as the space between words; and 3) the
conventions of written language, such as the way
we read from left to right and from top to bottom.
environmental print: The print at home or in the
community, including labels on food products, store
and road signs, and advertisements.
learning center: A small area in a classroom
or family child care setting that is designed
to allow children to explore materials as they
play and learn by themselves or with others.
Examples include art, dramatic play, library, and
writing centers.
making predictions: To use information that you
already know to guess what a story will be about
or what will happen next.
24
picture walk: A prereading activity to prepare
children for listening. The teacher turns the pages
of a book from the beginning to the end and
encourages children to look at and talk about
the pictures.
recall and retell: To remember and tell a story
in your own words and in the correct sequence.
song or poem chart: A large chart with the words
to a song or poem so teachers can point to each
word as they read it to children.
story structure: The way stories are organized
into a beginning, a middle, and an end.
track print: An instructional technique in which
the teacher moves a finger or a pointer under the
words from left to right and from top to bottom
as she or he reads a book, song chart, or other text.
word play: Playing with the beginning, middle,
and ending sounds of words to explore how sounds
and words work.
C r ed i t s
This B ETWEEN THE LIONS Early Literacy Activity
Guide was produced by the Educational Outreach
department of the WGBH Educational Foundation.
Karen Barss
Director, Educational Outreach
Sonja Latimore
Manager, Editorial Content
Cyrisse Jaffee
Editorial Project Director
Rhonda Berkower
Writer
Jill Mackay
Production Coordinator
Tyler Kemp-Benedict
Doug Scott
Designers
Mark Hoffman
Print Production
Michelle Figlar
Consultant
National Head Start Association
B ETWEEN THE LIONS
Brigid Sullivan
Executive-in-Charge
Judith Stoia
Executive Producer
Christopher Cerf
Executive Producer for Sirius Thinking, Ltd.
Norman Stiles
Executive Producer for Sirius Thinking, Ltd.
Linda Rath
Curriculum Director
Beth Kirsch
Coordinating Producer/Project Director
Carol Klein
Supervising Producer
Mary Haggerty
Outreach Manager
Gay Mohrbacher
Outreach Coordinator
BETWEEN THE L IONS is produced by WGBH Boston, Sirius Thinking, Ltd., and
Mississippi Public Broadcasting. BETWEEN THE L IONS is funded in part by
The Corporation for Public Broadcasting, a cooperative agreement from the
U.S. Department of Education’s Ready To Learn grant, and by the Barksdale
Reading Institute. National corporate sponsorship is provided by Chickfi l-A, Inc. The contents herein were originally developed with support from
the Ready To Learn Television Program, P/R Award Number R295A0002, as
administered by the Office of Innovation and Improvement, U.S. Department
of Education, and were developed in part under a cooperative agreement
between the U.S. Department of Education, The Corporation for Public
Broadcasting, and the Public Broadcasting Service for the Ready To Learn
Initiative, PR#s U295A050003 and U295B050003. However, the contents do
not necessarily represent the policy of the Department of Education, and you
should not assume endorsement by the Federal Government.
©2005, 2009 WGBH Educational Foundation and Sirius Thinking, Ltd. All
rights reserved. BETWEEN THE L IONS , Get Wild About Reading, and the BTL
characters and related indicia are trademarks or registered trademarks of
WGBH Educational Foundation. All third party trademarks are the property
of their respective owners. Used with permission.
Barksdale Reading Institute
Illustrations by Steven Mach.
BTL Photos on TOC and page 7 by Richard Termine/©WGBH/Sirius Thinking;
all other BTL photos by John E. Barrett/©WGBH/Sirius Thinking. Photo, page
5: ©Geatano/CORBIS. Photo, page 10: © iStockphoto.com/Photo-Max. Abuela
book cover, pages 2 and 8: ©Arthur Dorros, 1991 (text), ©Elisa Kleven, 1991
(illustrations), published by Penguin Putnam, 1997, used with permission.
Drawing, page 13 by Elana Berkower.
0912066

Early Literacy Activity Guide

Transcription

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