f5 early literacy handouts - inyo county,...
TRANSCRIPT
Color&Color&Color&Color&
ContrastContrastContrastContrast
DEVELOPING LITERACY TOOLS 1:
During the first six months of their life, especially During the first six months of their life, especially During the first six months of their life, especially During the first six months of their life, especially
their first 3 months, babies are just beginning to their first 3 months, babies are just beginning to their first 3 months, babies are just beginning to their first 3 months, babies are just beginning to
practice focusing theirpractice focusing theirpractice focusing theirpractice focusing their eyes. Until this ability eyes. Until this ability eyes. Until this ability eyes. Until this ability
develops more fully, babies enjoy strong contrasts, develops more fully, babies enjoy strong contrasts, develops more fully, babies enjoy strong contrasts, develops more fully, babies enjoy strong contrasts,
as are found in black and white image books, and as are found in black and white image books, and as are found in black and white image books, and as are found in black and white image books, and
colorful books where primary colors practically colorful books where primary colors practically colorful books where primary colors practically colorful books where primary colors practically
leap off the page.leap off the page.leap off the page.leap off the page.
You can help your baby develop their eyesight by You can help your baby develop their eyesight by You can help your baby develop their eyesight by You can help your baby develop their eyesight by
holding boholding boholding boholding bold images about 8 to 10 inches from ld images about 8 to 10 inches from ld images about 8 to 10 inches from ld images about 8 to 10 inches from
their eyes. At this distance, books can stimulate their eyes. At this distance, books can stimulate their eyes. At this distance, books can stimulate their eyes. At this distance, books can stimulate
your baby’s curiosity at the point where tyour baby’s curiosity at the point where tyour baby’s curiosity at the point where tyour baby’s curiosity at the point where they are hey are hey are hey are
capable of focusing. Begin by holding books for capable of focusing. Begin by holding books for capable of focusing. Begin by holding books for capable of focusing. Begin by holding books for
your baby at this distance and then eventually your baby at this distance and then eventually your baby at this distance and then eventually your baby at this distance and then eventually
allow your child to handallow your child to handallow your child to handallow your child to handle books on their own as le books on their own as le books on their own as le books on their own as
they progress beyond month 3.they progress beyond month 3.they progress beyond month 3.they progress beyond month 3.
Board books are essential at this age because your Board books are essential at this age because your Board books are essential at this age because your Board books are essential at this age because your
child will mouth themchild will mouth themchild will mouth themchild will mouth them, toss them, stack them and , toss them, stack them and , toss them, stack them and , toss them, stack them and
drop them, and these behaviors are all related to drop them, and these behaviors are all related to drop them, and these behaviors are all related to drop them, and these behaviors are all related to
early literacy development!early literacy development!early literacy development!early literacy development!
WEBSITE: www.inyocounty.us/first5
• Black and White
by Tana Hoban
• Sock and Shoe
by Frida Bing
• Look, Look!
By Peter Linenthal
• Very Hungry Caterpillar or
Brown Bear by Eric Carle
• Bright Baby and
My First Book collections
Creating a Creating a Creating a Creating a
LanguageLanguageLanguageLanguage----Rich Rich Rich Rich
EnvironmentEnvironmentEnvironmentEnvironment
One of the best ways to help One of the best ways to help One of the best ways to help One of the best ways to help
your baby develop language your baby develop language your baby develop language your baby develop language
skills is to talk to them often skills is to talk to them often skills is to talk to them often skills is to talk to them often
and all day long! and all day long! and all day long! and all day long!
Describe where you are going Describe where you are going Describe where you are going Describe where you are going
and what you are doing. Point and what you are doing. Point and what you are doing. Point and what you are doing. Point
out simple items at home and out simple items at home and out simple items at home and out simple items at home and
name them for your name them for your name them for your name them for your baby.baby.baby.baby.
Talk about what you see on a Talk about what you see on a Talk about what you see on a Talk about what you see on a
walk or in a book. Just by walk or in a book. Just by walk or in a book. Just by walk or in a book. Just by
listening to your use of words listening to your use of words listening to your use of words listening to your use of words
everyday, your baby is learning everyday, your baby is learning everyday, your baby is learning everyday, your baby is learning
all the vocabulary, grammar, all the vocabulary, grammar, all the vocabulary, grammar, all the vocabulary, grammar,
and ideas he or she will need and ideas he or she will need and ideas he or she will need and ideas he or she will need
to speak successfully, too!to speak successfully, too!to speak successfully, too!to speak successfully, too!
TextureTextureTextureTexture
DEVELOPING LITERACY TOOLS 2:
AAAAt birth , your baby’s strongest sense is their sense t birth , your baby’s strongest sense is their sense t birth , your baby’s strongest sense is their sense t birth , your baby’s strongest sense is their sense
of touch. Help engage your baby with books by of touch. Help engage your baby with books by of touch. Help engage your baby with books by of touch. Help engage your baby with books by
utilizing this strength!utilizing this strength!utilizing this strength!utilizing this strength!
ManManManMany Touch & Feel books have incorporated y Touch & Feel books have incorporated y Touch & Feel books have incorporated y Touch & Feel books have incorporated
textures from fur and feathers to burlap, plastic, textures from fur and feathers to burlap, plastic, textures from fur and feathers to burlap, plastic, textures from fur and feathers to burlap, plastic,
and sandpaper. Model running your hanand sandpaper. Model running your hanand sandpaper. Model running your hanand sandpaper. Model running your hand over the d over the d over the d over the
textures for your child and help them explore their textures for your child and help them explore their textures for your child and help them explore their textures for your child and help them explore their
favorites again and again.favorites again and again.favorites again and again.favorites again and again.
Cloth and vinyl books, or bath books,Cloth and vinyl books, or bath books,Cloth and vinyl books, or bath books,Cloth and vinyl books, or bath books, are another are another are another are another
great source of texture for your baby to expergreat source of texture for your baby to expergreat source of texture for your baby to expergreat source of texture for your baby to experi-i-i-i-
ence. They are petence. They are petence. They are petence. They are pet----able, squeezable, flexible able, squeezable, flexible able, squeezable, flexible able, squeezable, flexible ————
and to many a parent’s joy and to many a parent’s joy and to many a parent’s joy and to many a parent’s joy ———— easily washable! easily washable! easily washable! easily washable!
Part of allowing your baby to touPart of allowing your baby to touPart of allowing your baby to touPart of allowing your baby to touch books means ch books means ch books means ch books means
that they are going to throw them in piles, stomp that they are going to throw them in piles, stomp that they are going to throw them in piles, stomp that they are going to throw them in piles, stomp
them into the floor and then give them a good them into the floor and then give them a good them into the floor and then give them a good them into the floor and then give them a good
chew or two, so pchew or two, so pchew or two, so pchew or two, so purchase heavy duty board books urchase heavy duty board books urchase heavy duty board books urchase heavy duty board books
or cloth & vinyl books that will stand up to their or cloth & vinyl books that will stand up to their or cloth & vinyl books that will stand up to their or cloth & vinyl books that will stand up to their
demands. You can also visit the First 5 Inyo odemands. You can also visit the First 5 Inyo odemands. You can also visit the First 5 Inyo odemands. You can also visit the First 5 Inyo office ffice ffice ffice
at 568 W. Line Street (across from the Post Office) at 568 W. Line Street (across from the Post Office) at 568 W. Line Street (across from the Post Office) at 568 W. Line Street (across from the Post Office)
to select free used books for child anytime.to select free used books for child anytime.to select free used books for child anytime.to select free used books for child anytime.
WEBSITE: www.inyocounty.us/first5
SUGGESTED BOOKS:
• Tails, Cat, or Dog
touch-n-feel books by Matthew Van Fleet
• Bathtime
pliable vinyl book by DK Publishing
•
Bright Baby
Touch & Feel Collection by Roger Priddy
• Opposites
Cloth Book by OshKosk B’Gosh
Creating a Creating a Creating a Creating a
LanguageLanguageLanguageLanguage----Rich Rich Rich Rich
EnvironmentEnvironmentEnvironmentEnvironment
One of the benefits of reading One of the benefits of reading One of the benefits of reading One of the benefits of reading
with your baby is snuggling with your baby is snuggling with your baby is snuggling with your baby is snuggling
close to share a book!close to share a book!close to share a book!close to share a book!
Your Your Your Your baby’s brain sends out baby’s brain sends out baby’s brain sends out baby’s brain sends out
signals of pleasure and safety signals of pleasure and safety signals of pleasure and safety signals of pleasure and safety
every time you hold them every time you hold them every time you hold them every time you hold them
close. Hearing your voice not close. Hearing your voice not close. Hearing your voice not close. Hearing your voice not
only lends comfortonly lends comfortonly lends comfortonly lends comfort, but helps , but helps , but helps , but helps
develop your baby’s sense of develop your baby’s sense of develop your baby’s sense of develop your baby’s sense of
language and their growing language and their growing language and their growing language and their growing
speech skills.speech skills.speech skills.speech skills.
Take time every day to snuggle Take time every day to snuggle Take time every day to snuggle Take time every day to snuggle
with a book with a book with a book with a book or two or two or two or two ———— daily daily daily daily
reading with a parent is the reading with a parent is the reading with a parent is the reading with a parent is the
number one predictor of number one predictor of number one predictor of number one predictor of
school readiness in young school readiness in young school readiness in young school readiness in young
children.children.children.children.
Gestures &Gestures &Gestures &Gestures &
SigningSigningSigningSigning
DEVELOPING LITERACY TOOLS 3:
Studies show that often children with the largest Studies show that often children with the largest Studies show that often children with the largest Studies show that often children with the largest
vocabularies at Kindergarten entry are children who vocabularies at Kindergarten entry are children who vocabularies at Kindergarten entry are children who vocabularies at Kindergarten entry are children who
use gestures and motion wuse gestures and motion wuse gestures and motion wuse gestures and motion with their speech. ith their speech. ith their speech. ith their speech.
The link between communicating with our bodies The link between communicating with our bodies The link between communicating with our bodies The link between communicating with our bodies
and communicating with words is strong , and and communicating with words is strong , and and communicating with words is strong , and and communicating with words is strong , and
through gesturethrough gesturethrough gesturethrough gesture you may be able help your baby you may be able help your baby you may be able help your baby you may be able help your baby
uuuunnnnderstand lots of complex concepts before they derstand lots of complex concepts before they derstand lots of complex concepts before they derstand lots of complex concepts before they
have developed the verbal ability to explain them have developed the verbal ability to explain them have developed the verbal ability to explain them have developed the verbal ability to explain them
back to you.back to you.back to you.back to you.
Babies naturally gBabies naturally gBabies naturally gBabies naturally gesture and make sounds to esture and make sounds to esture and make sounds to esture and make sounds to
indicate an object they want to play with, or some indicate an object they want to play with, or some indicate an object they want to play with, or some indicate an object they want to play with, or some
discomfort with their environment or options. discomfort with their environment or options. discomfort with their environment or options. discomfort with their environment or options.
TeaTeaTeaTeaching children ways to communicate their needs ching children ways to communicate their needs ching children ways to communicate their needs ching children ways to communicate their needs
effectively strengthens their reactive learning cycle effectively strengthens their reactive learning cycle effectively strengthens their reactive learning cycle effectively strengthens their reactive learning cycle
with their parent or caregiwith their parent or caregiwith their parent or caregiwith their parent or caregiver. This positive give & ver. This positive give & ver. This positive give & ver. This positive give &
take may accelerate babies understanding of take may accelerate babies understanding of take may accelerate babies understanding of take may accelerate babies understanding of
expressions & feelings, as well as opposite spacial expressions & feelings, as well as opposite spacial expressions & feelings, as well as opposite spacial expressions & feelings, as well as opposite spacial
conceconceconceconcepts like in & out, up & down, and high& low.pts like in & out, up & down, and high& low.pts like in & out, up & down, and high& low.pts like in & out, up & down, and high& low.
WEBSITE: www.inyocounty.us/first5
SUGGESTED BOOKS:
• Baby Fingers Collection
by Lora Heller
• My First Book of Sign
by Joan Holub
• This Little Lamb or
This Little Doggie
by R. Powell
• Baby Happy, Baby Sad
by Leslie Patricelli
CCCCreating a reating a reating a reating a
LanguageLanguageLanguageLanguage----Rich Rich Rich Rich
EnvironmentEnvironmentEnvironmentEnvironment
Always encourage your babies Always encourage your babies Always encourage your babies Always encourage your babies
coos, growls, and giggles coos, growls, and giggles coos, growls, and giggles coos, growls, and giggles ————
they are your childs first verbathey are your childs first verbathey are your childs first verbathey are your childs first verbal l l l
attempts at speech!attempts at speech!attempts at speech!attempts at speech!
Praise your child when they Praise your child when they Praise your child when they Praise your child when they
mimic your tone, or when they mimic your tone, or when they mimic your tone, or when they mimic your tone, or when they
babble in response to sombabble in response to sombabble in response to sombabble in response to some-e-e-e-
thing you’ve said or done. The thing you’ve said or done. The thing you’ve said or done. The thing you’ve said or done. The
more your baby practices mamore your baby practices mamore your baby practices mamore your baby practices mak-k-k-k-
ing sounds the more adept ing sounds the more adept ing sounds the more adept ing sounds the more adept
and clear their speech will band clear their speech will band clear their speech will band clear their speech will be-e-e-e-
come, so blah, blah, blah your come, so blah, blah, blah your come, so blah, blah, blah your come, so blah, blah, blah your
way to books, books, books!way to books, books, books!way to books, books, books!way to books, books, books!
Babies also love it when you Babies also love it when you Babies also love it when you Babies also love it when you
make sounds, so don’t’ be make sounds, so don’t’ be make sounds, so don’t’ be make sounds, so don’t’ be
afraid to buzafraid to buzafraid to buzafraid to buzz, moo, or quack z, moo, or quack z, moo, or quack z, moo, or quack
your way through a book!your way through a book!your way through a book!your way through a book!
Rhyme &Rhyme &Rhyme &Rhyme &
AlliterationAlliterationAlliterationAlliteration
DEVELOPING LITERACY TOOLS 4:
Another strong indicator of how well a child will do Another strong indicator of how well a child will do Another strong indicator of how well a child will do Another strong indicator of how well a child will do
in school is their “phonemic awareness” when they in school is their “phonemic awareness” when they in school is their “phonemic awareness” when they in school is their “phonemic awareness” when they
start kindergarten. Phonestart kindergarten. Phonestart kindergarten. Phonestart kindergarten. Phonemic awareness is really mic awareness is really mic awareness is really mic awareness is really
about your child’s sense of rhyme and alliteration about your child’s sense of rhyme and alliteration about your child’s sense of rhyme and alliteration about your child’s sense of rhyme and alliteration ————
an almost innate understanding of the sounds of an almost innate understanding of the sounds of an almost innate understanding of the sounds of an almost innate understanding of the sounds of
lelelelettttters and words, and the rhythm of speech.ters and words, and the rhythm of speech.ters and words, and the rhythm of speech.ters and words, and the rhythm of speech.
Alliteration is formed by repetitive consonant Alliteration is formed by repetitive consonant Alliteration is formed by repetitive consonant Alliteration is formed by repetitive consonant
sounds. An example of alliteration wousounds. An example of alliteration wousounds. An example of alliteration wousounds. An example of alliteration would be “the cat ld be “the cat ld be “the cat ld be “the cat
curled up on the crunchy carpet.” This differs from curled up on the crunchy carpet.” This differs from curled up on the crunchy carpet.” This differs from curled up on the crunchy carpet.” This differs from
rhymes like “the cat sat on the mat” where the rhymes like “the cat sat on the mat” where the rhymes like “the cat sat on the mat” where the rhymes like “the cat sat on the mat” where the
vowel sounds rvowel sounds rvowel sounds rvowel sounds repeat. epeat. epeat. epeat.
Many children who exhibit phonemic skills were Many children who exhibit phonemic skills were Many children who exhibit phonemic skills were Many children who exhibit phonemic skills were
sisisisimmmmply bathed in language for most of their young ply bathed in language for most of their young ply bathed in language for most of their young ply bathed in language for most of their young
lives. Growing up with daily reading and lives. Growing up with daily reading and lives. Growing up with daily reading and lives. Growing up with daily reading and
conversations helps children absorb a lconversations helps children absorb a lconversations helps children absorb a lconversations helps children absorb a lingual ingual ingual ingual
rhythm and an ability to recognize similar sounds rhythm and an ability to recognize similar sounds rhythm and an ability to recognize similar sounds rhythm and an ability to recognize similar sounds
that is difficult to cultivate later in life. Choosing that is difficult to cultivate later in life. Choosing that is difficult to cultivate later in life. Choosing that is difficult to cultivate later in life. Choosing
books that featubooks that featubooks that featubooks that feature rhymes, songs, & alliteration will re rhymes, songs, & alliteration will re rhymes, songs, & alliteration will re rhymes, songs, & alliteration will
capture your baby’s attention, and his or her ear!capture your baby’s attention, and his or her ear!capture your baby’s attention, and his or her ear!capture your baby’s attention, and his or her ear!
WEBSITE: www.inyocounty.us/first5
SUGGESTED BOOKS:
• Sheep in a Jeep
by Nancy Shaw
• Clip Clop
by Nicola Smeer
• Rockabye Farm
by Diane Johnston Hamm
• Each Peach Pear Plum
by Janet and Allan Ahlberg
• Jamberry
by Bruce Degen
CCCCreating a reating a reating a reating a
LanguageLanguageLanguageLanguage----Rich Rich Rich Rich
EnvironmentEnvironmentEnvironmentEnvironment
Music and poetry really help Music and poetry really help Music and poetry really help Music and poetry really help
develop an appreciation fordevelop an appreciation fordevelop an appreciation fordevelop an appreciation for
The sounds of words and The sounds of words and The sounds of words and The sounds of words and
lettersletterslettersletters, as well as the way they , as well as the way they , as well as the way they , as well as the way they
are spoken.are spoken.are spoken.are spoken.
As your child grows older you As your child grows older you As your child grows older you As your child grows older you
will find a plethora of games will find a plethora of games will find a plethora of games will find a plethora of games
that reinforce their sense ofthat reinforce their sense ofthat reinforce their sense ofthat reinforce their sense of
the sounds of individual lethe sounds of individual lethe sounds of individual lethe sounds of individual let-t-t-t-
ters, but a great way to engage ters, but a great way to engage ters, but a great way to engage ters, but a great way to engage
a baby in song is with gesture. a baby in song is with gesture. a baby in song is with gesture. a baby in song is with gesture.
Playing patPlaying patPlaying patPlaying pat----aaaa----cake while cake while cake while cake while
rhyming, or moving your rhyming, or moving your rhyming, or moving your rhyming, or moving your
child’s limbchild’s limbchild’s limbchild’s limbs to the motions of s to the motions of s to the motions of s to the motions of
row, row, row, your boat as row, row, row, your boat as row, row, row, your boat as row, row, row, your boat as
you sing will catch your little you sing will catch your little you sing will catch your little you sing will catch your little
one’s interest early on.one’s interest early on.one’s interest early on.one’s interest early on.
MusicalMusicalMusicalMusical
MemoryMemoryMemoryMemory
DEVELOPING LITERACY TOOLS 5:
MMMMany studies have proven that children’s memories any studies have proven that children’s memories any studies have proven that children’s memories any studies have proven that children’s memories
are enhanced by music, and not just classical are enhanced by music, and not just classical are enhanced by music, and not just classical are enhanced by music, and not just classical
compositions. Find ways to incorcompositions. Find ways to incorcompositions. Find ways to incorcompositions. Find ways to incorporate all kinds of porate all kinds of porate all kinds of porate all kinds of
music into your everyday family life, and feel free to music into your everyday family life, and feel free to music into your everyday family life, and feel free to music into your everyday family life, and feel free to
use music to set the mood or pace for regular use music to set the mood or pace for regular use music to set the mood or pace for regular use music to set the mood or pace for regular
activiactiviactiviactivities in your schedule.ties in your schedule.ties in your schedule.ties in your schedule.
A universal example of this is picking a favorite A universal example of this is picking a favorite A universal example of this is picking a favorite A universal example of this is picking a favorite
lullullullulllllabye that signals bedtime to your child, but you abye that signals bedtime to your child, but you abye that signals bedtime to your child, but you abye that signals bedtime to your child, but you
can also use music to help children transition bcan also use music to help children transition bcan also use music to help children transition bcan also use music to help children transition be-e-e-e-
tween tasks or stay focused during them. tween tasks or stay focused during them. tween tasks or stay focused during them. tween tasks or stay focused during them.
Just about every care provider knows that if they Just about every care provider knows that if they Just about every care provider knows that if they Just about every care provider knows that if they
teach children to sing the cleanup teach children to sing the cleanup teach children to sing the cleanup teach children to sing the cleanup song as every song as every song as every song as every
body pitches in to clear up the play space, not only body pitches in to clear up the play space, not only body pitches in to clear up the play space, not only body pitches in to clear up the play space, not only
do they get better participation from children who do they get better participation from children who do they get better participation from children who do they get better participation from children who
clearly unclearly unclearly unclearly understand how to act out the words of the derstand how to act out the words of the derstand how to act out the words of the derstand how to act out the words of the
song, but this song also helps the children mentally song, but this song also helps the children mentally song, but this song also helps the children mentally song, but this song also helps the children mentally
prepare for the fact that free plaprepare for the fact that free plaprepare for the fact that free plaprepare for the fact that free play is over and a new y is over and a new y is over and a new y is over and a new
activity is going to be starting soon.activity is going to be starting soon.activity is going to be starting soon.activity is going to be starting soon.
WEBSITE: www.inyocounty.us/first5
SUGGESTED BOOKS:
• Miss Mary Mack and Other
Children's Street Rhymes
by Joanna Cole
• Peanut Butter & Jelly: A Song
by Nadine Bernard Westcott
• Sing a Song of Popcorn
by Beatrice Shenk de Regniers
• Itsy Bitsy Spider or Little Teapot
by Eliza Tripani
CCCCreating a reating a reating a reating a
LanguageLanguageLanguageLanguage----Rich Rich Rich Rich
EnvironmentEnvironmentEnvironmentEnvironment
Expect to spend much of your Expect to spend much of your Expect to spend much of your Expect to spend much of your
time repeating the same books time repeating the same books time repeating the same books time repeating the same books
and songs over and over with and songs over and over with and songs over and over with and songs over and over with
your child. Repetition is an iyour child. Repetition is an iyour child. Repetition is an iyour child. Repetition is an im-m-m-m-
portant part of their learning portant part of their learning portant part of their learning portant part of their learning
cycle and their delight needs cycle and their delight needs cycle and their delight needs cycle and their delight needs
to overrule your dread ofto overrule your dread ofto overrule your dread ofto overrule your dread of
reading the same story reading the same story reading the same story reading the same story againagainagainagain. . . .
Instead oInstead oInstead oInstead of fighting your child’s f fighting your child’s f fighting your child’s f fighting your child’s
interests look for ways to einterests look for ways to einterests look for ways to einterests look for ways to ex-x-x-x-
pand them. If you are sick of pand them. If you are sick of pand them. If you are sick of pand them. If you are sick of
that pirate ship book, then go that pirate ship book, then go that pirate ship book, then go that pirate ship book, then go
to the library (or the free used to the library (or the free used to the library (or the free used to the library (or the free used
books in our office) and grab books in our office) and grab books in our office) and grab books in our office) and grab
somsomsomsome related reading on tug e related reading on tug e related reading on tug e related reading on tug
boats and steamships, or boats and steamships, or boats and steamships, or boats and steamships, or
maybe other kinds of transport maybe other kinds of transport maybe other kinds of transport maybe other kinds of transport
like cars and planes. Finding like cars and planes. Finding like cars and planes. Finding like cars and planes. Finding
ways fuel your cways fuel your cways fuel your cways fuel your child’s natural hild’s natural hild’s natural hild’s natural
interests helps them become a interests helps them become a interests helps them become a interests helps them become a
curious, lifelong learner. curious, lifelong learner. curious, lifelong learner. curious, lifelong learner.