Involve your child in choosing which programs to watch. Read the tv schedule together to choose. Monitor what your child is watching, and whenever possible, watch the programs with your child. When you watch programs with your child, discuss what you have seen so your child can better understand the programs. Look for programs that will stimulate your child's interests and encourage reading (such as dramatizations of children's literature and programs on wildlife and science.) Many experts recommend that children watch no more than 10 hours of tv each week. Limiting tv viewing frees up time for reading and writing activities. It is worth noting that captioned tv shows can be especially helpful for children who are deaf or hard-of-hearing, studying English as a second language, or having difficulty learning to read. Activities for preschool through grade two: moving into reading Check out reading Rockets' new summer website, start with a book.
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Give your child full attention. If you don't understand some part of the story, take the time to get your child to explain. This will help your child understand the relationship between a speaker and a listener and an author and a reader. Encourage your child to express himself or herself. This will help your child develop a richer vocabulary. It can also help with pronouncing words clearly. Having a good audience writing is very helpful for a child to improve language skills, as well as confidence in speaking. Parents can be the best audience a child will ever have. Activity 7: tv television can be a great tool for education. The keys to successful tv viewing are setting limits, making good choices, taking time to watch together, discussing what you view, and encouraging follow-up reading. What you'll need: A weekly tv schedule What to do: Limit your child's tv viewing and make your rules and reasons clear.
Talking about stories they read helps children develop their vocabularies, link stories to everyday life, and use what they know about the world to make sense out of stories. Activity 6: Now hear this Children are great mimics. When you tell stories, your database child will begin to tell stories, too. What you'll need: your imagination What to do: have your child tell stories like those you have told. Ask: "And then what happened?" to urge the story along. Listen closely when your child speaks. Be enthusiastic and responsive.
Poems are often short with lots of white space on the page. This makes them manageable for new readers and helps to build their confidence. Activity 5: Story talk talking about what you read is another way to help children develop language and thinking skills. You won't need to plan the talk, discuss every story, or expect an answer. What you'll need: Storybooks What to do: read slowly and pause occasionally to think aloud about a story. You can say: "I wonder what's going to happen next!" Or ask a question: "do you know what a palace is?" Or point out: "look where the little mouse is now." Answer supermarket your children's questions, and if you think they don't understand something, stop and. Don't worry if you break into the flow of a story to make something clear. But keep the story flowing as smooth as possible.
Be sure to award such efforts with delighted enthusiasm. Suggest acting out a verse, a stanza, or the entire poem. Ask your child to make a face the way the character in the poem is feeling. Remember that facial expressions bring emotion into the performer's voice. Be an enthusiastic audience for your child. Applause is always nice. If your child is comfortable with the idea, look for a larger setting with an attentive, appreciative audience. Perhaps an after-dinner "recital" for family members would appeal to your child. Mistakes are a fact of life, so ignore them.
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Encourage your child to pretend to read, especially books that contain repetition and rhyme. Most children who enjoy reading will eventually memorize all or parts of a book and imitate your reading. This is a normal part of reading development. When children anticipate what's coming next in a story or poem, they have a sense of mastery over writers books. When children feel power, they have the courage to try.
Pretending to read is an important step in the process of learning to read. Activity 4: poetry in motion When children "act out" a good poem, they learn to love its rhyme, rhythm, and the pictures it paints with a few well-chosen words. They grow as readers by connecting feelings with the written word. What you'll need: poems that rhyme, tell a story, and/or are written from a child's point of view. What to do: read a poem slowly to your child, and bring all your dramatic talents to the reading. (In other words, "ham. If there is a poem your child is particularly fond of, suggest acting out a favorite line.
Remember, it is better to talk too much rather than too little with a small child. Activity 3: r and r repetition and rhyme. Repetition makes books predictable, and young readers love knowing what comes next. What you'll need: books with repeated phrases (favorites are: Alexander and the terrible, horrible, no good, very bad day by judith viorst; Brown bear, Brown bear, What do you see? By bill Martin,.; Horton Hatches the Egg.
Seuss; and, the little Engine That could by watty piper. What to do: Pick a story with repeated phrases or a poem you and your child like. For example, read: (Wolf voice "Little pig, little pig, let me come." (Little pig "Not by the hair on my chinny-chin-chin." (Wolf voice "Then I'll huff and I'll puff and I'll blow your house in!". After the wolf has blown down the first pig's house, your child will soon join in with the refrain. Read slowly, and with a smile or a nod, let your child know you appreciate his or her participation. As the child grows more familiar with the story, pause and give him or her a chance to fill in the blanks and phrases.
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Answer your child's endless "why" questions patiently. When you say, "I don't know, let's look it up you show how important books are as resources for answering questions. After your child tells you a story, ask questions so you can understand better. That way children learn lined how to tell complete stories and know you are interested in what they have to say. Expose your child to varied experiences trips to the library, museum, or zoo; walks in the park; or visits with friends and relatives. Surround these events with lots of comments, questions, and answers. Talking enables children to expand their vocabulary and understanding of the world. The ability to carry on a conversation is important for reading development.
What you'll need: yourself and your child, what to do: As you get dinner ready, talk to your child about things that are happening. When your 2- or 3-year-old "helps" by taking out all the pots and pans, talk about them. "Which one is the biggest?" "Can you find a lid for that one?" "What color is this one?". When walking down the street and your toddler or preschooler out stops to collect leaves, stop and ask questions that require more than a "yes" or "no" answer. "Which leaves are the same?" "Which leaves are different?" "What else grows on trees?". Ask "what if" questions. "What would happen if we didn't shovel the snow?" "What if that butterfly lands on your nose?".
babies.). Vary the tone of your voice with different characters in the stories, sing nursery rhymes, make funny faces, do whatever special effects you can to stimulate your baby's interest. Allow your child to touch and hold cloth and sturdy cardboard books. When reading to a baby, keep the sessions brief but read daily and often. As you read to your baby, your child is forming an association between books and what is most loved your voice and closeness. Allowing babies to handle books deepens their attachment even more. Activity 2: Tot talk, what's "old hat" to you can be new and exciting to toddlers and preschoolers. When you talk about everyday experiences, you help children connect their world to language and enable them to go beyond that world to new ideas.
Activity 1: books and babies, babies love to listen to the human voice. What better way than through reading! What you'll need: Some books written especially for babies (books made of cardboard or cloth with flaps to lift and holes to peek through). What to do: Start out by singing lullabies and folk songs to your baby. When your baby is about six months old, choose books with brightly colored, simple pictures and lots of rhythm in the text. (Mother goose rhymes barbing are perfect.) Hold your baby in your lap so he/she can see the colorful pages of the book. Include books that show pictures and names of familiar objects.
These activities have been developed by national reading experts for you to use with children, ages birth to Grade. The activities are meant to be used in addition to reading with children every day. In using these activities, your main goal will be to develop great enthusiasm in the best reader for reading and writing. You are the child's cheerleader. It is less important for the reader to get every word exactly right. It is more important for the child to learn to love reading itself. If the reader finishes one book and asks for another, you know you are succeeding! If your reader writes even once a week and comes back for more, you know you have accomplished your beginning goals. Activities for birth to preschool: The early years.