| Every step a child takes toward learning
| |
| | book. Later on, as you
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| to read leads to
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| | read stories, read slowly and stop now
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| another. Bit by bit, the child builds
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| | and then to think
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| the knowledge that is
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| | aloud about what you've read. From the
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| necessary for being a reader. Over their
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| | time your child is
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| first 6 years, most
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| | able to talk, ask him such questions
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| childrenTalk and listen.
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| | about the story as,
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| Listen to stories read aloud.
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| | "What do you think will happen next?" or
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| Pretend to read.
| |
| | "Do you know what a
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| Learn how to handle books.
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| | palace is?" Answer his questions and, if
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| Learn about print and how it works.
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| | you think he
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| Identify letters by name and shape.
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| | doesn't understand something, stop and
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| Identify separate sounds in spoken
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| | talk more about what
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| language.
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| | he asked. Don't worry if you
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| Write with scribbles and drawing.
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| | occasionally break the flow of
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| Connect single letters with the sounds
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| | a story to make clear something that is
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| they make.
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| | important. However,
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| Connect what they already know to what
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| | don't stop so often that the child loses
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| they hear read.
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| | track of what is
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| Predict what comes next in stories and
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| | happening in the story.Look for
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| poems.
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| | Books!The books that you pick to read
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| Connect combinations of letters with
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| | with your child are very
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| sounds.
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| | important. If you aren't sure of what
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| Recognize simple words in print.
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| | books are right for
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| Sum up what a story is about.
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| | your child, ask a librarian to help you
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| Write individual letters of the
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| | choose titles.
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| alphabet.
| |
| | Introduce your child to books when she
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| Write words.
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| | is a baby. Let her
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| Write simple sentences.
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| | hold and play with books made just for
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| Read simple books.
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| | babies: board books
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| Write to communicate.
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| | with study cardboard covers and thick
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| Read simple books.Children can take more
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| | pages; cloth books
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| than one of these steps at the same
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| | that are soft and washable,
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| time. This list of steps, though, gives
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| | touch-and-feel books, or
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| you a general idea
| |
| | lift-the-flap books that contain
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| of how your child will progress toward
| |
| | surprises for your baby to
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| reading.Talking and ListeningFrom the
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| | discover. Choose books with covers that
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| very beginning, babies try to imitate the
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| | have big, simple
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| sounds
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| | pictures of things that she sees every
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| that they hear us make. They "read" the
| |
| | day. Don't be upset
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| looks on our faces
| |
| | if at first your child chews or throws a
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| and our movements. That's why it is so
| |
| | book. Be patient.
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| important to talk,
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| | Cuddling with the child as you point to
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| sing, smile, and gesture to your child.
| |
| | and talk with great
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| Hearing you talk is your
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| | excitement about the book's pictures
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| baby's very first step toward becoming a
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| | will soon capture her
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| reader, because it helps her to love
| |
| | interest. When your baby becomes a
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| language and to learn words. Hearing you
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| | toddler, she will enjoy
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| talk is your baby's
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| | helping to choose books for you to read
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| very first step toward becoming a
| |
| | to her. As your
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| reader, because it helps
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| | child grows into a preschooler and
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| her to love language and to learn
| |
| | kindergartner, the two of
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| words.As your child grows older, continue
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| | you can look for books that have longer
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| talking with her. Ask
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| | stories and more
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| her about the things she does. Ask her
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| | words on the pages. Also look for books
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| about the events and
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| | that have repeating
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| people in the stories you read together.
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| | words and phrases that she can begin to
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| Let her know you
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| | read or recognize
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| are listening carefully to what she
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| | when she sees them. By early first
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| says. By engaging her in
| |
| | grade, add to this mix
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| talking and listening, you are also
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| | some books designed for beginning
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| encouraging your child
| |
| | readers, including some
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| to think as she speaks. In addition, you
| |
| | books that have chapters and some books
|
| are showing that you respect her
| |
| | that show
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| knowledge and her ability to
| |
| | photographs and provide true information
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| keep learning.Reading TogetherImagine
| |
| | rather than
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| sitting your baby in your lap and reading
| |
| | make-believe stories. Choose books with
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| a book to
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| | covers that have
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| him for the first time. How different
| |
| | big, simple pictures of things that she
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| from just talking!
| |
| | sees every day.
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| Now you're showing him pictures. You
| |
| | Keep in mind that young children most
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| point to them. In a
| |
| | often enjoy books
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| lively way, you explain what the
| |
| | about people, places, and things that
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| pictures are. You've just
| |
| | are like those they
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| helped you child take the next step
| |
| | know. The books can be about where you
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| beyond talking. You've
| |
| | live or about parts
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| shown him that words and pictures
| |
| | of your culture, such as your religion,
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| connect. And you've
| |
| | your holidays, or
|
| started him on his way to understanding
| |
| | the way that you dress. If your child
|
| and enjoying books.
| |
| | has special interests,
|
| While your child is still a baby,
| |
| | such as dinosaurs or ballerinas, look
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| reading aloud to him
| |
| | for books about those
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| should become part of your daily
| |
| | interests.From your child's toddler
|
| routine. Pick a quiet time,
| |
| | years through early first grade,
|
| such as just before you put him to bed.
| |
| | you also should look for books of poems
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| This will give him
| |
| | and rhymes. Remember
|
| a chance to rest between play and sleep.
| |
| | when your baby heard your talking sounds
|
| If you can, read
| |
| | and tried to
|
| with him in your lap or snuggled next to
| |
| | imitate them? Rhymes are an extension of
|
| you so that he
| |
| | that language
|
| feels close and safe. As he gets older,
| |
| | skill. By hearing and saying rhymes,
|
| he may need to move
| |
| | along with repeated
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| around some as you read to him. If he
| |
| | words and phrases, your child learns
|
| gets tired or
| |
| | about spoken sounds and
|
| restless, stop reading. Make reading
| |
| | about words. Rhymes also spark a child's
|
| aloud a quiet and
| |
| | excitement about
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| comfortable time that your child looks
| |
| | what comes next, which adds fun and
|
| forward to. Chances
| |
| | adventure to reading.Show Your Child That
|
| are very good that he will like reading
| |
| | You ReadWhen you take your child to the
|
| all the more because
| |
| | library, check out a book
|
| of it.Try to spend at least 30 minutes
| |
| | for yourself. Then set a good example by
|
| each day reading to and
| |
| | letting your child
|
| with your child. At first, read for no
| |
| | see you reading for yourself. Ask your
|
| more than a few
| |
| | child to get one of
|
| minutes at a time, several times a day.
| |
| | her books and sit with you as you read
|
| As your child grows
| |
| | your book, magazine,
|
| older, you should be able to tell if he
| |
| | or newspaper. Don't worry if you feel
|
| wants you to read
| |
| | uncomfortable with
|
| for longer periods. Don't be discouraged
| |
| | your own reading ability. It's the
|
| if you have to skip
| |
| | reading that counts. When
|
| a day or don't always keep to your
| |
| | your child sees that reading is
|
| schedule. Just get back
| |
| | important to you, she may
|
| to your daily routine as soon as you
| |
| | decide that it is important to her,
|
| can. Most of all, make
| |
| | too.Learning about Print and BooksReading
|
| sure that reading stays fun for both of
| |
| | together is a perfect time to help a late
|
| you!What Does It Mean?From the earliest
| |
| | toddler or
|
| days, talk with your child about what you
| |
| | early preschooler learn what print is.
|
|
| |
| | As you read aloud,
|
| are reading. You might point to pictures
| |
| | stop now and then and point to letters
|
| and name what is in
| |
| | and words; then point
|
| them. When he is ready, have him do the
| |
| | to the pictures they stand for. Your
|
| same. Ask him, for
| |
| | child will begin to
|
| example, if he can find the little mouse
| |
| | understand that the letters form words
|
| in the picture, or
| |
| | and that words name
|
| do whatever is fun and right for the
| |
| | pictures.
|
