For the Spanish version of this webpage, please click this “ Spanish Rituals” button.
This is a resource page that includes all of the essential components that need to be incorporated in the Family Literacy Let’s Read! sessions. As a reminder, repetition is key to learning and remembering, so by including these in every session we are assuring that participants are receiving and comprehending the takeaway messages and healthy reading habits we want them to take from our program.
You can download a pdf version of this here. insert link
Session Introduction
Sign In: Take attendance and assure everybody has their materials ready
Purpose: “Every week do three things: celebrate, explore, and try something new!” We start with the celebration, giving ourselves with 2 pats on the back! (Lead through motions.) We have a lot to do as parents, but we know that kids with involved families do better!”
Themes: “Play is children’s work – they learn best when they do. Each week, everything we do connects back to our two major themes: The power of play & finding ways to reading more playful.”
Tip: Set expectations and a playful tone by reviewing the shared purpose and guiding themes
Signing In
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Action: Have a sign in sheet ready for all participants to sign in & distribute materials accordingly.
Each child receiving materials needs to sign in.
If siblings participate and get materials, families must sign in twice or write in the notes how many children participated.
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In person: “Welcome to Let’s Read! We are super excited to have you joining us. Please sign in, then find a seat next to your little. “
Virtual” Welcome to Let’s Read! We are super excited to have you joining us. Please sign in by typing your little’s name in the chat.“
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Attendance is important not only for assessing the positive impact we are having on the community but also for tracking the progress children make through their participation in our program
* Please review the individual agendas provided and familiarize yourself with the topics, themes etc. as these are key points to a successful session. *
Book Introduction
Picture Walk: identifying themes / interesting elements
Examples: Animals, Facts, Animal Characteristics, Comparisons, Life-like Illustrations
Genre/Theme: ABC - Rhyming - Sequence/Pattern - Wordless - Fiction - Nonfiction
The Power of this kind of book
Example: These books are powerful because they help up notice how our words sound and hear patterns in words that sound alike! Make sure to tune your listening ears to listen for words that sound the same!
Preparing Our Bodies
Looking Eyes - Use your hands to create binoculars so you can see all of the pictures, words and details in the book
Listening Ears - Use your hands to create “C”’s and hold them next to your ears and turn the volume up to assure you can hear the reader, your peers and any noises that might appear
Voice Box - Test your voice box by tapping your throat and making a test sound like “eeekk” to assure it is working.
Tip: Use these tools to engage readers, bring the story to life and to get back on track.
Examples:
“Let’s lower the volume on our voice boxes and use our listening ears to see what happens next.”
“Let’s use our looking eyes to find insects on this page. How many do you see?”
“Use your voice box to show me what sound a cricket makes.”
WORDS ALIVE INTRODUCTION SONG
The title’s on the front (x2)
Hi-ho biblio, the title’s on the front
The author writes the words (x2)
Hi-ho biblio, the author writes the words
The illustrator draws (x2)
Hi-ho biblio, the illustrator draws
The spine binds the book (x2)
Hi-ho biblio, the spine binds the book
Now it’s time to read (2X)
Hi-ho biblio, now it’s time to read!
Power Phrases
“I wonder...
I notice...
Tell me more....”
COOPERATIVE LEARNING STRATEGIES
The research shows that cooperative learning has been effective for all types of students, including academically gifted, mainstream students and English language learners (ELLs). Feel free to engage students by using the suggested strategies below!
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Put your finger on your nose if you hear a set of rhyming words.
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Put your hand up if you think…
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Thumbs up if you think…
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Say, “me too”, if you agree and point to yourself.
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This activity is a great way for children to be able to pause and process what they have just learned. Ask the class a question that they must first consider by themselves then give them the opportunity to discuss it with their neighbor. Once they’ve discussed the question, children can share their answers with the class. By giving them this time, you are enabling them to be more engaged in their learning.
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End of book reading summaries are a great way to engage your children and help them connect the dots on their own. As a class have the children complete an A-Z Topic Summary, either saying a word or a sentence having to do with the reading for each letter of the alphabet. For example, if we learned about a bear they could say a describing word such as: “amazing”, the second child might say: “brave” etc.
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This activity is great, especially for visual learners or children that aren’t quite writing yet. After reading, have the children use a white board to draw a picture about what they’ve just learned. For example, after reading part of the story: Jack and the Bean Stalk, have your students draw what has happened in the story up to that point. Then a student may draw a picture of a boy planting seeds with a bean stalk growing in the background.
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Studies show that the proper ratio of direct instruction to reflection time for students is ten to two. That means that for every ten minutes of instruction we need to provide children with two minutes for reflection. This activity is a great way to provide children with that much needed reflection time! Ask a question about a topic or concept that has been covered in the book. Using a whiteboard children can write an answer then share it with a partner, and the class if they choose.
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Encourage the class to join in with repetitive phrases/words in the book.
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Encourage children to use actions to go along with characters/words in the book – this can help if you have a squirmy class – either interspersed throughout the reading or as an active break to get the children up and moving.
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Readers can use this to help students differentiate between any two categories.