Early Literacy

Resource Handbook

Created by
Lucy Arias
Nydia De Alba-Johnson
Carrie Johnson
 Dedication

We dedicate this resource book to the late Dr. Mary McEvoy who died
prematurely in a plane crash in October 2002. She was the original
champion for MELT. Her passion and vision for young children has continued
to be an inspiration to all of us working on the project.

Acknowledgements

“Teachers plant the seeds that grow forever”

Anonymous
We would like to thank all the teachers and administrative staff that
participated in the Minnesota Early Literacy Training Project. Thank you for
your time and valuable ideas! We especially would like to recognize the following
preschool centers that allowed us to come to their classrooms to observe, take
pictures, and learn about their commitment to children.

Thank you Merci Mahadsanid Gracias

Ua Tsaug Miigwech

Agape I CDC Reuben Lindh Four Directions

Agape II CDC Reuben Lindh Family Services
All Nations Reuben Lindh Southeast Asian
American Indian OIC Loving to Learn Family Care
Cherish the Children Siembra ECEC
CHILD Sunshine Tree CD
Children’s Home Society Whittier Sunshine Place CD
Children’s Home Society Riverside Sunshine Too
Green Central EEE Turnquist CDC
Loring Nicollet Bethlehem ELC YWCA Downtown CC
Northeast CDC YWCA Midtown CC
Northside CDC YWCA Phillips CC
 We would also like to give a special thanks to the MELT Project
Advisory Committee and Project Partners:

Project Advisory Committee

Scott McConnell, Ph.D. Susan Glenn Michael Rodriguez
Center for Early Education Minneapolis Public Library University of Minnesota
and Development Gateway Services Manager Department of Educational
215 Pattee Hall, 150 Pillsbury (Manager of Library Literacy Psychology
Drive S.E. Efforts) 206 Burton Hall
Minneapolis, MN 55455 250 Marquette Minneapolis, MN 55455
Phone: 612-624-6365 Minneapolis, MN 55401 Phone: 612-624-4324
Fax: 612-625-2093 [email protected] Fax: 612-624-8241
[email protected] [email protected]
Sharon Henry-Blythe
Judy Canney Greater Minnesota Day Care Paul van den Broek
Minneapolis Community & Association University of Minnesota
Technical College 1628 Elliot Ave. S. Department of Educational
1501 Hennepin Avenue Minneapolis, MN 55404 Psychology
Minneapolis, MN 55403 Phone: 612-341-1177, x 522 211 Burton Hall
Phone: 612-370-9400 [email protected] Minneapolis, MN 55455
[email protected] Phone: 612-626-1302
Carol Miller Fax: 612-624-8241
Ann Casey Hennepin County Children, [email protected]
Assistant Executive Director Families, and Adult Services
Minneapolis Public Schools 525 Portland Avenue South, MC959 Avisia Whiteman
2225 East Lake Street, Rm 222 Minneapolis, MN 55415 Minnesota Department of
Minneapolis, MN 55407 Phone: 612-348-8983 Education
Phone: 612-668-5404 Fax: 612-348-6075 1976 Pinehurst Avenue
Fax: 612-668-5446 [email protected] St. Paul, MN 55116
[email protected] [email protected]
Zoe Nicholie
Betty Cooke Early Childhood Consultant Gretchen Wronka
Minnesota Department of Ready for K Hennepin County Libraries
Education 3531 - 15th Ave. S. Administrative Offices
1500 Highway 36 West Minneapolis, MN 55407 12601 Ridgedale Drive
Roseville, MN 55113 Phone: 612-721-7222 Minnetonka, MN 55305
Phone: 651-582-8329 Fax: 612-721-5814 Phone: 952-847-8546
[email protected] [email protected] [email protected]

Michael Eastman Valerie Peterson Mary Wynne

Minnesota Department of MN Child Care Resource and MN Child Care Resource and
Education Referral Network Referral Network
1500 Highway 36 West T.E.A.C.H. 380 Lafayette Road, Suite 103
Roseville, MN 55113 380 Lafayette Road, Suite 103 St. Paul, MN 55107
Phone: 651-582-8343 St. Paul, MN 55107 Phone: 651-290-9704, ext. 21
[email protected] Phone: 651-290-9704, ext. 25 Fax: 651-290-9785
Fax: 651-290-9785 [email protected]
Barbara Fabre [email protected]
White Earth Reservation Christina Sheran
P.O. Box 418 Strong Beginnings
White Earth, MN 56591 Minneapolis Public Schools
Phone: 218-983-3285 ext 2225 East Lake Street
409/201 Minneapolis, MN 55407
Fax: 218-983-4299 Phone: 612-668-5422
[email protected] Fax: 612-668-5446
[email protected]
 Project Partners
Ginger Bush Rosemary Miller Barbara O'Sullivan
Youth Services Division University of Minnesota Minnesota Department of
Manager College of Education and Human Education
Minneapolis Public Library Development 1500 Highway 36 West
300 Nicollet Mall Literacy Programs Roseville, MN 55113
Minneapolis MN 55401 107 Burton Hall, Delivery code 3171 Phone: 651-582-8422
Phone: 612-630-6282 178 Pillsbury Drive S.E. [email protected]
[email protected] Minneapolis, MN 55455
[email protected] Todd Otis
Don Fraser Phone: 612-627-4349 Early Childhood Care and
821 - 7th Street SE Education
Minneapolis, MN 55414 Finance Commission
Phone: 612-379-9451 3825 Glenhurst Avenue
[email protected] St. Paul, MN 55416
[email protected]

This project was funded in part by the United States Department of Education,
Grant No. S349A010152
Introduction: Minnesota Early Literacy Training Program

“The seeds of literacy are planted before children enter school. Important literacy skills
do not develop spontaneously, instruction shapes them.”(Snow, Burns and Griffin,
1998).

With these wise words guiding its actions, the city of Minneapolis and the White
Earth Reservation in NW Minnesota planned and implemented the Minnesota Early
Literacy Training Project from January 2002 to April 2004. As both a research and a
service project, MELT (an acronym did emerge!) was a complex variety of activities
carried out by a multicultural staff of graduate research assistants and coaches/training
specialists, led by co-coordinators Kate Horst and Angèle Passe. The overall direction
was provided by Dr. Scott McConnell, with Dr. Michael Rodriguez and Dr. Paul van
den Broek as co-investigators. It has been an exciting project that worked with early
educators in both a large urban area and a remote rural community, combining the
discipline and rigor of a scientific study and of a high quality professional development
program.
The research study involved assessing three and four-year old children with five
early literacy measures: the Individual Growth and Development Indicators (IGDIs) to
measure verbal language development and phonological awareness; a comprehension
task to measure children’s ability to comprehend and communicate; and Concepts
About Print (CAP) to assess children understanding of print and books.
The project’s service goal was to implement an early literacy training and
coaching curriculum for early childhood staff working in community childcare settings.
The training model used was SEEDS of Early Literacy which invited pre-K educators to
reflect on the impact of their practices and on their role in promoting early literacy as
teachers of young children. The literacy coaching provided a challenging and supportive
environment for teachers to examine their work and make changes based on data and
observation. Its hallmark was effective communication and a clear results orientation.
This resource book illustrates the amazing work of the project’s early educators
who understood the value of early literacy and creatively incorporated activities in all
their interactions with children. It also reflects the dedication and skill of our early
literacy coaches, Carrie Johnson, Lucy Arias, Nydia de Alba-Johnson and Sheila Welle
who provided direction and support to teachers by building positive relationships,
offering resources and celebrating successes.
Contents
Review of Emergent Literacy Concepts..................................... 1

Big 5 Emergent Literacy Ideas

1. Conversation Ideas............................................................. 4
2. Vocabulary and Background Knowledge......................... 6
3. Phonological Awareness..................................................... 8
4. Book and Print Rules.......................................................... 11
5. Alphabet Knowledge & Written Expression................ 14

Literacy Rich Environment Ideas

Talking, Reading & Writing................................................... 17

Hands on Literacy Fun................................................................... 22

Web Resources................................................................................ 40

Books & Songs that Teach the Big 5.......................................... 43

Book Lists - Minneapolis Public Libraries and Cultural……….. 47

Family & Community Resources.................................................... 53

Recommended Bibliography........................................................... 55
 “Big 5” Emergent Literacy Skills

Conversation/Discourse Skills – Activities that promote children to

think and use the words they have to communicate what they know,
feel, or want.
• Remember to talk and ask children questions often to both increase
language development and a child’s ability to communicate.
Vocabulary and Background Knowledge – Activities that introduce
vocabulary and necessary background knowledge so children
understand the meaning of a word.
• Remember to talk descriptively and read often to children. Books
contain new words in context that help build vocabulary.
Phonological Awareness – Activities that get children listening, and
becoming aware of rhymes and alliterations.
• Remember to play listening games, give directions in steps, and to
rhyme and alliterate throughout the day in varied activities/areas.
Book and Print Rules – Activities that teach rules of print such as we
start to read in the upper left corner; letters go together to make
words, and words together make sentences. Activities that allow
children to put their thoughts to words, written word has meaning.
• Remember before a child can read they need to know the “rules of
the road” when it comes to reading and writing.
Alphabet Knowledge – Activities that teach children their letters.
• Letters are best learned in fun and meaningful activities.

1
 SEEDS of Emergent Literacy
Sensitive and Responsive
• Teachers are sensitive and responsive to the children in their classroom. They
talk and ask questions.
o Questions
ƒ Closed-ended: questions answered with a one word response.
ƒ Open-ended: questions that require more than one word.
ƒ Creative: questions that require children to use their imaginations
and have no right or wrong answer.
Encourage and Enjoy
• Teachers enjoy their class, they encourage using affirmations more than they
discourage. They plan fun and meaningful activities.
o Affirmation: Specific positive feedback using the child’s name.
Educate
• Teachers plan developmentally appropriate activities for children, which allow
them to talk, read and write. New skills are explicitly taught, and teachers
look for opportunities to scaffold for the children.
o Explicit Instruction: When giving direction to the children, “Show and
Tell,” for example if they are helping you set the table you show them
where the plate goes and you tell them where to put the plate.
o Scaffold: Build on prior abilities by providing opportunities and support
until they master new skill.
Develop through Doing
• Allow children to learn through doing; teachers provide hands on activities.
Self-Image
• Given the opportunity to learn with a SEEDS quality teacher children will
develop positive self-images and enjoy learning.

2
 Big 5
Literacy Skills
Ideas

Conversation

Vocabulary &
Background knowledge

Phonological Awareness

Book & Print Rules

Alphabet knowledge

3
 Conversation Ideas

Talking Puppets Street Map

Flannel board Figures Storytelling Props

TIP Use these ideas as activities in

different centers in your classroom during free time
Talking Puppets - Props to place in the block area or play house. Use paper rolls, pictures
of children’s faces, construction paper for clothing and pipe cleaners for arms. Let the
children color their clothes and write their names. The puppets promote pretend play and
conversation.
Street Map - Draw a street map with your children on a piece of poster board. Draw or
glue magazine pictures of common places children visit. Place it in the block area or next
to toy cars. Ask questions about places they would like to go or create a story about a
trip.
Flannel Board Figures - Instead of tossing old books; cut, laminate, and attach velcro
to pictures. Tell the story and put the pictures in order, then place figures by the book
corner or group area and allow children to retell or create their own stories.
Storytelling props - Books are paired with a related prop, i.e., toy, puppets, or stuffed
animals, to encourage interest in the book and promote conversation with books. Props can
be set out weekly or daily to reinforce a theme or act out the books’ storyline. Ask
questions related to the story, and allow “wait” time for children to answer.

Why is oral language and

conversation important to
reading and writing?

4
 Conversation Ideas

Planner/Calendar Question Box

Weather Graph Schedule

TIP Use environmental print to promote

conversation and question asking
Planner/Calendar- Place this prop in your housekeeping area or writing center. Highlight
important dates such as birthdays, field trips, holidays, seasons, etc. Involve the children
in creating a calendar by having them write or decorate it. Ask them about a special date
and show them how to use a calendar to remember special occasions.
Question Box- Decorate a small box with the children. Write questions on small pieces of
paper and place them inside the box. During meal times, have one of the children pick a
question from the box. Use this question to promote conversation during this time. You can
write questions related to your theme or to the food you are eating that day.
Weather Graph- Make a graph to talk about the weather during group time. Involve the
children in graphing the different kinds of weather over the past week or so. Use this prop
as an opportunity to ask questions, predict the weather, count days with sun, clouds, etc.,
and have kids take turns doing the forecast. Remember to use descriptive words to
describe the weather (i.e., stormy, puffy clouds, brisk wind).
Schedule- Make a schedule of your day with pictures of the children during different
parts of the day. Talk about the schedule every day to help with transitions. Children can
read the schedule by associating the pictures with words. This is a great activity to do at
the beginning of the school year.
What other examples of
environmental print can you use
in your classroom to promote
conversation?

5
 Vocabulary & Background
Knowledge Ideas

Feelings Poster Magnetic Feelings Poster

Feelings Picture Book Getting Along Poster

Why do children
need to know
TIP Use these ideas to learn vocabulary about words for
feelings?
Emotions and Problem-Solving
Feelings Poster- Talk about different feelings and introduce new vocabulary words. Take
pictures of your children making different faces. Use the pictures to make a poster with the
children so you can talk about feelings words every day. Write on the poster:” How are you
feeling today?” Place the poster in a visible place like the writing center, group area or reading
corner. You can always make a new poster with new words for feelings with different children.
Magnetic Feelings Poster- Make a feelings poster with pictures of your children. Every day
during arrival time have each child come and put their name with magnetic strips under the
feeling that matches how they feel. You can begin using the basic feelings: happy, mad, sad,
and scared.
Feelings Book-Talk with your children about things that make them happy, sad, mad, scare,
etc. Write what they tell you and have them act out what they say throughout the day. Take
pictures and then make a book about feelings with the photographs of the children. Place it in
the book area and have children read it to you or each other.
Getting Along Poster- On a piece of paper write “Let’s Get Along.” During group time talk
about ways to get along when other children do something they don’t like. Introduce words
such as sharing, taking turns, choices, feelings. Take dictation of specific ways to solve a
problem and get along with others. Have children draw a picture about what they say. Later,
display the dictation and pictures.

6
 Vocabulary and Background Knowledge Ideas

Helper Chart for Meals Nature Walk

Word Box Science Words What new words

can you teach your
TIP Introduce new vocabulary words children today?
throughout different parts of the school day
Helper Chart for Meals- Make a helper chart for your meal times with actual food utensils.
Label the utensils and put children’s names next to the assigned task. This is a great way to
introduce vocabulary, especially for English language learners. As the children do their tasks,
add running commentaries that describe what they are doing or have other children describe
it.
Nature Walk- Go on a nature walk and have children collect different things like leaves,
flowers, sticks, etc. Make a poster that says, “We went on a nature walk and this is what we
collected.” Have children make a collage with the things they collected during their walk. Label
the different items in their collage and go over new vocabulary words with children. Be
specific: Name each thing they found. Example Instead of “leaf,” write and talk about what
kind of leaf a child collected, for instance “this is an oak leaf.”
Word Box- Make a box and place some word cards on it. To make the cards, use index cards
or construction paper. Think of common words children are learning (use words from your
weekly theme or children’s names). Remember to first introduce these words to the children
and place a picture next to it! Place the box by your writing center and allow children to
practice writing these words.
Science Words- Create a science project related to your theme. Write some questions
about the project and introduce key science words. The picture shows a transportation project
that talks about ramps and cars. Questions relate to height of ramps and speed: Which ramp is
high (low)? Which ramp makes your car go faster? Teach some science words and use them
7
 Phonological Awareness-Listening
Ideas

Listening Walk The Mistake Game

What are 10
environmental
sounds that
the children in
your
Sound Center Books on Tape classroom
know?
TIP Incorporate listening activities every day
in your Lesson Plans/Curriculum
Listening Walk- Take the children for a walk. Make sure you go to noisy and quiet places. Tell
your children they will need to walk quietly and listen carefully for any sounds. After the walk
have each child share and draw pictures of what they heard. Take dictation about their walk.
Bind or staple the pictures together to create a Listening Book.
The Mistake Game- Play this listening game during free choice or small group time. Take 4 to
6 familiar objects and place them in a plastic bag. Lay them out on the table and name them. The
game begins when you name them again, but this time you name one object incorrectly. The child
must listen to hear the mistake. You can change objects on a weekly basis, add items that
correspond to your theme, add/expand to teach vocabulary, or have children go outside and
choose the items (i.e. rock, stick, pinecone, leaf).
Sound Center- Make a sound center by including different items in one plastic shoe box to
encourage listening skills. Include shakers filled with sand, rice, etc. and match the ones that
sound the same or identify the ones that sound different. You can also include: rhyming books,
books on tape, a lotto sound name (make your own by recording common sounds, find pictures of
the sounds and put them on a piece of construction paper or poster board, so children can match
sounds with pictures), and a tape of children’s voices.
Books on Tape- Place them by the sound center or in the book area. Get these books at the
library or make your own (make a book and record a teacher or child reading the story).
Encourage children to listen to the story and learn when to turn the pages. Ask the children to
listen for specific words and do a specific action (jump, clap, etc) when hear that word.

8
 Phonological Awareness
Rhyming Ideas

During your
day can you
Rhyming Book-Bulletin Rhyming Names rhyme
anytime?

Rhyming Board Rhyming Box

TIP Use these ideas as environmental reminders to rhyme

with your children
Rhyming Book-Bulletin- Read Good Night Moon by Margaret Wise Brown and explicitly teach
the rhyming words used in the story. Later have children choose a word and come up with their
own rhyme. As a group project use construction paper and write Goodnight ___ /
Goodnight____ on the space. Write the rhyming words that the children choose, i.e. “goodnight
dolly/goodnight Polly,” and have children draw a picture of their words. Help children come up
with rhyming words such as objects, names or even nonsense words. This is also a great activity
to teach new words!
Rhyming Names- Make name rhyming labels and place them in places that children see
frequently such as the place they sit to eat, write, etc. Involve children in rhymes with their
names during group time, small group or outside time. Have children help you make labels. Make
this a fun activity and learn new words with your children: “Maya/Papaya,” “Peter/Eater.”Use
your own pictures or have children drawn their own.
Rhyming Board- Have an interactive board for children to play with during free choice or
transitions. Choose four groups of one syllable rhyming words (i.e., cat,mat,hat/can,van,ran/
fun,sun,bun/car,far,star) with changeable beginning letters that match pictures of the words
they can form. Use popsicle sticks or Velcro to change letters and pictures. Encourage the
children to form different words, practice rhymes, learn, and spell new words.
Rhyming Box- Make a rhyming box and put it by your writing center. Inside the box put strips
of rhyming words with pictures. Show and tell children how to use the box by writing words,
playing a matching game, or add new words every week.

9
 Phonological Awareness
Alliteration Ideas

Alliteration Board Alliteration Placemats

How many
children in
your
classroom
can identify
another word
Alliteration Matching Game Alliteration Colors that starts
with the
same sound
as their
TIP Talk, read, and write about beginning sounds name?
throughout the day
Alliteration Board- Spell out your children’s names and put each letter on a different
colored paper in a vertical line on a board. Each day as part of arrival, have children think
of words that begin with the first letter of their name, the second, the third and so on.
Add new words each day and review them with the children
Alliteration Placemats- Laminate sheets with a large letter and several pictures and
words starting with that letter. At meals have children choose a placemat and talk about
the beginning sound of the words. This activity also teaches letter knowledge, reading,
and vocabulary. Use the placemats at every meal and review different letters.
Alliteration Matching Game- Use this game for transitions or for small group time.
The purpose is to match objects that begin with the same sound (i.e. kangaroo/kite). You
can make your own game using matching cards, pictures, or magazine cut outs. Laminate
them and have fun!
Alliteration Colors- Each color is colorfully displayed. Add a picture of a child or
someone related to the child. Both the name of the person in the picture and the color
have the same beginning sound. Include displays of months, days, animals, etc. Have the
displays around the classroom to use as opportunities to promote talking, reading,
writing.

10
 Book Rules-Making Books

Recreating Books Rules Books

All About Me Books Pattern Books (Story Starters)

TIP Make Class Books to explicitly teach book rules

to your children
•Class Books allow children to become Authors and Illustrators Can all the children in
•When making books remember the following: your class show and
Include a cover page that includes a title, author/illustrator tell you where the
Provide an opportunity for each child to contribute a page front and back of the
Bind the book using rings, binders, yarn, etc. book is?
Place class books in a special container that is easily accessible
Put class books in the library, read at group time, or take them outside for reading

•You can make different kinds of class books such as:

Re-creating Books- Read a repetitive book (i.e. Brown Bear, Brown Bear, Does a Firefly
Have a Mother Too?). Have children re-create the book by thinking of ideas for a new book
with the same storyline and illustrate their ideas.
Rules Books- Take dictation of different classroom rules during group time. Take pictures
of children acting out the different rules. Make a book with the pictures and the different
rules children mentioned during group time.
All About Me Books- Take a picture of each child or have each child draw a self-portrait
and write his/her name. Ask questions related to that child’s likes, dislikes, favorites, family,
etc. Make a page with pictures and put all the pages together in a book for the classroom.
Pattern Books- Give a statement to children or ask an open ended question (i.e. I like to
eat…, Why is the sky blue?). Take dictation to complete the statement or answer question.
11
 Book Rules- Reading Books

Book Reading Board Critics Corner

Reading Messages Reading Magnet

How many times a
day do you read to
TIP Read, Read, Read. Reading books will help your children?
children learn how books work
Book Reading Board- Keep a count of how many books you are reading as a group and
make a board or chart of it. Have a monthly goal and keep track by taking dictation of the
title of each book you read as a group or individually. Display the chart so children can see
the progress. Once you accomplish the goal, celebrate!
Critics Corner- Read a book as a group. Have children critique the book by sharing
whether they like it or not and why. Make a poster and display different books or write
their titles. Take dictation of children’s critiques and display them. You can change
posters every other week or monthly.
Reading Messages- Have children pick their favorite book and take a picture of the
child reading it. Have children make a picture of their favorite book and take dictation of
why they like it. Laminate sheets and send them home to encourage parents to read to
their children.
Reading Magnet- Take a picture of a child reading a book and paste it on magnetic strip.
Involve children in decorating their pictures and write a message to parents about
reading, for instance, “Reading to your child will make him/her smarter.” Send magnets
home. Send books home to encourage parents to read to their children.

12
 Print Rules Ideas

Why can children

read print
displayed?
Center Management Labels Housekeeping Placemats

Matching Print Game Print Display

TIP Print Print Print! Display print around your room, you will see
your children talk, read, and write words!
Center Management Labels- Make labels for each one of your learning centers. Be
sure labels include pictures along with the words. Include spaces for children to post
their names to limit the number of children in each center. Use a sign that says open or
closed. This will teach children names and word recognition and will also aid classroom
management.
Housekeeping Placemats- Use these placemats to promote word recognition and to
teach vocabulary words. You can also make other labels for different objects in the
housekeeping area. Make your own or use clip art or magazine cut outs. Encourage
children to read the print and match object with label (i.e. fork, spoon and knife on their
labels). Or, encourage children to copy words and make their own labels.
Matching Print Game- This game encourages children to recognize print by matching
pictures with words. Use a folder and have animal labels in one side pocket and pictures
of animal houses in the other side. Make your own pictures or use clip art or magazine cut
outs. Have children match the animal label with its animal house. Or, instead of animal
houses you can use animal pictures. You can change the game using labels and pictures of
words related to your theme.
Print Display- Display print by having posters of common rhymes or songs on the walls.
Make displays interactive by asking children about the display. The pictured display is a
rhyme about making wishes. You can extend the activity by asking children to tell you
what they wish, taking dictation, and displaying their answers around the poem.
13
 Letter Knowledge Ideas

Letter Box Alphabet Book

Alphabetic Order of Toys Letter Bucket

TIP Make learning letters more meaningful through

activities that draw attention to the shape of the letters
Letter Box- Decorate a box and use it as a letter box in the writing center. Make
matching colored picture/ word cards and letter cards. Have children put together
individual cards to make words that match the picture/word cards. Children can also
make their own picture/word cards and letters to add to the box. Encourage children to
read and write the words.
Alphabet Book- Read an alphabet book to your children and then introduce the
concept of making an alphabet book. Take pictures of children holding different objects
that begin with different letters of the alphabet and make a page for each letter.
Instead of pictures, you can have children draw a picture of the object and a self-
portrait. When complete, read it with the children and place it in the library.
Alphabetic Order of Toys- Organize toys in alphabetic order!
You can have A for Animals, B for Bears, C for Cars, etc. Are the children in your
This will help your children recognize letters class beginning to
and also practice alliteration. recognize the letters in
Letter Bucket- Decorate a plastic box or a their names?
bucket (i.e. ice cream, potato salad). Send the bucket home
with a specific letter on it and ask parents to help their children find objects that
begin with that letter and return it to class. During group time the child with the
letter bucket will have a chance to share the items he/she found.

14
 Using Questions to Increase Writing

Creative Questions Theme Questions

Open-Ended Questions Story telling Questions

TIP Ask different types of questions to promote dictation

taking in your classroom
Write your own question in
•When taking dictation remember to: this bubble
Write what the child says
Use questions to extend language
Read the dictation back to the child
Encourage each child to read the dictation to you or to another child
Creative Questions- Think of a creative question (i.e. If I had a million dollars…) and ask it
during group time or as a small group project. Allow your children to answer the question and
take a dictation of what they say. Post the question and answers on the wall.
Theme Questions- Think of an open-ended or creative question related to your theme and
allow children to answer it. For example: theme-space/Where would you go in a rocket? Do an
art project related to the question and take diction of the children’s answers. Display the
project and change as often as you change themes.
Open-ended Questions- Ask an open-ended question and take dictation of children’s
answers. Have children draw pictures of their answers and display the pictures/answers.
Storytelling Questions- Ask an open-ended question related to a story you read to the
group. Write down children’s responses and display them. For example: What if Goldilocks
didn’t run away?

15
 Writing Ideas

Food Word Wall Journals

Mail Boxes Theme Stories

Tip Incorporate WRITING in multiple ways in the daily schedule. Remember

to make print and writing a part of the entire environment.

Food Word Wall – Encourage children to bring examples of food labels that they can
read. Post in a viible area and encourage children to copy print on labels, then display.
Journals – Have a group or individual journals available to the children. Allow children
to write in them freely or provide starter ideas. Starter ideas can be related to theme,
special event, or routine like how are you feeling today, etc.
Mail Boxes – Have a mailbox for each child near the writing area. Encourage children
to write letters to their friends or teachers. Mailboxes also serve as a good place to
put the day’s work.
Theme Stories – Group stories are a great reading, writing, and talking activity.
Review the theme before writing your story. Discuss what the class learned. Start the
story off with a catchy sentence. Have each child in the class contribute a sentence;
encourage them to use their new vocabulary from the theme. Sometimes the story will
make sense other times it wont. Remember, the process was a learning experience.

Did you model writing or

include children in writing
today in your class?

16
 Literacy Rich
Environmental Ideas

Talking

Reading

Writing

17
 Writing Areas

Writing Area:
√ A must in every classroom! If you don’t have one, start working on one today!
√ Things to have in your writing area:
•The alphabet Are the children in your room
•Word cards: familiar words and names writing? If not, how can you use
•2-3 types of writing utensils, and paper the writing center to encourage
*Pens, pencils, markers, chalk writing?
*lined paper, plain/colored paper, envelopes, chalkboard, and
writing props (ex. order forms, date book, clipboard, stickers, blank note
cards)
√ Be creative!
•Relate writing center materials to the theme.
*Word cards should be related to theme and new vocabulary.
*Use related props (ex: holidays have blank greeting cards, theme
related stickers)
•Remember to keep the writing area well stocked and organized, it will be
one of the favorite areas in the room.

18
 Check-in Systems
Learning Letters with Names

Why is a student’s
name a good place to
start when teaching Check-in systems Sign-in sheets
letters?

TIP Sign-in/check-in systems in your daily routine are ideal ways to teach
name recognition and name writing.
Check in systems- Display children’s names in the entry area. Remind children daily to
find their names and place it in the “I am here today” area. Start with first names
then move to first and last names. Make it fun by changing the shape and color of tags
related to theme, or season.

Sign in sheets- Have pre-made sheets for children to sign in daily. These are a good
way to monitor improvement over time. You can also have pieces of paper available and
have the children write their names on them. Post in a designated area.

Other Ideas:
Encourage children to always sign their artwork (after all, that’s what artists do!).
Allow children to display their art and writing in the classroom.

19
 Group Literacy
Why is it important to
include children in the
creation of classroom
displays?

Word Wall

Tip Include children in group reading, writing, and talking

activities.

Word Walls - An on-going activity that reinforces alphabet knowledge,

vocabulary, background knowledge, and conversation. Your word wall can be
associated with the theme, or alphabet order. Remember to do this activity as a
group and let the children choose and write
words. How many people in my
family?
Graphs – Chart children’s responses to an
experience (book, field trip, new food, etc.) or
chart likes and differences. Great for name
recognition and one to one correspondence.

Class Posters – As a group make posters

for the room. They can be used for rules,
labeling areas, educating (color, seasons,
space, etc.), or art for art’s sake.
Remember to allow children to talk about
what’s on the poster; include their writings
as much as possible so that they can READ
the poster.

20
 Writing in other Areas

Wipe-off
Mail box board

Create a TV Recipe

Tip Incorporating writing in a variety of areas is sometimes a challenge, but

here’s how to simplify. Supply a writing utensil, something to write on, and –
PRESTO!- now you have writing in other learning areas.
What will you write
Mail box- Have a class mailbox. Children can write to each other with the children
or special mail can arrive for the class. This prop can be near the today?
writing center, or part of a mail theme.
Wipe off board – Having wipe-off boards or chalk boards in various areas of the room is an
excellent way to promote writing. Remember to model and talk about how to use the writing
props.
Create a TV – Put paper up in the dramatic play area. Encourage children to draw pictures
from favorite TV shows or create their own, add dictation to the pictures, then have the
children explain their pictures to others. Tah-dah! You have a reading, writing and talking
activity in the dramatic play area.
Recipe Book – In your housekeeping area have examples of cook books for children,
preferably with pictures. Supply blank paper stapled together into books for children to
create their own recipes. Facilitate this activity by asking questions about favorite dishes
and what children think is in these dishes. Post the responses.
21
Hands on Literacy FUN: Activities for
Teachers, Parents and Children
The following pages are meant to be used by teachers to increase early
literacy involvement. Some suggestions and resources will be helpful in the
learning environment, while others can be sent home with the children to
increase communication and family involvement. We encourage you to copy
and use them regularly. Encourage parents to have fun with their child in
these experiences!

Fun with Dictation: This activity will help you practice writing with children. It
teaches that what they say and draw can be written and read.

Activities to copy and send home:

Letter to families; explains what themes or topics you are learning about.
This encourages families to explore more at home.
Talk While You Walk; promotes vocabulary building, asking questions and
conversations.
Literacy at Home; how to talk, read and write at home.
Exploring FUN Ways to READ Books; “Reading” includes looking and talking
about the pictures and stories, and making up stories.
Reading Log; Track books to record adventures in “reading.”
Name Activities: Several name activities provide fun ways to practice name
writing and name recognition.

Web Resources for Teachers and Parents: Navigates you right to the
good ones –without the time consuming surfing! Available on page 40

Books Lists:
Books & Songs That Teach the Big 5 Emergent Literacy Skills: Ideas for
books and songs that teach the Big 5! Available on page 43.
The Minneapolis Public Library resources: Book lists, some in other
languages for teachers and parents to assist in age appropriate selections.
Available on page 47.

Family and Community Resources: Provides contact information for early

childhood related resources. Available on page 53.

Recommended Bibliography: Complete list and summary of educational and

teacher references, guides and curriculum books. Available on page 55.

22
 FUN WITH DICTATION
On the next few pages you will find a series of dictation activities.
They are designed to be open-ended, so have fun! Use your own
ideas to add new pages.

The first blank is for the child’s name. The large framed area is
space for the child to scribble or draw what they want. It may or
may not relate to the topic listed.

When the child has finished, ask the child to tell you about the
picture. Write exactly what the child says on the lines provided.

An example is found below:

Katlyn’s bedtime.

I like it when my mom reads to me.

That’s my best blanket
and I go to sleep happy.

23
 FUN WITH DICTATION

____________________’s visit to the

dentist.

______________________________________
______________________________________
FUN WITH DICTATION

24
 ____________________’s day at the park.

______________________________________
______________________________________
______________________________________
FUN WITH DICTATION

25
Ideas are limitless when you use these (or the previous)
dictation activity.

Check these out:

(name of child)’s fun weekend, favorite food, favorite
animal, favorite toy, favorite book, family, vacation, day in
the sun, day in the snow, self portrait, best dream, favorite
hero, favorite heroine, home, favorite song, big adventure,
day at the movies, favorite sport, birthday party, first day
of school, picnic lunch, good night, good morning, Summer
fun, little bit of Winter.

Example: If Bobby could fly anywhere…

If ___________________could be anyone…
When__________________ grows up…
When ______________goes to Kindergarten.
If ________________ was the President
of the United States of America.
____________’s wish for the world.
_____________’s famous painting.
What’s in ______________ backpack?
____________feels __________today.
________________ plants a garden.
It’s Spring in ___________’s neighborhood.
It’s Autumn in ______________’s yard.

FUN WITH DICTATION

26
What are we learning about?

Dear Families:
We will be learning and exploring _______________________.

*Look around your home and community for things to do with

_______________________________.

*Do you have toys or books that relate to this theme? Spend
some time at home playing and having fun with those items.

*Draw, glue a picture or write a story together that relates to

what we are exploring. You can use this paper – front and back.

*You can send it to school with your child to share with friends!

27
 Parents and Kids: Next time you are walking with your child
together- outside, at the mall, zoo, or just getting the mail- try
talking while you are walking.
Tell your child what you are thinking, where you are going or what
you see and hear.

Play games:
• “I spy with my little eye -something
(red)…”
• Alphabet spy game-look for something
that starts with the letter A, then B and
C and so on.

Ask them questions:

• What is making the sounds you hear?
• What colors do you see?
• How many pine cones are on the ground?
• If you were that bird, where would you
fly?

Draw pictures:
• Sketch and color what you see.
• Collect nature finds, and
souvenirs.
• Label all the objects.
• Let your child write their
name.

28
Talking about and Making Patterns:
Have your child use household items, snacks or toys to make a
pattern and help clean up, too!
-forks and spoons
-cups and plates
-wash cloths and towels
-crackers and raisins
-barrettes
-fruit snacks shapes and flavors
-blocks and Legos©- vary colors too!
-game pieces or cards
-big and little stuffed animals
-favorite action heroes.

Talk about and Read boxes and labels:

Look at all the print in your home! Reading this print is lots of fun!
-Cereal
-Mac and Cheese
-Mashed potatoes
-Dinner kits
-Canned goods
-Snack foods
-Crackers and chips
-Toy packaging
-Movies and DVDs
-CD-ROM and Video games
-Magazines and TV guides
-Grocery store coupons
-Store ads and sales papers

29
Things to Talk and Write About at Home! “Hello? No, I’m
sorry. She’s not
here right now.
You and your child are authors when you write! Can I take a
-Grocery lists message?
-Messages from callers
-Bills to be paid
-People to call Call your
-Things to do friend
-Checks
-Wish lists Jordan
-Journals or diaries today!
-Homemade cards
-Pizza orders
-Taking pretend orders
-Letters or notes to family and friends
-Stories about what you did over the weekend

What can you write on?

You can use all kinds of paper! Other places to write!
-The sidewalk- with water
and a paintbrush, or chalk
-Notebook paper
-Junk mail
-The back of old bills
-Paper bags or towels
-Used envelopes
-Wrapping paper
-Old worksheets
-The back of this paper!

Page 2 of Literacy at Home

30
 Exploring FUN Ways to READ Books
You don’t have to always read the words in the book—to be
reading it! Check out these fun ideas!

Use the pictures to make up your own

“Then the dad story:
took off in the • Give the characters’ your names or make
airplane to up new ones.
rescue his little • Make the town’s name your hometown or
rename the town.
• Develop a new plot with a funny twist.
• Make up a new ending to teach a lesson.
(Maybe Goldilocks decides to return and
apologist to Baby Bear!)

Just talk about the pictures:

• Count objects; point and count the
animals, insects or flower on the pages.
• Name objects and talk about favorites.
• Name colors and shapes.
• Discuss what is happening in the picture.
• What new words are you teaching?

“How many baby Look at the

ducks do you see? marching band!
What song do you
Let’s count the think they are
ducklings together playing?
Page 1 of Exploring FUN Ways to READ Books

31
 Sometimes you will read the whole book- words and all. When you
do, try doing some of the things listed below! Remember to give
your child time to talk and “read.” It’s okay if you don’t finish the
whole book in one day.

Oh no! What
Stop to: just happened? I
• Make predictions about what will wonder what’s
happen next. going to happen
• Ask questions about what just next?
happened.
• Ask your child what he/she likes
about the pictures, characters or
story.

Ask your child if he or she

remember:
• Feeling the same emotion as the
character does.
• Going to the same places the
character visits.
• Seeing the same objects in real life.

How you do think the

baby feels
right now?
When have you felt
Page 2 of Exploring FUN Ways to READ Books

32
 OUR FAMILY’S

Write the titles of the books you and your child read & explore below.
Remember there are lots of FUN ways to “READ” books!

1.____________________________________
This child’s
2.____________________________________
drawing
reminds us 3.____________________________________
to read with 4.____________________________________
kids at least
3 times a 5.____________________________________

day! 6.____________________________________

7.____________________________________

8.____________________________________

9._______________________________________ 10.__________________________________________

11. ______________________________________ 12. _________________________________________

13. _______________________________________ 14. _________________________________________

15. _______________________________________ 16. _________________________________________

17. _______________________________________ 18. _________________________________________

19. _______________________________________ 20. ________________________________________

WHAT’S MY NAME?
21. _______________________________________

Yeah! You did it! Return this to your child’s teacher and your
child will get a new log to complete, and a special surprise!

33
 The Letters in My Name!
Parents, help your child learn the letters in their
name. Look around your home or neighborhood for
people, places or things that start with the same
letter!

H
• Write child’s name below.
Example: • Under each letter write the
things you find together.
for Hannah • Or draw 1 or 2 pictures of your
favorites and label them.
Heart • Or cut pictures from a
magazine or grocery store ad
and label them.

Home

34
 -NAME POEM-
An activity to try at home!
What rhymes with your child’s name?
What words sound the same at the beginning?
• Some children have lots of words that rhyme with their
names, while others have to try Dr. Seuss’ style,
nonsense rhymes (e.g., “Karna discovered tarna”). Have
fun with nonsense words!
• Write a poem with your child’s name in it.
• Use the starter phrases below or make up your own.
• Read it or sing it when you are finished!!
• Send it to school with your child to share!

My name is __________________________.

I love to _______________________!

I am learning to _______________________.

I listen and have lots of fun when I_____________!

My name is __________________________.

At school I read about___________________!

I am proud to be______________________.

Because my name is___________________!

35
 NAME ART
• Below write your child’s name with a pen or pencil.
• Say the letters out loud as your child traces them with glue or a glue stick.
• Use rice, dried beans, lentils, cereal, buttons, etc., to put on the letters.
• Let dry and shake off the excess.
• Help your child cut these directions off.
• Display proudly in kitchen or on a bedroom door!
------------------------------------------------------------------------------

36
 WHAT ARE MY NAMES?
Write your child’s names:
Tell your child about the letters as you form them.
For the first letters use capitals, all others use lowercase letters.

My first name is__________________________________________________________

My middle name is_______________________________________________________

My last name is__________________________________________________________

*Talk about these names with your child. *What is special or unique about your child’s name or names?
*Share what you know about the names. *Why were the names chosen?
*Below help your child write his or her name. *When you are all done hang this in a special place!

------------------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------------

37
 S a m
Name Puzzle
Make dotted lines between each letter.
Write your child’s name in very large letters below
Let your child color or decorate letters.
Help your child cut on dotted lines
Your child has a NAME puzzle to put together.
---------------------------------------------------------------------------------------------------------------------------------------

38
NAME Time Capsule:
• See how your child writes their own name over time.
• Allow them to scribble, pretend or write their name the best they can.
• Date it and keep adding new attempts. Watch how they get better over time from
daily practice and encouragement.

_________________________________________________________________________________
date

__________________________________________________________________________________
date

__________________________________________________________________________________
date

__________________________________________________________________________________
date

__________________________________________________________________________________
date

__________________________________________________________________________________
date

39
 Web Resources for Teachers and Parents
Curriculum Ideas
www.kidsource.com/kidsource/content3/AmericaReads/ “Ready*Set*Read for Families”
website has ideas to support literacy development in the home. It includes early
childhood language activities for children birth through age five.
www.preschooleducation.com/ This website has activities for learning letters and sounds,
articles, “Ask the Preschool Teacher,” book reviews, math, music & songs, science,
sensory and much more!
http://teachers.net/lessons/posts/1015.html To find relevant preschool ideas click on
Lesson Exchange, you will find links to: Alphabet Review Activities which has an
assortment of alphabet review activities such as, “Old MacDonald had an Alphabet E-I-E-
I-O!”
http://www.thepreschoolconnection.com/tic.html The Successful Classroom Idea corner
includes list of materials for your reading, writing, math, sensory, etc., areas. You will also
find instructions for activities to do with children. You can also order teacher guides and
other supplies from this website also.
www.preschoolrainbow.org On this website you can print nursery/transition rhymes on
seasons, time, animals, counting etc. Most activities and ideas require a $20.00 per year
subscriptions or five quality activity plans.
http://users.stargate.net/~cokids/ This website has everything!--Information,
curriculum ideas, and links to other sites.
http://www.theideabox.com You will find great curriculum ideas!
http://www.gameskidsplay.net/ All the childhood games you remember: jump-rope
rhymes, etc.
www.literacycenter.net Follow the link to Play and Learn Interactive Site. This link has
exercises for learning letters, shapes, writing, words, numbers, colors and keyboard.
Children can watch how a letter is formed, match upper and lower case, learn numbers
etc. Activities can be experienced in three languages. It’s Really Cool!

Notes:_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

40
Printables
http://schoolhouseprintable.tripod.com/ This site is a resource for other early childhood
websites, ideas, and large selection of downloadable printables for classroom use.
http://www.preschoolprintables.com/ Great site for printable preschool resources:
calendars, felt board, awards, etc.
www.enchantedlearning.com This website provides printable pages and books on letters,
numbers, shapes, themes, etc. Other features are nursery rhymes, craft ideas and links.
http://www.handwritingforkids.com/handwrite/manuscript.htm This website allows you
to design name worksheets, and letter worksheets for children.

Early Childhood Information

http://teacher.scholastic.com Scholastic book home page with links to curriculum ideas,
parent involvement, upcoming book fairs in the area, and lots more!!!!!
http://www.education-world.com/ “The Educator’s Best Friend” is a website for teachers
from pre-k to 12, articles, curriculum ideas, it is all there.
http://familyfun.go.com/ This is a fun website with many ideas. This website is geared to
parents, but teachers will find many good ideas.
http://www.nwrel.org/comm/monthly/index.html This site has great articles to share
with parents, from bedtime routines to reading with your child. There are also articles in
Spanish.
http://www.earlychildhoodfocus.org/modules.php?name=News&newtopic=18 Many
educational articles for relevant information.
http://ecap.crc.uiuc.edu/ University of Illinois’s early childhood web page: lots of up-to-
date information in the area of early education.
http://www.sasked.gov.sk.ca/docs/ela/e_literacy/index.html Saskatchewan Department
of Education’s Early Literacy page, this website has extensive educational resources for
early literacy.

Notes:_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

41
http://www.reading.org/focus/beginning.html International Reading Association: A good
source for early literacy resource articles.
http://www.readwritethink.org International Reading Association: Lesson plans, and
plenty of other resources.
http://www.earlyliterature.ecsd.net/ This website is a good source of early literacy
information.
http://www.getreadytoread.org/ National Center for Learning Disabilities: This website
is a good source for everything including information, ideas, and printable pages.
http://www.nwf.org/kidzone/ National Wildlife Federation: good children’s magazine for
toddlers, preschoolers, and school-age. Lots of curriculum ideas and printables.
http://www.cyfernet.org/ Children, Youth, and Families Education and Research Network:
Lots of good information and links.
www.udel.edu/ETL/RWN/ReadingLists.html This website has reading lists provided by
Reading Is Fundamental and American Library Association. This site also includes links
for activities/ideas for home
www.earlychildhood.com Professional resource for teachers and parents, this site
includes featured articles, activities, News Link, Reading Center, and Sharing Boards.
http://www.fisher-price.com/us/playtime/learn.asp To find preschool information, click
on Children Activities and Child Development from Fisher-Price® Play and Learn
activities. There you will find activities to do with children!

Notes:_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

42
 BOOKS & SONGS THAT
TEACH THE BIG 5
EMERGENT LITERACY
SKILLS:
Below are some ideas for using books to teach specific
skills as well as a few suggested books and songs to
practice with:

Phonological Awareness
Alliteration-
There are a lot of fun books to help kids develop the skill of hearing words that sound
the same at the beginning. Most books that teach the ABC’s can be used because they
usually give a letter, then words that start with that letter. For example: D for Dad, Dog
and Dream. Other books may give complete alliteration sentences: “Dad dreams of
dancing with dogs in Denver.” When you read books, stories or poems remember to point
out these beginning sounds and stress that they sound alike.

Suggested Alliteration Books:

Word Play ABC. Heather Calhoun, Walter. 1999.
Wheel Away. Dayle Ann Dodds, Harper. 1989.
Four Famished Foxes and Fosdyke. Pamela Edwards. Harper Collins. 1995.
Aster Aardvark’s Alphabet Adventures. Steven Kellogg, Morrow. 1987.

Rhyming-
These books teach kids how to listen for words that have the same ending sounds. Some
books teach on-set rhymes such as at-bat-sat-hat-cat. Others use poems to show rhyme
patterns or nonsense rhymes like the ones Dr. Seuss is famous for. When you read books,
stories or poems remember to point out these ending sounds and stress that they are
alike: rhyme. Have fun with these and other rhyming books!

Suggested Rhyming Books:

Is your Mama a Llama? Steven Kellogg, Scholastic. 1989.
Jamberry. Bruce Degen, Harper. 1983.
Sing a Song of Popcorn. Beatrice Schenk de Regniers, et. al., Scholastic. 1988.
The Jester Has Lost His Jingle. David Saltzman, The Jester Co. Inc. 1995.

43
Suggested Phonological Awareness Songs:
Down by the Bay.
Five Little Monkeys jumping on the Bed.
Hush Little Baby/ Mockingbird.
Oh, A-hunting we will go.
Frog went a Courtin’.
Willaby-Wallaby-Woo.

Vocabulary and Background Knowledge

Most books can teach new vocabulary and build on children’s prior knowledge. It is
important to read and allow for time to talk about the new words, what they mean, and
what kids know about them. Find ways to connect a word to a child’s past experience or
create a new connection for them. It helps to write down new words and use them daily to
reinforce their meaning.

Suggested Vocabulary Building Books:

Feelings. Aliki, Crowell. 1984.
The M&M’s® Counting Book. Barbara Barbieri
McGrath, Charlesbridge. 1994.
Everybody Has Feelings: The Moods of Children.
Charles Avery, Open Hand Publishing. 1992.
The Rootabaga Stories. Carl Sandberg, Harcourt.
1922.
If I Had a Paka. Charlotte Pomerantz, Mulberry.
1982.
A House for Hermit Crab. Eric Carle, Scholastic.
1987.
Stellaluna. Janell Cannon, Harcourt Brace & Co.
1993.

Suggested Songs:
If You’re Happy and You Know It.
There Was an Old Lady Who Swallowed a Fly.
Over in the Meadow.
Old McDonald Had A Farm.
I’m So Hungry.

44
Conversation and Discourse Skills
Asking
Questions-
Kids practice language when
you ask them questions. Read
books and stop to ask open-
ended and creative questions
related to the story. This will
give them the opportunity to
think and talk. “Where is
Ralph the Rabbit hiding?” and
“If you were Ralph the Rabbit
where would you hide?”
Remember to allow 3-5
Listening- seconds of wait time for the
Read books that are predictable, repetitious or child to respond- longer for
class favorites. Allow chidren to wait for your cue second language learners. Try
to fill in missing words or complete the endings. asking a follow up question to
Change the words or the ending to see if the kids children’s responses; talking
are listening; allowing them to correct you. If it’s a back and forth is what
new book, ask them to explain what just happened. conversation is all about!
Have books on tape available in the classroom
without adult assistance. Choose books that are fun
and include words with meanings that sound like
they are pronounced: “The ball hit the net with a
swish-swish!”

Suggested Books for Conversation & Discourse Skills:

All books can be used to practice questions & listening!

Suggested Songs:
The Wheels On the Bus.
Old McDonald Had A Farm.
Head Shoulders Knees and Toes
Open Shut Them.
So Here We Are Together.
Name Chant.
I Hear Noises.

45
Alphabet Knowledge:
Books about ABC’s help increase children’s letter awareness. Name the letters, use your
finger to trace the letters, and talk about how they are formed. Relate the letters to
familiar words and children’s names to make them fun and meaningful. Take time to write
words that start with a specific letter as you read them in books. This also works well
when practicing alliteration. Alphabet knowledge is a visual task and is about beginning
letter recognition. Remember make it fun and start with their names.

Suggested Books:
Chicka Chicka Boom Boom. Hill Martin Jr. & John Archambault, Simon & Schuster. 1989.
Toots and Puddles. Holly Hobbie, Little Brown. 2000
Animal Alphabets.

Suggested Songs:
The ABC Song. (and Variations of.)
I’m Thinking of a Letter.
We’re going on vacation, What shall I pack?
All name songs.

Book and Print

Knowledge:
All books can be used to teach children concepts
about print. Before reading a book, introduce the
story by starting with the front of the book, title,
author, and illustrator. Open the book and show
where you will begin reading. Use your finger to show
how words make up sentences and how sentences
continue on the next row (return sweep.) Talk about
the pages and words-reading and turning left to
right. When you write in front of children, they can
also learn these important skills.

Suggested Books and Songs:

All books and songs in written form can be used to teach these skills.
You can take your pick and have FUN!

46
Minneapolis Public Library: Talkers’ Book List
for Twos and Threes
Big Red Barn, by Margaret Wise Brown- You’ll enjoy making the sounds of all the animals who live
in the big red barn.
Big Red Barn, escrito por Margaret Wise Brown- Disfrutarán haciendo los sonidos de todos los
animales que viven en el gran granero rojo.
Daisy is a Mommy, by Lisa Kopper- Talk about all the jobs mommies do as you read about Daisy
and her puppies.
Dear Zoo, by Rod Campbell- Children will enjoy guessing what animal is hiding under the lift-the-
flaps.
Dear Zoo, escrito por Rod Campbell- Los niños disfrutarán adivinando qué animal se esconde
detrás de las solapas.
Dinosaur’s Binkit, by Sandra Boynton- This interactive board book will be a favorite at bedtime.
Dinosaur’s Binkit, escrito por Sandra Boynton- Este libro interactivo de pastas gruesas será uno de
sus favoritos para la hora de ir a dormir.
Father Who Had 10 Children, by Benedicte Guettier- Count your way through the adventures of
this large family.
Father Who Had 10 Children, escrito por Benedicte Guettier- Ábranse paso a las aventuras de
esta numerosa familia contando.
Feast for 10, by Cathryn Falwell- Go shopping and counting with this fun family.
Feast for 10, escrito por Cathryn Falwell- Vaya de compras y contando con esta divertida familia.
Flower Garden, by Eve Bunting- Can you guess where this girl is going with all these beautiful
flowers?
Flower Garden, escrito por Eve Bunting- ¿Puede adivinar a dónde va esta niña con todas estas
flores hermosas?
Good Dog, Daisy, by Lisa Kopper- Uh-oh! Daisy’s puppies are acting just like toddlers.
Good Dog, Daisy, escrito por Lisa Kopper- Oh-oh! Los cachorritos de Daisy están actuando como
niños pequeños.
Good Night Gorilla, by Peggy Rathmann- You’ll have fun talking about one sneaky gorilla in this
almost wordless book.
Good Night Gorilla, escrito por Peggy Rathmann- Se divertirán hablando acerca de un astuto
gorila en este libro que casi no tiene palabras.
Good Night, Poppy and Max: A Bedtime Counting Book, by Lindsey Gardiner- Can you count all
the things Poppy and Max use to get ready for bed?
47
Good Night, Poppy and Max: A Bedtime Counting Book, escrito por Lindsey Gardiner. ¿Pueden
contar todas las cosas que Poppy y Max usan para estar listos a la hora de dormir?
Here Are My Hands, by John Archambault- Can your hands do all these amazing things?
Here Are My Hands, escrito por John Archambault- ¿Pueden hacer todas estas cosas
asombrosas con sus manos?
“Hi, Pizza Man!”, by Virginia Walter- What would you say to a pizza-delivering dinosaur?
“Hi, Pizza Man!”, escrito por Virginia Walter- ¿Qué le dirían a un dinosaurio que entrega pizzas?
I Can Do It, Too, by Karen Baicker- Toddlers will repeat the title as they see all the things they
can do, too!
I Can Do It, Too, escrito por Karen Baicker- ¡Los niños pequeños repetirán el título conforme
vean todas las cosas que ellos también pueden hacer!
If You Were Born a Kitten, by Marion Bauer- Find out how baby animals are born in this tender
book.
If You Were Born a Kitten, escrito por Marion Bauer- Descubran cómo nacen los bebés animales
en este tierno libro.
Is That Josie?, by Keiko Narahashi- Who do you think is peeking out of the bed? Is it a sly fox, or
Josie?
Is That Josie?, escrito por Keiko Narahashi- ¿Quién creen que se está asomando desde la cama?
¿Será un zorro astuto o Josie?
Leon and Bob, by Simon James- Who—and where—is Bob? Find out in this sweet story of
friendship.
Leon and Bob, escrito por Simon James- ¿Quién es Bob y dónde está? Descúbranlo en esta dulce
historia de amistad.
Let’s Go, by Jane Chapman- Can the motorcycle pass all these vehicles?
Let’s Go, escrito por Jane Chapman- ¿Puede la motocicleta rebasar a todos estos vehículos?
Look and Find with Bear!, by Joe Ewers- Help Bear in the Big Blue House find all sorts of things.
Look and Find with Bear!,, escrito por Joe Ewers- Ayuden a Bear a encontrar todo tipo de cosas
en la gran casa azul.
Mother for Choco, by Keiko Kasza- Could Bear be a Mother for a bird? What do you say?
*Mother for Choco, escrito por Keiko Kasza- ¿Podría Bear ser la mamá de un pájaro? ¿Ustedes
qué opinan?
My Bunny and Me, by Lindsay Barrett George- Luis wants a bunny, but what would he do if he
really had one?
My Bunny and Me, escrito por Lindsay Barrett George- Luis quiere un conejo, ¿pero qué haría si
realmente tuviera uno?

48
My Car Board Book, by Byron Barton- Learn all about cars in this colorful book.
My Car Board Book, escrito por Byron Barton- Aprendan todo sobre los autos en este libro de gran
colorido.
My First Farm Board Book: Spanish/English [Dorling Kindersley]- Look at and name these bright
photos in both languages!
My First Farm Board Book: Spanish/English, [Dorling Kindersley]- ¡Vean y nombren estas
fotografías de gran colorido en ambos idiomas!
Oliver Finds His Way, by Phyllis Root- See how this little bear finds his way home.
Oliver Finds His Way, escrito por Phyllis Root- Descubran cómo este pequeño osito encuentra el
camino a casa.
On Mother’s Lap, by Glo Coalson- When baby comes, this gentle book asks if there’s still room for
big brother.
On Mother’s Lap, escrito por Glo Coalson- Cuando nace el bebé, este lindo libro se pregunta si
aún hay espacio para el hermanito mayor.
Red Train, by Will Grace- Practice colors, counting, and animal names with this great rhyming
book.
Red Train, escrito por Will Grace- Practiquen los colores, contar números y los nombres de los
animales con este maravilloso libro de rimas.
Snowballs, by Lois Ehlert- You’ll have fun pointing to all the household objects used to bring these
snow people to life.
Snowballs, escrito por Lois Ehlert- Se divertirán señalando todos los objetos de la casa usados
para darle vida a esta gente de nieve.
Spot Helps Out, by Eric Hill- List the ways you help out in your family.
Toby, Where Are You?, by William Steig- Can you see where tricky Toby is hiding?
Trashy Town, by Andrea Griffing Zimmerman- Children love to help tell the story of how to clean
Trashy Town.
Trashy Town, escrito por Andrea Griffing Zimmerman- A los niños les encanta ayudar a contar el
cuento de cómo limpiar Trashy Town.
Where’s My Teddy?, By Jez Alborough- What happens when Eddie finds a different kind of bear?
*Where’s My Teddy?, escrito por Jez Alborough- ¿Qué pasa cuando Eddie encuentra otro tipo de
oso?
The Wolf’s Chicken Stew, by Keiko Kasza- Why is Wolf baking cakes if he wants to eat chicken
stew? Read this book together for a surprisingly sweet ending.

49
*Wolf’s Chicken Stew, escrito por Keiko Kasza- ¿Por qué está Wolf horneando pasteles si él
quiere comer guisado de pollo? Lean este libro juntos y se enterarán de un final
sorprendentemente dulce.
Spanish books complied by Chris Till; Minneapolis Public Library, September 2001.

HOW we read with children is just as important as HOW OFTEN we read to them.
CÓMO leemos con los niños es tan importante como QUÉ TAN FRECUENTE leemos con ellos.
Tips for sharing books with Twos & Threes:
Consejos para compartir libros con niños de dos y tres años de edad:
Let your child help tell the story by:
ƒ Asking questions that start with ‘What…?’
ƒ Following a question with another question
ƒ Repeating what your child says
ƒ Building on what your child says
ƒ Helping your child repeat longer phrases
ƒ Praising your child for talking about the book
ƒ Following your child’s interests in the book
ƒ Choose a time when you both want to look at books
Deje que su niño le ayude a contar el cuento:
ƒ Haciendo preguntas que empiecen con “¿Qué...?”
ƒ Respondiendo con una pregunta a sus preguntas
ƒ Repitiendo lo que dice su niño
ƒ Dando continuación a lo que dice su niño
ƒ Ayudando a su niño a repetir frases largas
ƒ Elogiando a su niño por hablar acerca del libro
ƒ Siguiendo lo que a su niño le interesa del libro
ƒ Eligiendo una hora en que ambos quieran ver libros
List compiled by Pat Downs September 2003 Lista de libros recopilada por Pat Downs Septiembre de 2003.

Prepared by Pat Downs, Minneapolis Public Library February 2002

50
Cultural With A Sprinkling Of Spanish
Bunting, Eve. A Day’s Work, Clarion Books, New York Books, 1994

Brusca, Maria Cristina. On The Pampas, Henry Holt, 1991.

Castaneda, Omar S. Abuela’s Weave, Lee & Low, 1993.

Cazet, Denys. Born in the Gravy, Orchard Books, 1993.

Cordova, Amy. Abuelita’s Heart, Simon & Shustr, 1997.

Dorros, Arthur. Abuela, Dutton, 1991.

Elya, Susan Middleton. Eight Animals on the Town, G.P. Putnams’s Sons, 2000.

Gershator, David. Bread is for Eating, Henry Holt, 1995.

Geeslin, Campbell. On Ramon’s Farm: Five Tales of Mexico, Atheneum Books, 2000.

Guy, Ginger Foglesong. Fiesta!, Greenwillow Books, 1996.

Hayes, Joe. A Spoon for Every Bite, Orchard Books, 1996.

Mora, Pat. Birthday Basket for Tia, Macmillan, 1992.

Reed, Lynne Rowe. Pedro, His Perro & the Alphabet Sombrero, Hyperion Books, 1995.

Rossi, Joyce. Gullywasher, Northland Publishers, 1995.

Shea, Pegi Deitz. New Moon, Boyds Mills Press, 1996.

Shute, Linda. Rabbit Wishes, Lothrop, Lee & Shepard, 1995.

Soto, Gary. Chato’s Kitchen, G.P. Putnams’s Sons, 1995.

Soto, Gary. Too Many Tamales, G.P. Putnam’s Sons, 1993.

Zamorano, Ana. Let’s Eat, Scholastic Press, 1997.

(Compiled by Chris Till, MPL. 9/2001)

51
 Quick Picks
Books in English, Spanish, Hmong & Somali
English
Bang, Molly. Ten, Nine, Eight.
Bornstein, Ruth. Little Gorilla..
Campbell, Rod. Dear Zoo: A lift-the–Flap Book.
Carle, Eric. The Very Hungry Caterpillar.
Hill, Eric. Where’s Spot?
Reasoner, Charles. Who’s There?
Reasoner, Charles. Who’s Peeking?
Williams, Sue. I Went Walking.

Spanish
Bang, Molly. Ten, Nine, Eight. Diez, Nueve, Ocho.
Carle, Eric. Very Hungry Caterpillar. La Oruga Muy Hambrienta.
González, Lucia M. Señor Cat’s Romance. El Romance de Don Gato y Otros Cuentos
Populares de América Latina.
Guy, Ginger Foglesong. ¡Fiesta!
Hill, Eric. Where’s Spot? ¿Dónde Está Spot?
Hutchins, Pat. Rosie’s Walk. El Paseo de Rosie.
Reiser, Lynn. Tortillas and Lullabies. Tortillas y Cancioncitas.
Shea, Pegi Deitz. New Moon.

Hmong
Brown, Margaret Wise. Goodnight Moon.
Chang, Monica. The Mouse Bride: A Chinese Folktale. Na Tsuang Tus Nkauj Nyab: Zaj Dab
Neeg Suav.
Matthews, Peggy B. Farmer Boy. Tub Qoob Tub Loo.
Shaw, Charles Green. It Looked Like Spilt Milk. Nwg Zoo Le Mig Nyuj Nchuav.
Stevens, Janet. Tops & Bottoms.
Xiong, Blia. Nine-in-One, Grr! Grr!: A Folktale from the Hmong People of Laos.

Somali
Axtell, David. We’re Going on a Lion Hunt.
Ayanle, Nadio. A Somali Alphabet. Alfabeetadda Soomaaliyeed.
Buxton, Cecile. A journey Through Somalia.
Carle, Eric. Duudkii Aadka U Gaagooday.
Hamanka, Sheila. All the Colors of the Earth. Dhammaan Midabada Dhulka.
Omar, Mohammed. The Fox and the Crocodile. Dawacada Iyo Yaxaaska.

52
 Minneapolis/Hennepin County
Family and Community
Resources
Hennepin County Resources: http://www.hennepin.us

Hennepin County Follow-Along Program- Gives parents questionnaires to track development

birth-4 years. …….………………………….………………………………………………………………………………………(612)-348-5624

Hennepin County 348-TOTS -Free developmental screenings for children ages 0-3 years, who
reside in Hennepin County. 8:00 am- 4:30 pm, Monday –Friday ………………………………..…(612)-348-8687

Hennepin County Immunization Services- Lists of location for free/low cost shots. Services are
also available in Spanish, Somali and Oromo. ………………………….…………………………………………(612)-348-2741

Minneapolis Public Schools Resources: http://www.mpls.k12.mn.us

Minneapolis Public Schools Preschool Screenings – Available at no cost for children ages 3 to
kindergarten entry)………………………………………………………………………………………………………………..(612)-668-0860

Minneapolis Public Schools Welcome Center – Complete school choice, school registration,
transfers and records. Hours: 8am - 4:30pm, Mon. - Fri. 910 West Broadway Minneapolis, MN
55411…………………………………………………………………………………………………………………………………………..(612)-668-1840

New Families Welcome Center- For families needing a translator to complete school choice,
school registration, transfers, records, ELL testing. 2300 Chicago Avenue Minneapolis, MN 55404
……………………………………………………………………………………………………………………….……..Main Phone: (612)-668-3700
Hmong: (612)-668-3703
Somali: (612)-668-3704
Spanish: (612)-668-3702

Minneapolis Public Schools HotShot Line- Immunization referrals…………………………(612)-668-0870

Minneapolis Public Schools Early Childhood Special Education - Services for children birth to
kindergarten with disabilities, call for eligibility screenings.…………………….……………….(612)-668-0860

Early Childhood Family Education -Call for parent classes/play groups nearest you. Some
insurance is accepted and sliding fee scales available. 1006 W. Lake St., MPLS, MN 55408
……………………………………………………………………………………………………………………………….……………………(612)-668-3927
http://www.ecfe.mpls.k12.mn.us
53
Other Resources:

Greater Minneapolis Day Care Association (GMDCA)- Help families find child care, help eligible
families pay for child care, offer training, grants & loans, technical assistance and other
resources to support child care providers & centers in Hennepin County. 1628 Elliot Ave. S. MPLS,
MN. 55404 ……………………………………………………………………………………………………………………….Main (612) 341-1177
http://www.gmdca.org Subsidy Dept. (612) 341-0737
Referral Dept. (612) 341-2066

Minneapolis Way To Grow- Offers school readiness services; home visiting, groups and classes at
no cost to families living in Minneapolis. Multi-lingual services are available. ………….(612)-874-4740
http://www.ycb.org

Minneapolis Park & Recreation Board- Call for a park nearest you to learn more about Tiny Tots,
sports, Corn Feeds & Ice Cream Socials and other upcoming family events……….……(612)-230-6400
http://www.minneapolisparks.org

Minnesota Pacer Center- Seeks to enhance the quality of life of children and young adults with
disabilities and their families, based on the concept of parents helping parents.
8161 Normandale Blvd. MPLS, MN 55437………………………………(952) 838-9000 - TTY: (952) 838-0190
Toll-free in Greater Minnesota………………………………………………………………………………………… (800) 537-2237
http://www.pacer.org

Minneapolis Public Library- (MPL) Call for a library nearest you………………English: (612)-630-0000
The MPL has multi-lingual liaisons available to help you…. ……………………………Spanish: (612)-630-6432
http://www.mplib.org Or (612)-630-6425
Hmong: (612)-630-6419
Somali: (612)-630-6424
Or (612)-630-6428

First Call for Help- 24 Hour Resources: Education, Housing, Counseling, Health Services, Child
Care, Employment, Legal Help, Support Groups, Food, Youth Services, Transportation, And More…
……………………………………………………………………………………………………………...Dial 211 Or local calls (651)-291-0211
………………………………………………….……………… WI, MN and IA (voice/TTY) dial Toll Free (800)-362-8255

First Call for Help Multi Lingual Services- Available 8:30 am -5:00 pm, Monday through Friday.
……………………………………………………………………………………………………Spanish, Hmong, French and Somali call 211
http://firstcallforhelp.org Russian call (651)-698-9167
Vietnamese and Laotian (612)-721-4852

54
 Recommended Bibliography

*Educational and Teacher References

Building a Foundation for Preschool Literacy: Effective Instruction For
Children’s Reading and Writing. Carol Vukelich et al., International Reading
Association. 2004

This book includes research-based information about early literacy: How to incorporate
early literacy into the daily schedule, environment, themes, and family-school interactions
as well as information about assessment and standards.

Emergent Literacy and Dramatic Play in Early Education. Jane Davidson,

Delmar Publishers. 1996

This book describes techniques to promote language development in dramatic play and
includes examples and pictures for classroom implementation.

Handbook of Early Literacy Research. Susan B. Neuman (editor) David K.

Dickinson (editor)

This book includes chapters by early literacy researchers on a wide variety of early
literacy topics.

Make Way for Literacy! Teaching the Way Young Children Learn.
Gretchen Owocki, NAEYC/Heinemann. 2001

This book offers effective guidelines for creating a classroom community that supports
children’s developing literacy abilities through the use of family activities and literacy
practices.

Much More than the ABCs. Judith A. Schickedanz, NAEYC. 1999

This book presents a thorough overview of the early stages of reading and writing. It
includes useful booklists for different age levels to promote different literacy skills.

55
One Child, Two Languages. Patton O. Tabors, Paul H. Brookes Publishing. 1997

This book presents helpful suggestions for preschool educators that teach children
learning English as a second language. It provides ideas for classroom implementation and
family involvement.

Preventing Reading Difficulties. Catherine E. Snow, Susan Burns, & Peg

Griffin, National Academy Press. 1998

This book provides groundbreaking information about early literacy and explores how to
prevent reading difficulties in the context of social, historical, cultural, and biological
factors.

56
*Guides
Rhymes and Reasons. Literature and Language Play for Phonological
Awareness. Michael F. Opitz, Heinemann. 2000

This is a complete guide to phonological awareness – what it is, what it is not, and the
best practices for teaching it. It includes an extensive list of books that foster sound
awareness in a fun and meaningful way.

Starting Out Right. A Guide to Promoting Children’s Reading Success. Susan

Burns, Peg Griffin, and Catherine Snow, National Academy Press. 1999

This book is a must for parents, teachers, and child care providers. It provides specific
recommendations from America’s leading researchers on how to help children become
successful readers.

Learning to Read and Write. Developmentally Appropriate Practices for

Young Children. Susan Neuman, Carol Coople, and Sue Bredekamp, NAEYC.
2000

This book includes position statement of developmentally appropriate ways of teaching

children to read and write. It includes pictures, concrete guidelines, and exciting ideas
for the classroom.

57
*Curriculum Books
Building Blocks for Teaching Preschoolers with Special Needs. Susan R.
Sandall and Ilene S. Schwartz, Paul H. Brookes Publications. 2002

This manual offers strategies for teaching children with special needs. The authors
suggest three building blocks for an effective program—curriculum modifications,
embedded learning opportunities, and child-focused instructional strategies.

Creating Readers. Pam Schiller, Gryphon House. 2001

Over 1,000 games, activities, songs, finger plays, and stories address skills such as motor
coordination, concept and language development, auditory and visual perception, and
critical thinking. Appendix includes recipes, games, patterns, and ideas for each letter of
the alphabet.

Ladders to Literacy. A Preschool Activity Book. Angela Notari-

Syverson, Rollanda E. O’Connor, and Patricia F. Vadasy, Paul H.
Brookes Publications. 1998

This book includes more than 50 fun, skill-building activities to use with large groups of
children. The activities are organized into three sections emphasizing print awareness,
metalinguistic, and oral language skills. It also includes informal observations,
performance samples, and a checklist for literacy evaluation.

Literacy: The Creative Curriculum Approach. Cate Heroman and Candy Jones,
Teaching Strategies, Inc. 2004

This book shows teachers how to create literacy learning opportunities within the
framework of a comprehensive, integrated curriculum.

More than Letters. Literacy Activities for Preschool, Kindergarten and First
Grade. Sally Moomaw and Brenda Hieronymus, Redleaf Press. 2000.

This book contains dozens of fun and engaging ideas for creating a literacy-rich
classroom. Chapters explore how the use of big books, interactive charts, games, and
manipulative materials can fill your classroom with meaningful print.

58
Picture This: Digital and Instant Photography Activities for Early Childhood
Learning. Susan Entz and Sheri Lyn Galarza, Corwin Press. 2000

This book involves children in the learning process using a camera and simple computer
equipment. Make games, record field trips, illustrate stories, or develop a slide show.
Lesson plans for curriculum areas such as drama, emerging literacy, physical development,
and sensory exploration. It includes sample lesson plans for each area and a checklist to
track student progress.

Silly Songs for Phonology and Sound Awareness. Beverly Banker, Thinking
Publications. 1998

This is a great teaching resource that pairs music, modeled after familiar childhood
melodies, with phonological development. It includes songs and sets of illustrated
songbooks and extended activities that may be used to develop early literacy skills and
sound awareness.

Spark Curriculum Set. Susan A. Fowler and Beverly S. Lewman, Redleaf. 2001

This collection of curricula activities is not specific to literacy, the curriculum is built
around children’s books. It provides a foundation of supporting activities, vocabulary, and
concepts to build throughout daily routines.

Tell it Again! Easy to Tell Stories with Activities for Young Children. Shirley
C. Raines and Rebecca Isbell, Gryphon House. 1999

This book contains popular children’s stories and shows teachers how to capture
children’s attention and imagination using simple, creative flourishes to stories that are
familiar.

59