1. Narrative Skills- Set out paint, brushes and paper and ask your child to draw something about the boy in the story. Once they have completed the drawing, invite them to tell you about it. Write down their exact words on the drawings. It is critical not to correct their grammar. This is an excellent way for them to begin to see the connection between thoughts and symbols represented by the picture and their words. It is important to provide your child with good brushes and offer a variety of brush tips.
2. Print Awareness- Point out the word “paint” on a paint can, jar or tube you may have around the house. Emphasize that it begins with the letter “p” and how the “p” sounds.
- When you are out shopping, look for words that begin with the letter ”p” on billboards, signs, and printed material and point them out to your child.
3. Letter Knowledge
- Draw a large lower case “p” on an 81/2 x 11 sheet of paper. Find some pictures of things that begin with the letter “p.” Cut the pictures out and place them in a bag. Invite your child to pick a picture out of the bag. Have them glue it to the paper, with the letter “p” on it, and then ask them to say the word and emphasize the “p” sound. When done, point out how each picture starts with the letter “p”.
- Invite your child to sign their name on the picture they completed under the Narrative Skills activity. At this stage of a child’s development, it is important to let the child write their name as best they can and not to correct their spelling or formation of letters. We refer to this as their pre-school writing.
4. Vocabulary- Take some verses from the book and turn them into song. For example, create a tune to these lyrics: “I ain’t gonna paint no more. Still I ain’t complete till I paint my feet. Now I ain’t gonna paint no more.” Teach the song to your child.
5. Print Motivation- Keep it fun. Sit with the child while they are watching the video.
6. Phonological Awareness- Ask if the following words rhyme: “red” and “head”; “neck” and “heck”; “egg” and “leg”; “feet” and “total”; “chest” and “trunk.” (I added some words that don’t rhyme to help them hear the difference).
1. Narrative Skills- Set out colored pencils and paper and ask your child to draw something about the mouse in the story. Once they have completed the drawing, invite them to tell you about it. Write down their exact words on the drawings. It is critical not to correct their grammar. This is an excellent way for them to begin to see the connection between thoughts and symbols represented by the picture and their words.
2. Print Awareness
- Print the words Hickory, Dickory, Dock and place on refrigerator or wall. Point to the words and say “Hickory, Dickory, Dock.” Then, ask your child to say the words as you point to them.
3. Letter Knowledge
- Purchase some foam letters and print off a picture of a mouse. Sort out two sets of the word “mouse.” Attach one set to a white piece of paper along with the picture of the mouse (it is important to always have a symbol of the word you are wanting them to learn). Place the second set in a basket and invite your child to pull out the letters and match it to the letter on the paper. When done, point to the letter “m” and say the word “mouse”.
- Invite your child to sign their name on the picture they completed under the Narrative Skills activity. At this stage of a child’s development, it is important to let the child write their name as best they can and not to correct their spelling or formation of letters. We refer to this as their pre-school writing.
4. Vocabulary
- Watch the video again and talk about what is happening in the story.
- Add adjectives to enrich how they described the book. For example, if they say the “Mouse ran up the clock,” you can say “The little, brown, mouse ran up the tall, black, clock”.
5. Print Motivation- Provide the child with a stuffed animal of a mouse or one of the other characters in the story (bird, snake, re, bee, hen, pig, billy goat, porcupine, horse) while reading or viewing the story.
6. Phonological Awareness- Ask if the following words rhyme: “Hickory, dickory, dock”; “three” and “key”; “six” and “chicks.” (I added some words that do not rhyme to help them hear the difference).
1. Narrative Skills- Set out paint, brushes and paper and ask your child to draw something about the bear and mouse story. Once they have completed the drawing, invite them to tell you about it. Write down their exact words on the drawings. It is crucial not to correct their grammar. This is an excellent way for them to begin to see the connection between thoughts and symbols represented by the picture and their words. It is important to provide your child with good brushes and offer a variety of brush tips.
2. Print Awareness- Print the words “No Visitors Allowed” on an 8 1/2 x11 sheet of paper. Place it on the wall or refrigerator, point to the word and say “No Visitors Allowed.” Asked your child to repeat the words.
- Look for items in your pantry that begin with the letter “n” and talk about them with your child.
3. Letter Knowledge
- Purchase foam letters; sort out the letters that spell “No Visitors Allowed.” Place foam letters in a bucket of rice and mix them up. Print the words “No Visitors Allowed” on an 8 1/2 x 11 sheet of paper and invite your child to pull out one letter at a time; matching it to the letters on the paper.
4. Vocabulary- When talking about this story, refer to the mouse as a small, gray and bright-eyed mouse. Refer to the bear as a big, tall, fuzzy, brown bear. Use lots of adjectives.
5. Print Motivation- Keep it fun. Sit with the child while they are watching the video.
6. Phonological Awareness- Make up silly rhymes with some words from the book such “mouse—house”; “mouse—cheese”; “bear--hair”; “bear –bathtub”; “no--yoo”; “no—sign.” (As always, I have included some that don’t rhyme so they will get use to listening very carefully to the sounds of the words.).
Parents are the first influential teachers their children will have. When it comes to literacy, it is important for parents to continuously encourage their children to read. As a parent you can aid in your child's growth by encouraging them to engage in active exploration (reading, drawing, crafts, est.), and then to talk and write about their learning experiences. Theses are referred to as "Extension Activities."
Nana’s Extension Activities are attached to each story. Their purpose is to provide you with ideas on how to help your child develop important skills now so they can become good readers. Ideas will be broken down into the six pre-reading skills: narrative skills, print awareness, letter knowledge vocabulary, print motivation and phonological awareness.
