Reading Books for Emerging Readers - My Purple Book
May 23rd 2012 01:27
NB: Overarching Tutor Notes and colour word flash cards to accompany the ‘Little Books’ can be found in the first posting in the category “Reading Books for Emerging Readers”.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
Print the above image and use with 'My Purple Book', page 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
Print the above image and use with 'My Purple Book', page 1, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
1. Print the two pages for ‘My Purple Book’.
2. Ask the child to choose a purple pencil and trace over the title words ‘My Purple Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. peg=peg, helicopter=helicopter etc).
Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.
If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.
5. Read the first sentence – (I can see a purple helicopter.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
This book introduces the phrase ‘I can see ____’.
6. Read the sentences on the other pages.
With the repeated pattern of the phrase ‘I can see ___’ and the picture clue, the child should be able to read the sentences with minimal/no help.
Respond to comments about the pram and ask the child to colour it purple.
7. When the child reaches the last sentence observe to see if he/she reads “I can see a purple ____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
8. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.
9. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)
10. Staple the pages to make a booklet.
11. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
12. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.
13. A beneficial exercise for your child is to look for the word ‘purple’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘purple’ in it he/she could write ‘purple’ on the colour.
14. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘purple’.
If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.
Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
Extra Interesting Activities for You to Consider:
15. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.
16. Integrate into other Learning Areas – Science, Oral Expression, Writing, Art and Craft
• discuss the health benefits of eating fruit
• look at different fruits – taste them – ask children to describe the different tastes
• what is the difference between a fruit and a vegetable
• each child make a peg doll or puppet character
• children make up a short skit using the puppet characters – children could work in pairs or small groups and present their skit to the class
• write the skit script onto paper
• how do helicopters work?
• a child or adult you know may have a small remote helicopter which could be brought into the classroom for a demonstration
• have a top in the classroom and let the children spin it.
These are just a few ideas.
I’m sure you can think of others.
The idea is to get the child thinking and talking and learning and enjoying.
Enjoy the journey.
Click on the heading “Reading Books for Emerging Readers” which can be found in phonics.net.au’s top post or to the left of the top post.
My Purple Book - page 1 of 2
Print the above image and use with 'My Purple Book', page 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
My Purple Book - page 2 of 2
Print the above image and use with 'My Purple Book', page 1, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
Tutor Notes for 'My Purple Book' - page 1 of 3
Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
1. Print the two pages for ‘My Purple Book’.
2. Ask the child to choose a purple pencil and trace over the title words ‘My Purple Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the 6 pictures and briefly discuss each one with the child.
During this discussion point to the word that tells about the picture. (i.e. peg=peg, helicopter=helicopter etc).
Later, the child may/will be able to ‘read’ the whole sentence, using the picture clue and remembering the word(s) from the discussion.
If you have been covering the ‘Little Books’ in the order I have presented them you may have noticed an improvement in your child’s skill at this activity.
5. Read the first sentence – (I can see a purple helicopter.) - with the child pointing to each word as it is read.
Notice: the vocabulary has changed.
This book introduces the phrase ‘I can see ____’.
6. Read the sentences on the other pages.
With the repeated pattern of the phrase ‘I can see ___’ and the picture clue, the child should be able to read the sentences with minimal/no help.
Respond to comments about the pram and ask the child to colour it purple.
7. When the child reaches the last sentence observe to see if he/she reads “I can see a purple ____”.
This page is for the child to complete.
She/he decides what to draw and writes a matching word or phrase to finish the sentence.
Encourage the child to do this with minimal help.
If the child is still in the pre-writing stage of development ask him/her to tell you what to write.
Getting one’s thoughts in order is a pre-requisite for writing development.
Encourage the child to watch you writing – this is called modelling and is beneficial to the child’s development.
Notice: If you have been covering the ‘Little Books’ in the order I have presented them you may find your child was not confident about finishing the sentence in previous books (and has asked you to complete the sentence for him/her) but is now ready to ‘have a go’. This is major progress and is to be encouraged. Let him/her do this even if the spelling is not correct. This is called inventive spelling and, at this early stage of development, is most acceptable.
Some children, however, like their work to be perfect and will ask you to help them with the correct spelling. This, too, is acceptable. Give the help the child asks for – if she/he is holding the pencil and writing this is good.
Either way, encourage correct pencil hold.
Tutor Notes for 'My Purple Book' - page 2 of 3
Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
8. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of, and cutting out is one exercise which helps improve fine motor skills.
9. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon –
of course the title page has to be first. (Why?)
10. Staple the pages to make a booklet.
11. Ask the child to number the pages.
This is best done in the top right hand corner of each page with a small, neat number.
This is teaching the child that the pages of a book are (usually) numbered sequentially.
12. Ask your child to point to the words and read all the sentences, in order, from the front of the book to the back.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
d. reinforces the fact that books are (usually) read from the front to the back.
13. A beneficial exercise for your child is to look for the word ‘purple’ in
other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘purple’ in it he/she could write ‘purple’ on the colour.
14. Present your child with the pile of colour word flashcards and ask
her/him to find the word ‘purple’.
If you have been covering the books in the order that they are in ‘Little Books for Emerging Readers’ category then the child will be building up a pile of colour word flashcards that he/she will recognise.
Regular practise will improve recognition.
Tutor Notes for 'My Purple Book' - page 3 of 3
Print the above image and use with 'My Purple Book', pages 1 and 2, and the Tutor Notes which accompany 'My Purple Book'.
Printing Instructions
Extra Interesting Activities for You to Consider:
15. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It’s good when your child can do this without referring to the booklet. It’s a sign that she/he is actually reading the words.
16. Integrate into other Learning Areas – Science, Oral Expression, Writing, Art and Craft
• discuss the health benefits of eating fruit
• look at different fruits – taste them – ask children to describe the different tastes
• what is the difference between a fruit and a vegetable
• each child make a peg doll or puppet character
• children make up a short skit using the puppet characters – children could work in pairs or small groups and present their skit to the class
• write the skit script onto paper
• how do helicopters work?
• a child or adult you know may have a small remote helicopter which could be brought into the classroom for a demonstration
• have a top in the classroom and let the children spin it.
These are just a few ideas.
I’m sure you can think of others.
The idea is to get the child thinking and talking and learning and enjoying.
Enjoy the journey.
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