EARLY LITERACY ACTIVITY GUIDE - · songs, and humor to ... This guide provides a range of...

T H E M E :

Story-telling

E A R LY L I T E R A C Y A C T I V I T Y G U I D E

Welcome to the World of BETWEEN THE LIONS! 1

How to Use This Guide 2Stories to Watch and to Read Aloud 2

Theme: Storytelling 3

Literacy Skills 3

The Building Blocks of Preschool Literacy 4

Enjoying and Understanding Books 4

Building Vocabulary 4

Learning about Letters and Words 4

Playing with the Sounds of Language 4

Exploring Concepts of Print 4

Active Viewing and Listening 5Learn to Read—Watch TV? 5

Read Aloud Tips 5

Watch the Story 6Before Watching 6

As You Watch 7

After Watching 7

Read Aloud 8Before Reading 8

As You Read 8

After Reading 9

Learning Centers 10Art 10

Dramatic Play 11

Library 12

Writing 13

Storytelling 14Family Storytellers 14

Storytelling Bag 14

Storyteller’s Chair 14

Word Play 15We Can! 15

Rhymes with Can 15

Silly Story Sentence 15

Sing a Song 16Introduce the Song 16

Song Chart 16

“Down by the Bay” 17

Family Connections 18Family Adventure 18

Family Letter (English) 19

Family Letter (Spanish) 20

Storytelling Wheel Activity Sheet 21

Resources 22

Glossary 24

Credits 25

Tableof Contents

Oh, Yes, It Can! Activity Guide

1

Welcome to the World

of BETWEEN THE LIONS!

BETWEEN THE LIONS is named for a family of lions—Theo, Cleo, Lionel, and

Leona—who run a library like no other. The doors “between the lions”

swing open to reveal a place where characters pop off the pages of books,

vowels sing, and words come alive.

From the beginning, BETWEEN THE LIONS has been much more than a kids’ television show. Since the series premiered on PBS in 2000, it has made an enormous difference in helping young children learn to read. Developed along with literacy experts, the series features live action, puppets, animation, songs, and humor to introduce the joys of reading and to teach the basic skills children need to learn to read. The series also has an extensive Web site (pbskids.org/lions) where you’ll fi nd more educational and fun activities.

Specifi cally designed for preschool and family child care settings, this BETWEEN

THE LIONS Early Literacy Activity Guide offers a wide variety of activities to help

make children’s fi rst steps towards literacy enjoyable, exciting, and rewarding.


http://pbskids.org/lions/

2

Stories to Watch and to Read AloudChildren become active viewers as they watch a story on the BETWEEN THE LIONS Web site and practice active listening as they respond to a read-aloud picture book.

Read AloudAbuela by Arthur DorrosChildren’s imagination will soar as they fl y with young Rosalba and her grandmother over the parks and streets of New York City. This spirited story of family love and pride will inspire children to tell their own stories about family adventures.

Look for Abuela at your local library or bookstore.

Watch Together“Oh, Yes, It Can!”A storyteller visits the Lions’ library and tells a West African folktale. Can a yam, a fi sh trap, a piece of fabric, and a stool talk? Oh, yes, they can!

Watch the story with your children on the BETWEEN THE LIONS Web site at pbskids.org/lions/stories/ohyesitcan.html.

How to Use This Guide


http://pbskids.org/lions/stories/ohyesitcan.html

3

Literacy SkillsThe activities help children develop and practice a wide range of early literacy skills, including:• listening to oral stories from different

cultures

• active viewing and listening skills

• choosing books to look at alone and with a partner

• holding, handling, and caring for books

• understanding that we read English from left to right and from top to bottom

• making predictions

• developing oral vocabulary

• categorizing

• retelling and acting out a story in the correct sequence

• telling and acting out their own stories

• playing with rhyme, rhythm, and repetition

• associating the names of letters with their shapes and sounds

• associating spoken and written words

• listening and identifying sounds in words

• identifying and generating rhyming words

• recognizing that different words begin with the same sound

• writing a story

• clapping and counting syllables

• developing coordination and fi ne motor skills

• forming letters with various materials

This guide provides a range of whole-group, small-group, and individual activities for teachers and child care providers. Select the activities that best suit your program, your schedule, and the developmental abilities of your children.

• Preview “Oh, Yes, It Can!” on the BETWEEN THE LIONS Web site at pbskids.org/lions/stories/ohyesitcan.html. Read Abuela and select words and concepts to teach children. Check out the pronunciation guide at the end of the book. The Watch the Show and Read Aloud sections provide activities and discussion questions for before, during, and after viewing and reading.

• Encourage children to try activities in different Learning Centers—Art, Dramatic Play, Science, Library, and Writing—throughout the week.

• Extend the theme with the whole-group activities in Storytelling. Help children develop phonological awareness and concepts of print with activities in the Word Play and Sing a Song sections.

• Gather theme-related books from the Resources section and place them in the Learning Centers.

• Make copies of the Family Letter (pages 19–20) and the Storytelling Wheel Activity Sheet (page 21) to send home to families.

Theme: StorytellingStorytelling is one of the best ways to help young children develop listening, speaking, and comprehension skills and to prepare them for learning how to read and write. This guide encourages children to be active listeners as they enjoy, retell, and act out stories from different cultures. These stories become models for children to tell, write, and act out their own stories.

You can also use this Early Literacy Activity Guide to explore other themes, such as:

• family stories

• imagination

• make-believe

• self-esteem

• stories and folktales from around the world



4

Enjoying and Understanding BooksRead to children every day. Share many different kinds of books that spark children’s imagination and curiosity. Talk about what authors and illustrators do, and help children create their own books. During story time, guide children as they make predictions, ask questions, recall and retell stories in their own words, and relate stories to their own lives.

Building Vocabulary Encourage children to learn new words by reading aloud and discussing books, explaining unfamiliar words, singing and acting out songs, poems, and nursery rhymes, and talking about daily activities.

Learning about Letters and WordsHelp children recognize letters and the sounds letters make. Encourage children to shape letters with a variety of materials. Play games and sing songs with the letters in children’s names.

Playing with the Sounds of LanguageGive children the opportunity to hear and play with the different sounds of spoken language with songs, poems, and rhymes. Word play helps children understand that language is made up of words, that words are made up of beats or syllables, and that syllables are made up of separate sounds. This builds phonological awareness, which helps children become successful readers and writers.

Exploring Concepts of PrintCreate a print-rich environment for children with books, charts, labels, and signs. As you read books aloud and teach children poems and songs, show them how we read from left to right and from top to bottom. Encourage children to recognize familiar labels and signs in their environment.

As preschool teachers and child care providers, everything you do to give children engaging and meaningful literacy experiences helps prepare them to enter kindergarten ready to learn to read and to write.

The Building Blocksof Preschool Literacy


5

Learn to Read—Watch TV?Can a television show help teach children to read? Yes! BETWEEN THE LIONS, developed to help teach reading skills, is an educational tool that encourages oral language development, phonological awareness, and a love of reading.

Help children think and talk about what they are watching and learning by encouraging active viewing.

• Before viewing, tell children something about the story to capture their interest and to introduce unfamiliar words and ideas.

• While viewing, show children that you are engaged by laughing, singing, and reading the words on the screen aloud. Encourage children to sing along, sway, and clap to the music.

• Pause occasionally and ask children to talk about what they just watched and to guess what will happen next.

• Ask open-ended questions, such as, What did you think of the story? What part did you like best?

• After viewing, read aloud the featured book or another book with similar themes.

• Watch the story more than once. Children enjoy the repetition and often learn something new at each viewing.

Read Aloud TipsReading books aloud is the foundation of early literacy. While listening to stories, children learn book language and structure, new concepts, and new words.

• Read the book several times before sharing it with children. Mark the places where you would like to pause to ask questions or explain unfamiliar words.

• Talk about the cover. Point out the title, author, and illustrator. Look at and talk about the art.

• Create a context. Share a related personal experience, look at the pictures together, or ask children to predict what might happen in the story.

• Read slowly so children can understand and enjoy the rhythm of the words and explore the pictures. Hold the book so that everyone can see it.

• Add drama to your reading by using different voices and simple props. Don’t be afraid to be silly or dramatic!

• Ask open-ended questions after reading to help children think about, remember, and discuss the story.

Active Viewing and Listening


6

Before WatchingBefore watching “Oh, Yes, It Can!,” tell children something about the story to capture their interest. Make connections between the story and children’s lives. Introduce new words, ideas, or concepts.

You will need• computer

with Internet connection

• “Oh, Yes, It Can!” pbskids.org/lions/stories/ohyesitcan.html

• map or globe

• storytelling props as needed

• clothesline and clothespins

Introduce BETWEEN THE LIONS Tell children that they will be watching a story from a TV series called BETWEEN

THE LIONS. Ask children if they have ever seen the show, and invite them to share what they know about it. Explain that the show is about a family of lions who lives in a library and loves to read and to talk about books.

Children will• practice active viewing

and listening skills

• make predictions

• express ideas and opinions

• relate book experiences to their own lives

• explore the concept of real vs. make-believe

• help tell a new version of a story

• build oral vocabulary

Preview the Story Explain that the story is called “Oh, Yes, It Can!” A storyteller comes to the library where the Lion family lives, and tells a tale from West Africa. Point out where West Africa is on a map or globe, as well as where the children live. Explain that a storyteller is someone who tells a story without reading it from a book.

Watch the Show



7

As You WatchGather children around the screen. Encourage active viewing to keep children focused and engaged.

• Invite children to join in the repeating line, “It can, it can! Oh, yes, it can!”

• Encourage children to pretend to run when the characters run.

• Pause the story when the weaver laughs and says, “That can’t happen!” Ask, What do you think will happen next?

After WatchingTalk about the Story Ask open-ended questions that invite children to share their thoughts and opinions.

• What did you think of the story? What part did you like best?

• Why did the yam tell the farmer to leave him alone?

Can Tables Talk?Talk with children about whether “Oh, Yes, It Can!” is a real or make-believe story. Then ask,

• Can a table talk? (Oh, no, it can’t!)

• Can a grandma say, “I love you”? (Oh, yes, she can!)

• Can a banana chatter? (Oh, no, it can’t!)

Change the Story Retelling or changing a story helps children recognize basic story structure and sequence and develop storytelling skills.

Invite children to change “Oh, Yes, It Can!” by substituting characters and objects from their own environment. For example, you might feature a construction worker with a talking hammer, a fi refi ghter with a talking hat, a teacher with a talking pencil, and a mayor with a talking chair. Use props to tell your story and encourage children to help you by supplying the repeating phrase, “It can, it can. Oh, yes, it can!”

Take It Further Draw four pictures of the new characters with their talking objects. Help children hang the pictures in the correct sequence on a clothesline at children’s eye level. Encourage children to use the pictures to retell the story.


8

You will need• Abuela by Arthur

Dorros

• chart paper, markers

• cutout pictures of different modes of transportation

• bananas, papayas, and mangos (optional)

Before ReadingPrereading activities build background knowledge, spark children’s interest, and prepare them for listening.

Introduce the Book

• Show the cover. Point to the words as you read the title and the names of the author and illustrator aloud. Talk about what an author and illustrator do.

• If you have Spanish-speaking children, ask them what the word abuela means. If not, explain that abuela is a Spanish word that means “grandmother.” Ask, What do you call your grandmother or grandfather? Tell children that the people in the story speak both English and Spanish. Teach—or invite Spanish-speakers to teach—how to say “hello” (hola) and “good morning” (buenos días) in Spanish.

• Invite children to look at the cover. Ask, What do you see? What do you think the story will be about? Tell children that the story is about an adventure that a girl and her grandmother go on in New York City.

Take a Picture Walk Look at the pictures together. Point to Abuela and Rosalba and ask children to guess where they are. Use the pictures to explain the meaning of words children may not know, such as unload, mangos, papayas, crane, Statue of Liberty, and airport.

Read Aloud

Children will• listen to, enjoy, and discuss a story

• talk about what authors and illustrators do

• learn that we read from left to right and from top to bottom

• express ideas and opinions

• learn words in Spanish

• explore the concept of real vs. make-believe

• build oral vocabulary

• categorize

As You ReadIf you don’t speak Spanish, review the glossary at the end of the book.

• Use the illustrations to help children understand the meaning of the Spanish words. Point out the way the Spanish and English words or phrases echo each other (“‘El parque es lindo,’ says Abuela. I know what she means. I think the park is beautiful too.”)

• Invite children to fi nd Rosalba and Abuela in the illustrations at the ship dock. Ask, Have you ever eaten a banana, papaya, or mango? What do they taste like? You may want to have children see or taste some of these fruits at snack time. Be aware of food allergies.

• When Abuela and Rosalba circle the Statue of Liberty, explain that it is a famous statue that welcomes people who come to the United States from other countries.


9

After ReadingTalk about the Book Ask open-ended questions that encourage children to think about what happened in the story. Ask follow-up questions that invite children to expand and explain their answers.

• What did you think about the story? What did you like best?

• Was Rosalba and Abuela’s adventure fl ying above the city real or make-believe? How do you know?

• How do you think Rosalba feels about her grandmother? How can you tell?

• If you could fl y over our town (or city), where would you go?

Can Cows Fly? This activity helps children distinguish between reality and make-believe and reinforces vocabulary words from the story. Ask,

• Can a cow fl y? (Oh, no, it can’t!)

• Can a bird soar through the sky? (Oh, yes, it can!)

• Can an elephant glide through the air? (Oh, no, it can’t!)

• Can a grandma leap over a rainbow? (Oh, no, she can’t!)

• Can an airplane glide past the clouds? (Oh, yes, it can!)

Explore Words and Their Meanings

• Look through the pictures in Abuela and ask children to identify the different modes of transportation. Ask, How do Abuela and Rosalba get to the park? (bus) How do people get around in the park? (bicycle, roller skates, boat, wheelchair, skateboard) How do people get around in the city? (cars, taxis, trains)

• Create a Transportation Web (see below). Have children cut out pictures of different modes of transportation from magazines. Invite children to choose a picture, name it, and paste it in the appropriate section of the chart. Add a label.

• Talk about the chart to help children share and build their knowledge and vocabulary. Ask, What do we call the person who fl ies an airplane? (pilot) What do we call the people who ride in the planes, trains, and buses? (passengers)

Take It Further Teach children the song “The Wheels on the Bus.” Invite children to make up new verses for different actions (beep the horn, put in coins, etc.). You can also make up a new song about other modes of transportation such as “The Sails on the Ship” or “The Wheels on the Train.”

Transportation

Air

Land Water

helicopter

car

sailboat


10

Children can do these activities in small groups, with partners, or independently. Invite children to explore the materials at each center. Name, explain, and think aloud as you model activities for children. Then encourage children to join in and interact with other children as they work and play.

Art Art inspires children to express their thoughts and feelings and expands their vocabulary with words that describe color, line, shape, and texture. Children learn about concepts of print and letters when they sign their name to their artwork.

You will need• drawing paper,

crayons, markers

• dark construction paper, white, gray, and yellow paint; straws

• blankets or mats

Come Fly with Me! Ask children where they would go if they could fl y. Invite them to draw and color a picture of themselves fl ying, including the things that they would see. Talk to children about their pictures. Look at how high you are! Who is with you? What is below you?

Cloud Pictures Show children the cloud picture in Abuela. Take blankets or mats outside and invite children to look at the clouds. Describe what the clouds make you think of and ask children what they see. Invite children to draw pictures of the clouds. Talk to the children about their pictures.

Children will• use different art materials

• tell stories through art

• sequence a story

• develop fi ne motor skills

• observe the natural world

• develop oral vocabulary

• write their names

Learning Centers

Take It Further Cover a table with newspaper. Put white, gray, or yellow paint on dark construction paper. Invite children to blow on the paint with straws. What do they see in their clouds?


11

On the Go! Display the Transportation Web (see page 9) as well as books that feature different modes of transportation. Provide dress-up clothes that pilots, train conductors, and ship captains might wear, as well as chairs that children can organize into rows. Display tickets, schedules, and

Dramatic Play In dramatic play, children deepen their understanding of the world around them and use language to negotiate roles, describe what they are doing, and ask and answer questions. Props such as labels and signs engage children’s early reading and writing skills.

Family Fun Invite children to draw pictures of themselves and a family member on an adventure. Children may want to draw a family outing to a park or a beach, a trip to the library, or a visit with relatives.

Children will• use imagination


• develop an understanding of different functions of print

You will need• books about

transportation

• cutout pictures of type of transportation

• sample schedules, tickets, tokens

• pilot, conductor, and captain clothes

tokens on a table and talk to children about these items and how people use them. Encourage children to pretend that they are traveling. Ask, Who is driving the (train, bus, etc.)? Who are the passengers? What kind of noise does the (train) make? Where are you going?

Talk to children about their pictures. Where are you? Who are you with? How did you get there? What was your favorite part of the adventure? Children will use their pictures in the Writing Center (page 13).


12

You will need• folktales and

other stories from diverse cultures

• cassette or CD players and headphones

• storytelling recordings and books on tape, including ones that you and/or family members make

• fl annel board and felt characters, puppets, stuffed animals

Library Setting up an inviting and cozy place where children can look at books helps foster a love of reading. Include many different kinds of reading materials that relate to children’s interests and refl ect their cultural diversity. Add props such as puppets, stuffed animals, and fl annel boards. Encourage children to tell their own stories and act out stories they have heard.

Independent and Partner Reading When young children imitate adults and play at reading, they are engaging in book handling behaviors that are important fi rst steps in learning to read.

• Include a variety of stories and folktales from different cultures (see Resources). Encourage children to select books that interest them.

• Demonstrate how to hold, handle, and care for books. Talk about the front, back, top, and bottom of a book. Show children where to begin reading and how to turn the pages. Encourage children to look at the words and the pictures.

• Read books that children select to a small group. Track print as you read to show children that in English we read from left to right and from top to bottom.

• If possible, read Isla, the sequel to Abuela, aloud to children (see Resources).

• Organize children into pairs. Have each pair select a folktale to look at and read together. Encourage children to take turns looking at the pages, describing the characters, and saying what they think the story is about. Ask children about their book. What did you think of the book? Tell me something about it.

Learning Centers (continued)

Children will• choose storytelling recordings to

listen to

• choose books to look at alone and with a partner

• learn how to hold, handle, and care for books

• develop a sense of story structure

• learn that we read from left to right and from top to bottom


• retell and act out a story

Listening Listening to stories helps children learn the meanings of new words and understand that stories have a beginning, a middle, and an end.

• Set up a listening area with cassette or CD players, storytelling recordings, books on tape, and headphones.

• Make your own audio recordings of children’s favorite stories. Invite family members to record themselves reading a favorite book or telling a family story. Ask family members to include a photograph of themselves with their recording. Children will love listening to the familiar sounds of their loved ones’ voices.

• Encourage children to use props to retell or act out the stories they listen to in the listening area, and to tell their own stories.


13

Writing When children practice writing letters and words to express their ideas, they learn about concepts of print, the different functions of print, the alphabet, and phonics. Include a variety of writing materials, as well as samples of different types of writing such as invitations, postcards, letters, lists, signs, and thank-you notes.

Letter Shaping Choose a letter from the alphabet and encourage a child to fi nd it on an alphabet strip or poster. You may want to choose the letter c for can, or another letter that children are interested in learning. In the air and on paper, trace over the letter in lowercase and uppercase to show children how to write them. Review the sound the letter makes. Have children make both forms of the letter from various materials. Children can also make the letters in their names.

Children will• associate names of letters with their shapes

• develop fi ne motor skills

• use a variety of writing tools to shape and write letters

• write and draw a response to a book

• understand that what we say can be written down and read by others

• write their names

Write about It Think aloud as you write and/or draw something about the show or book. Encourage children to write or draw their thoughts, for example, about a visit to the park or a bus ride. Ask questions to help children expand their ideas. Children may want to dictate their responses. Point to each word as you read the dictation aloud.

Family Fun Group Book Ask children to choose a family fun picture that they drew in the Art Center (see page 11). Encourage children to tell you about the picture. Write children’s words in a caption below the picture. You may want to provide a sentence frame such as,

Felipe went to with his .

Bind the pictures together to make a group book. Read and reread the book to children.

You will need• play dough, Wikki

Stix®, Unifi x Cubes®, pipe cleaners, fi nger paints, clay (choose one or more)

• alphabet stamps and stencils

• alphabet strip or poster

• variety of paper and writing materials, including markers, pencils, colored pencils, crayons

• children’s family fun drawings from the Art Center

• book-binding materials (rings, binders, hole punch and yarn, etc.)


14

Through storytelling, children learn about story structure, sequencing, and the sounds of language. Provide opportunities for children to listen to stories from diverse cultures. Enjoy how children use their imagination as they tell their own stories.

Storytelling BagForm a storytelling circle. Hold up a bag fi lled with familiar objects. Pick out one object and tell a short, make-believe story about it. Then invite each child to pick an object and tell their own make-believe story.

Storyteller’s ChairAsk if anyone would like to tell a story. Help the child develop his or her story so that it has a beginning, a middle, and an end. Gather related props.

Invite the storyteller to sit in a special storytelling chair. Gather the other children around. Ask prompting questions if the storyteller needs or asks for help. Congratulate the storyteller and end with a round of applause.

Family StorytellersInvite family members to share favorite stories about funny or interesting things that have happened in their family, or favorite make-believe stories that have been passed down from generation to generation. Encourage family members to tell their stories in their home language. Invite children to ask the storyteller questions.

Take It Further Ask the family storyteller if you can record him or her. Place the recording in the listening area for children to enjoy.

You will need• a bag fi lled with

familiar objects (such as comb, stuffed animal, bracelet, spoon)

• tape or digital recorder and cassette tapes

Children will• develop active listening skills

• appreciate storytelling as part of diverse cultural and family traditions

• use creativity and imagination to tell their own stories

• develop a sense of story structure

• build self-esteem


Storytelling


15

We Can!• Gather children in a circle. Clap your

hands as you say, I can clap my hands. Encourage children to think of something they each can do, such as hop, skip, jump, or sing.

• Invite a child (Cathy) into the circle. Ask the child to demonstrate what she can do (jump). Then have the class repeat, Cathy can jump! Oh, yes, she can!

• Invite the child to lead the others in chanting the letters in her name, C-a-t-h-y. Cathy! Point to the letters on the child’s name card during the chant.

• Ask the child to clap the syllables in her name (Ca-thy). Encourage children to say the name again as they clap the syllables. Give each child a turn.

Take It Further Write the words “We Can” on chart paper. Ask each child, What can you do? Write the response. (Carla can run fast. Nathan can play the drums.) Read aloud the chart, pointing to each of the words. Invite the children to read the chart with you.

Children will• identify the letters in their names

• hear and clap the syllables in their names

• identify and generate rhyming words

• recognize that different words begin with the same sound

• identify initial sounds in wordsClapping syllables in names, rhyming, and alliteration help build phonological awareness.

Word Play

Rhymes with CanInvite children to play a rhyming game.

• Say, I’m going to say some words. If a word rhymes with the word can, clap.

• Say the following words slowly: man, bus, van, airplane.

• After each word, ask, Does this word rhyme with the word can? If it does, clap!

• Ask, What other words and names can you think of that rhyme with the word can?

Silly Story Sentence

• Ask children what sound the word can begins with. Then have them fi nd pictures of things that begin with the /k/ sound. Attach the pictures to chart paper and label each one. Have children repeat the words as you point to the pictures.

• As a group, choose several words to make up a silly story sentence, such as The cow and the cat ate cookies in the car.

• Encourage children to use the pictures to create their own silly story sentences.

You will need• chart paper,

markers, pictures, tape

• name card for each child


16

Introduce the SongSing “Down by the Bay” to children with joy and enthusiasm. Sing it a few times to help children learn it. Then have them sing with you.

Song ChartWrite the words to “Down by the Bay” on chart paper or poster board. As you sing the song, point to each word with a pointer. This helps children learn that in English we read from left to right and from top to bottom. Sing the song together and encourage children to move their

hands, heads, or bodies to the rhythm.

You will need• chart paper,

markers

• pointer

Singing songs is a great way to build early reading skills. The song “Down by the Bay” gives children the opportunity to play with rhythm, rhyme, and repetition. It also gives them a chance to make up other imaginative verses.

Children will• understand that the words in a song are

read from top to bottom and from left to right

• associate sounds with written words

• identify and generate rhyming words

• identify familiar letters and words

Sing a Song

Take It Further

• Have children point to and say any words or letters that they recognize.

• Reread the line: Did you ever see a pig dancing the jig? Ask children if they can fi nd the rhyming words in the line. Point out that the words pig and jig rhyme because they have the same ending sound (ig). Ask children what other words they can think of that rhyme with pig and jig.

• Encourage children to make up additional verses to the song by creating silly rhymes, for example, Did you ever see a snake eating a cake? You may want to focus on repeating a specifi c sound such as the “at” sound: Did you ever see a cat wearing a hat or . . . a rat swinging a bat.


17

Down by the Bay

Down by the bay where the watermelons grow.Back to my home I dare not go.For if I do my mother will say,“Did you ever see a pig dancing the jig?”Down by the bay.

Additional verses:“Did you ever see a whale with a polka dot tail?”“Did you ever see a bear combing his hair?”“Did you ever see a duck driving a truck?”


18

Encourage parents to ask their children about what they are doing and learning each day. Send home letters regularly that offer suggestions about how parents can support their children’s learning. You can send home the letter on page 19 (English) and page 20 (Spanish), along with the Storytelling Wheel Activity Sheet (page 21). Try to host family get-togethers several times during the year to celebrate children’s accomplishments and to promote a sense of community.

Family AdventureInvite families on a group adventure that you and the children have planned. Perhaps children will want to take a bus ride to a local park, as Abuela and Rosalba did. Ask parents to bring snacks. Bring blankets for children to lie on and look at the clouds. Invite family members to tell a favorite family story or sing a song. The next day, invite children to draw a picture of their favorite part of the adventure. Together write a story about it.

Family Connections


19

Date

Dear Family,

This week we have been watching and talking about a story from

BETWEEN THE LIONS, a PBS television show about a family of lions

who lives in a library and loves to read. A storyteller comes to the

library and tells a West African folktale about a yam that can talk!

We also read the story Abuela by Arthur Dorros about a girl and her

grandmother who go on an adventure together.

We have had fun listening to stories from many cultures, and drawing

and telling our own stories about family adventures. Here are some

ways you can explore these themes at home with your child.

• Tell your child a favorite family story. It can be about your childhood

or a story you heard as a child.

• Plan a family adventure with your child. Talk about how you will get

there (bus, train, car, walking) and what you will do.

• Look for storytelling events at your local library.

• Watch the story “Oh, Yes, It Can!” on the BETWEEN THE LIONS Web site

at pbskids.org/lions/stories/ohyesitcan.html.

You can watch BETWEEN THE LIONS at home with your child. Sing along

with the songs and talk about the show. Visit the BETWEEN THE LIONS

Web site (pbskids.org/lions) where you’ll fi nd lots of fun activities, songs,

and recommended books.




20

Fecha

Apreciada familia:

Durante esta semana, estamos viendo y hablando sobre un cuento de

BETWEEN THE LIONS, una serie de televisión en la cadena PBS que trata

sobre una familia de leones que vive en la biblioteca y que tiene gran

amor por la lectura. Un cuentista va a la biblioteca y cuenta un cuento

popular de África occidental. Es sobre una batata o un ñame que habla.

También leímos el cuento Abuela de Arthur Dorros, sobre una niña y su

abuela que viven una aventura juntas.

Hemos gozado oyendo cuentos de muchas culturas, y dibujando y

contando cuentos de aventuras que cada uno hemos vivido en familia.

He aquí algunas maneras de explorar estos temas en casa con los niños.

• Cuéntele al niño un cuento favorito de la familia. Puede ser sobre la

niñez suya o algo que oyó cuando usted era chico.

• Organice una aventura familiar con el niño. Hablen de cómo van

a llegar (en autobús, en tren, en auto, a pie) y qué harán cuando

lleguen.

• Busquen ocasiones cuando cuenten cuentos en la biblioteca local.

• Vean el cuento “Oh, Yes, It Can!” en la sede de Internet de BETWEEN

THE LIONS en pbskids.org/lions/stories/ohyesitcan.html.

Puede ver BETWEEN THE LIONS en casa con los niños. Canten cuando

suenen las canciones y hablen sobre la trama del episodio. Visiten el

sitio en inglés de BETWEEN THE LIONS en Internet (pbskids.org/lions).

Encontrarán muchas actividades divertidas y una lista de libros que

pueden disfrutar juntos.




21

Here is a game for families to play together. Let your imaginations fl y and have fun!

• Make a paper or cardboard arrow. Poke a hole in it.

• Use a pencil and the arrow as a spinner. Take turns spinning the arrow.

• When the arrow points to a picture, make up a story about it. If you like, act out the story.

Storytelling Wheel


22

Folktales, Fables, Legends, and Myths

Baby Rattlesnake by Te Ata

(Children’s Book Press, 1993)

In this Native American tale, a baby rattlesnake

learns a valuable lesson when he misuses

his rattle.

Bringing the Rain to Kapiti Plain retold by Verna

Aardema (Puffi n, 1993) (audiotape available)

A cumulative rhyme tells how Ki-pat brought

rain to the drought-stricken Kapiti Plain.

How Chipmunk Got His Stripes by Joseph Bruchac

and James Bruchac (Puffi n, 2003)

In this Native American folktale, Bear and

Brown Squirrel disagree about whether Bear

can stop the sun from rising.

Joseph Had a Little Overcoat by Simms Taback

(Viking, 1999) (audiotape available)

In this version of a Yiddish folk song, an old

overcoat is recycled into various garments,

until there is nothing left but the story to tell.

Nine-in-One, Grr! Grr!: A Folktale from the Hmong

People by Blia Xiong and Cathy Spagnoli

(Children’s Book Press, 1993)

When the great god Shao promises Tiger nine

cubs each year, Bird comes up with a clever trick

to prevent the land from being overrun by tigers.

Señor Cat’s Romance and Other Favorite Stories

from Latin America retold by Lucía M. Gonzalez

(Scholastic, 2001)

A collection of popular tales told to young

children in Latin America.

The Talking Eggs: A Folktale from the American South

by Robert D. San Souci (Dial, 1989)

When Blanche helps an old woman, her

kindness is rewarded with riches.

Story Books

Cows Can’t Fly by David Milgrim (Puffi n, 2000)

An imaginative boy draws a picture that lands

in a cow pasture. The cows take fl ight, but only

he can see them.

Jonathan and His Mommy by Irene Smalls

(Little, Brown, 1994)

A boy and his mother have a great adventure

as they walk through their neighborhood.

I Can Do It Too! by Karen Baicker

(Handprint Books, 2003)

A little girl celebrates the everyday things she

can do.

Isla by Arthur Dorros (Puffi n, 1999)

In this sequel to Abuela, Rosalba and her

grandmother take an imaginary journey to the

Caribbean island where Abuela grew up.

Little Cloud by Eric Carle (Puffi n, 1996)

A little cloud becomes a sheep, an airplane,

a hat, and more.

My Car by Byron Barton (Greenwillow, 2001)

Sam describes his car and how he drives it.

See also other books in this series: Planes,

Trains, Boats.

My Crayons Talk by Patricia Hubbard

(Henry Holt, 1999)

In this imaginative story, crayons talk, shout,

sing, and hoot.

Napí by Antonio Ramírez (Groundwood, 2004)

In her dreams at night, Napi imagines that she

becomes a heron, fl ying over her village.

The Snowman by Raymond Briggs (Penguin, 2000)

In this wordless story, a snowman comes to life

and fl ies.

Tar Beach by Faith Ringgold (Dragonfl y, 1996)

Eight-year-old Cassie dreams of fl ying above her

apartment building in Harlem.

You Can Do It Too! by Karen Baicker (Handprint

Books, 2005)

A big sister assures her little brother that he can

join in the fun with her.

Resources


23

Songs, Poems, and Rhyming Books

Busy Boats by Tony Mitton (Kingfi sher, 2002)

Animal characters take a rhyming journey

on different kinds of boats. See also other books

in this series: Roaring Rockets, Amazing Airplanes,

and Terrifi c Trains.

I Love Planes! by Philemon Sturges

(HarperCollins, 2003)

A boy dreams about fl ying and names his

favorite kinds of airplanes. See also I Love Trains!

and I Love Trucks!

The Seals on the Bus by Lenny Hort (Owlet, 2003)

Different animals make their own sounds as they

ride around town on a bus.

The Wheels on the Bus by Raffi (Crown, 1990)

The familiar song lyrics are playfully illustrated.

Nonfi ction Books

The Airplane Alphabet Book by Jerry Pallotta

(Charlesbridge, 1997)

An alphabet book presents interesting facts

about different kinds of airplanes.

Big Book of Things That Go by Caroline Bingham

(DK, 1994)

Full-color photographs show vehicles that travel

on land, in water, or through the air.

Flying by Donald Crews (HarperTrophy, 1989)

An airplane takes off, fl ies, and lands after

passing over cities, countryside, lakes, and more.

See Freight Train Board Book and School Bus by the

same author.

On the Go by Ann Morris (HarperTrophy, 1994)

Color photographs show the ways people all

over the world move from place to place.

This Is the Way We Go to School by Edith Baer

(Scholastic, 1992)

Describes the many different ways children all

over the world get to school.

What Can You Do? A Book about Discovering What

You Do Well by Shelley Rotner and Sheila Kelly

(Millbrook, 2001)

Color photographs show children doing

a range of activities.

Resources for Teachers and Caregivers

Storytelling

The Complete Book of Rhymes, Songs, Poems,

Fingerplays and Chants by Jackie Silberg and Pam

Schiller (Gryphon House, 2002)

Over 700 selections, arranged alphabetically

by title. Includes a thematic, title, and fi rst-line

index.

Tell Me a Tale: A Book about Storytelling

by Joseph Bruchac (Harcourt, 1997)

A Native American storyteller discusses the

four basic components of storytelling: listening,

observing, remembering, and sharing.

Note: Check your local public library for

storytelling recordings.

Literacy

Creating Readers: Over 1000 Games, Activities,

Tongue Twisters, Fingerplays, Songs, and Stories to

Get Children Excited About Reading by Pam Schiller

(Gryphon 2001)

A compilation of resources for the preschool

teacher and family day care provider. See also Do

You Know the Muffi n Man? and Where is Thumbkin?

by the same author.

Preschool Literacy Collection edited by Lesley Mandel

Morrow (IRA, 2009)

A series of six books on early literacy for

preschoolers.

Starting Out Right: A Guide to Promoting Children’s

Reading Success by M. Susan Burns, Peg Griffi n, and

Catherine E. Snow, editors, the National Research

Council (National Academy Press, 1999)

Offers hands-on activities to encourage

children’s interest in books and reading and

to build oral language skills. Also available

online at http://www.nap.edu.


http://www.nap.edu/

24

alliteration: The repetition of the same sound

at the beginning of words, as in Sally sells seashells

by the seashore.

book handling: Learning about the parts of a

book, including the front and back covers, the text,

and the illustrations, as well as how to hold, care

for, and handle books.

book language: Words that describe the features

of books, such as author, illustrator, title, plot,

character, setting, and dialogue.

concepts of print: 1) The different ways we use

written language, such as letters, recipes, labels,

and stories; 2) the structure of written language,

such as the space between words; and 3) the

conventions of written language, such as the way

we read from left to right and from top to bottom.

environmental print: The print at home or in the

community, including labels on food products, store

and road signs, and advertisements.

learning center: A small area in a classroom

or family child care setting that is designed

to allow children to explore materials as they

play and learn by themselves or with others.

Examples include art, dramatic play, library, and

writing centers.

making predictions: To use information that you

already know to guess what a story will be about

or what will happen next.

modeling: An instructional approach in which

the teacher thinks aloud and demonstrates a task

before inviting children to perform it.

phonological awareness: The ability to hear,

understand, and play with the different sounds

that make up spoken words; the realization that

sentences are made up of words and that words are

made up of separate syllables.

picture walk: A prereading activity to prepare

children for listening. The teacher turns the pages

of a book from the beginning to the end and

encourages children to look at and talk about

the pictures.

recall and retell: To remember and tell a story

in your own words and in the correct sequence.

song or poem chart: A large chart with the words

to a song or poem so teachers can point to each

word as they read it to children.

story structure: The way stories are organized

into a beginning, a middle, and an end.

track print: An instructional technique in which

the teacher moves a fi nger or a pointer under the

words from left to right and from top to bottom

as she or he reads a book, song chart, or other text.

word play: Playing with the beginning, middle,

and ending sounds of words to explore how sounds

and words work.

Glossary

24 Oh, Yes, It Can! Activity Guide

This BETWEEN THE LIONS Early Literacy Activity

Guide was produced by the Educational Outreach

department of the WGBH Educational Foundation.

Karen Barss

Director, Educational Outreach

Sonja Latimore

Manager, Editorial Content

Cyrisse Jaffee

Editorial Project Director

Rhonda Berkower

Writer

Jill Mackay

Production Coordinator

Tyler Kemp-Benedict

Doug Scott

Designers

Mark Hoffman

Print Production

Michelle Figlar

Consultant

National Head Start Association

BETWEEN THE LIONS

Brigid Sullivan

Executive-in-Charge

Judith Stoia

Executive Producer

Christopher Cerf

Executive Producer for Sirius Thinking, Ltd.

Norman Stiles

Executive Producer for Sirius Thinking, Ltd.

Linda Rath

Curriculum Director

Beth Kirsch

Coordinating Producer/Project Director

Carol Klein

Supervising Producer

Mary Haggerty

Outreach Manager

Gay Mohrbacher

Outreach Coordinator

Credits

BETWEEN THE LIONS is produced by WGBH Boston, Sirius Thinking, Ltd., and

Mississippi Public Broadcasting. BETWEEN THE LIONS is funded in part by

The Corporation for Public Broadcasting, a cooperative agreement from the

U.S. Department of Education’s Ready To Learn grant, and by the Barksdale

Reading Institute. National corporate sponsorship is provided by Chick-

fi l-A, Inc. The contents herein were originally developed with support from

the Ready To Learn Television Program, P/R Award Number R295A0002, as

administered by the Offi ce of Innovation and Improvement, U.S. Department

of Education, and were developed in part under a cooperative agreement

between the U.S. Department of Education, The Corporation for Public

Broadcasting, and the Public Broadcasting Service for the Ready To Learn

Initiative, PR#s U295A050003 and U295B050003. However, the contents do

not necessarily represent the policy of the Department of Education, and you

should not assume endorsement by the Federal Government.

©2005, 2009 WGBH Educational Foundation and Sirius Thinking, Ltd. All

rights reserved. BETWEEN THE LIONS, Get Wild About Reading, and the BTL

characters and related indicia are trademarks or registered trademarks of

WGBH Educational Foundation. All third party trademarks are the property

of their respective owners. Used with permission.

Illustrations by Steven Mach.

BTL Photos on TOC and page 7 by Richard Termine/©WGBH/Sirius Thinking;

all other BTL photos by John E. Barrett/©WGBH/Sirius Thinking. Photo, page

5: ©Geatano/CORBIS. Photo, page 10: © iStockphoto.com/Photo-Max. Abuela

book cover, pages 2 and 8: ©Arthur Dorros, 1991 (text), ©Elisa Kleven, 1991

(illustrations), published by Penguin Putnam, 1997, used with permission.

Drawing, page 13 by Elana Berkower.

0912066

Barksdale Reading Institute


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