ECE I

Objective 5.02 Apply Developmentally Appropriate Reading Activities for Pre-school Children ages 3-5 

Participating in story time is one of the most essential reading activities for 3-5 year old children.

Stories help children develop positive attitude toward books

increase their vocabulary instill a desire to read

What does this say to you? Directions: Color the picture

Write what you think this picture means.

Here are some basic steps for reading and telling stories

effectively.

Before the Story

Select an appropriate story• Based on the age and

cognitive development of the children

• Select anti-bias stories that are free of stereotypes

Become familiar with the story• Read the story several times• To build oral reading skills,

read in front of a mirror or record yourself as you read

Decide if you will read or tell the story

• If you read• children can look at illustrations as

they listen• children may become more

interested in reading• If you tell the story• you may be better able to portray the

characters and act out the story

Plan/arrange a comfortable setting in which to read/tell the story

• To help children stay focused, plan a setting that is as free of distractions as possible

• Plan to seat children in a group, as on carpet squares, pillows, or a patchwork quilt

Plan a grouping arrangement that will be

workable• Try to keep the story group

small• Group children according

to age and interests

Plan a settling-down activity to get children ready to listen

• Talk with the children about things that are happening that day

• Use a finger-play, puppet, or other activity or prop to help the children settle down

Introduce the story• Use strategies to help set a mood• ask questions• make a personal comment• show the book cover• talk about what the story might be about

• Use props• live examples• stuffed examples• pictures• store in pockets of a storytelling apron or other

interesting location such as a story chest or box• Explain words that the children may not know before

beginning to read• Use facial expression, posture, and/or tone of voice to

communicate that something special is about to happen

During the Story

Read with pleasure and feeling

Maintain eye contact with children Pause at strategic points for effect Read in a normal speaking voice

except when altering volume or pace for effect

Handle interruptions

Accept interruptions pleasantly Answer questions with patience Ignore children who wiggle and

praise children who sit still

Use strategies to maintain children’s interest in the story Use a variety of storytelling techniques

draw and tell, flipcharts, flannel board, and magnetic board

Vary your volume or tempo If necessary, skip over details If interest in the story is lost, end the story

early 

After the Story

Make it clear that the story is finished

Ask a question about the story Thank the children for listening or

give them something to remember the story by

Evaluate your storytelling/reading

methods Make note of children’s reactions

(responding during reading, asking to hear it again)

Make note of your strengths and weaknesses

Complete a storytelling/reading rubric to evaluate your effectiveness

Now, what does this picture mean to you?

Write all around the picture what it means to you.

Read Me a Story-handout

Directions: Complete the handout, Read Me a Story by answering the questions in each box about the children book’s on your table.

Reading Organizer - BDA

Directions: Complete the handout labeled, Reading

Organizer-BDA. Read Chapter 19, Working with Young

Children Write responses in the appropriate

columns for before, during, and after reading.

I need at minimum 10 thinks you learned AFTER you read Chapter 19.

“Review of Children’s Books”Homework!

Write these directions on your own paper. Label the top of your paper with the same title as what’s on this PP slide. Due Date: Thursday, November 18th.

Purpose: Early Childhood Professionals need to become aware of the variety of books

available for language/reading activities. This assignment/handout gives you a “starter list” of books to look for as you

look at children’s books in the library, at internship sites, in book stores, online, and other places.

Directions: Locate “Review of Children’s books” on Ms. Hobbs’ website under ECE I,

Objective 5.02. Out of the 100 some books mentioned on the document, I need you to research

25 of the books and make comments about the book in the comment column of the handout. Be sure the comments are effective and can be understood.

Good comment: “This book can be used for teaching diversity, Native Americans, in

preschool. A good follow-up activity could be creating and designing feather hats.”

Bad comment: “This book looks good.”

Picture Books and Storybookshandout Directions:

Select one of the books on your desk to use to complete “Picture Books and Storybooks,” to apply what you’ve learned as you look through the chosen book to answer questions on the handout.

Record your answers in the space provided on the on the handout about the storybook.

If you need additional space, you may write on your own paper and staple the copy.

Working With Young ChildrenChapter 19

”Guiding Storytelling Experiences”Directions:

Complete the following assignments using the above book and Chapter, not your friends or neighbors.

1. Read Chapter 192. Complete questions 1-43 on the handout using

Chapter 19.3. Define all Key Terms in the Chapter. 4. Answer all the questions at the end of each section

and chapter.1. Write the question on your own paper followed

by the answer in complete sentences.

**Turn in all work when complete.

Key Terms Directions:

Open:Ms. Hobbs websiteFile ManagerECE I5.02 Storytelling

Find 5.02 Key TermsComplete the Key Terms handout using the PP.