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. . Why? To encourage reading at home and learn strategies for any poem or nursery rhyme.. 

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Why? To encourage reading at home and learn strategies for any poem 
            or nursery rhyme.

What? An interactive professional development to provide strategies for 
             reading at home with your child.

Nursery rhymes and poems provide bite-sized learning opportunities for 
young children to develop key foundational skills. They are a powerful 
learning source in early literacy. They also enable children to become 
interested in the rhythm, patterns and the meaning of language.

. . Kindergarten Shared Poetry Reading Plan Book- I’m Glad I’m Me!. 

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Kindergarten Shared Poetry Reading Plan
                                    Book- I’m Glad I’m Me!

. . Oral Language and Comprehension
Why? To encourage listening, speaking and understanding of words, phrases and sentences in a poem or nursery rhyme.. 

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Oral Language and Comprehension
Why? To encourage listening, speaking and understanding of words, phrases 
and sentences in a poem or nursery rhyme.

Listen to the poem with no text. What did you notice? “It rhymes. It’s about a ___.”

Who is the animal? Child: “The animal is the giraffe.”
What is the animal doing? Child: “The giraffe is eating leaves off of the tree.”
Where is the animal doing it? “The giraffe is in a garden near a big wall.”

Discuss any new or interesting vocabulary words. 
Ex. Show me what it means to be tall and small.

Use phrases to discuss meaning.
Ex. over the high garden wall  “Show me what that might look like”.

Read the poem again and your child can echo each line with gestures and hand 
movements. Encourage your child to create the gestures.

. . Concepts of Print
Why? We must understand how to point and read each individual word. Your child will observe that print goes from left to right and how we must bring it all the way back as we move from line to line.. 

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Concepts of Print
Why? We must understand how to point and read each individual word.  
Your child will observe that print goes from left to right and how we must 
bring it all the way back as we move from line to line.

Model how to point under each word while saying each word.

Show directionality by practicing the return sweep to the beginning of 
the next line. 
Move your finger from one line to the next by bringing it all the way 
back.

Count each word in the sentence to practice the isolation of each 
word.

. . Phonological Awareness: Rhyming and Syllables
Why? To turn on the sound set” in order to hear separate sounds in words. 

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Phonological Awareness: Rhyming and Syllables
Why? To turn on the sound set” in order to hear separate sounds in words

Say: 
“Let’s find the two rhyming words. Can you make this new one?”
Ex. tall, wall, /fff/… Child: “fall”

Say: 
-”Let’s play the syllable game!”
-Find words with 1,2 and 3 syllables. Clap for each syllable.

Ex. horse-  1 syllable
      monkey- 2 syllables    You can use any words from their environment to
      butterfly- 3 syllables     continue encouraging these skills.

. . Letter Sounds/Phonics Why? To attach the symbol to the sound for the sound/symbol connection. 

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Letter Sounds/Phonics
  Why? To attach the symbol to the sound for the sound/symbol connection

Use a sticker or small sticky note to cover 3-4 of the beginning letters for words such as the animal 
name or movements.

“Oh no, someone took some letters while we were gone!”
-Say the entire word with the sound of the missing letter.

-Say the word together and touch your head for the first sound and then move down quickly for the 
rest of the word. Repeat one more time and stop at the head. Ask: “Did you hear the sound /b/?”

“b is the letter with the /b/ sound. That is the first sound!”

Pull the sticker/sticky note off to expose the letter. “We found it!”

. . Giraffe. I’m so small and a giraffe
is so tall.. 

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He eats all the leaves off the tall oak tree.

. . Owl. A wise old owl is sitting on
a limb.. I wish that I were smart like him.. 

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I would know all the answers my teacher asked me.

. . Horse. I wish I could run as fast
as a horse.. 

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I would need to have 
longer legs, of course!

. . Butterﬂy. I see a beautiful, colorful butterﬂy.. 

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Flapping its wings as it glides through the sky.

A butterﬂy is something
I’d like to be.

. . Monkey. Funny little monkey swinging on the vine.. 

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Funny little monkey swinging on the vine.

. . Whale. Big whale moving through the ocean blue.. 

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Living with the ﬁsh down under the sea.

. . A giraffe, an owl, a horse, a butterﬂy, a monkey and a whale would be fun to be, but… I’m glad I’m me!. 

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A giraffe, an owl, a horse, a butterﬂy, a 
monkey and a whale would be fun to be, 
but…
                        I’m glad I’m me!

Family Literacy Presentation for November 2

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