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Please note that Language, Listening and Writing Skills contribute to the
development of reading readiness. Learning to read will be difficult if these skills
are not present.
There are also other skills and abilities which must be developed along the way.
Remember: the single most important thing you can do to prepare your child for
school is to read to them every day.
The sequence in learning to read includes:
1. Exposure to written words in the environment and in written materials.
Point out words in the environment on walks or trips in the car.

Have a well stocked library either through purchase or from the library.
Point out words in books as you read to your child.
Let your children see you read for pleasure or necessity each day.
2. Developing a love for books through being read to and seeing others read.
Read to your child each day and to let him/her see you reading other
material (books for pleasure, cookbooks, newspapers, etc.)
Read predictable books that the children can "read" back to you
(predictable books have a repeating phrase or refrain - examples are:
The Gingerbread Man and It Looked Like Spilt Milk).
ONLINE ACTIVITY: Our story, But That Wasn't The Best Part is a good
example of a predictable book.
Take your child to the library every few weeks.
Consider purchasing a few books on tape so your child can listen to
them whenever they want and can practice turning pages and keeping
up with a story.
Let your child dictate original stories to you and reread them to
him/her often.
ONLINE ACTIVITY: Use story starters found at the Young Writers
Workshop to encourage dictation and original story telling
3. Exposing your child to the rhythm of the language. This will help them read
with some animation in their voice instead of just a monotone. It also helps
them develop rhyming skills.
Read nursery rhymes to your child.
Use finger plays. Finger play books are available at your library. These
have the added bonus of helping to strengthen those finger muscles.
Share music with strong rhythms and songs with rhyming lines.
Play a variety of music during the day.
Play classical music during nap time. Mozart is especially good for
development of time and space concepts and thinking skills in the
brain.
4. Developing good eye-hand coordination and visual discrimination.
Make collages with your child and draw with them.
Provide stencils for them to trace.
Cut shapes from play dough and then let your child trace around them.
Have a box full of different sizes and colors of toy cars for him/her to
sort.
Play a game which involves crawling in some way (good crawlers make
good readers).
Make or buy a fishing game where children can fish for a certain color
or size of fish or a certain shape of fish (they can also fish for shoes,
vegetables, etc.).
Throw and catch balls with your child.
Set up an empty plastic soda bottle bowling alley.
String beads, macaroni, etc.
Buy a simple set of lacing cards.
Let your child practice cutting with supervision.
Riding a tricycle or scooter helps develop coordination.

Putting together puzzles is excellent for developing these skills. and

thinking skills.
Play lots of sorting games (sort socks in the laundry; sort knives,
forks, and spoons; sort leaves you pick up on a walk).
5. Developing tracking skills You can work on these skills with your child.
Tracking in reading is the ability to follow a line of type across a page from
left to right and from the top of the page to the bottom.
Read to your child daily and let them see you tracking (use your finger
to point as you read).
Provide lots of books and the time for your child to explore them.
Patterning activities help develop tracking skills.

Make patterns with beads or blocks and have your child copy
your pattern, then you copy patterns he/she makes.
Play hopscotch and hop through the pattern of the game.
Outside, point out birds or airplanes for them to track across the sky.
6. Becoming cognitively ready to read (through comprehension skills, problem
solving abilities, reasoning skills, and recall abilities).
Help your child develop comprehension skills by discussing a story
together before you read it: look at the cover - make a prediction
about what might happen in the book, and then after you read it talk
about whether the prediction came true.
After you read a story ask questions about a short paragraph to the
child to see if they understood.
Ask your child riddles to develop thinking ability.
Help your child develop problem solving abilities by

Asking probing questions about how or why they made or did

something and how they would do it differently next time.
Encouraging your child to find many ways to accomplish a task.
Working puzzles together at increasing levels of difficulty.

Reasoning skills must also be developed and you can do this at home...
Using simple mazes, puzzles, block building, simple board or
card games.
Using recall activities like asking your child to recall the events in a
day.
Explaining what you are doing and why things happen the way they
do.

7. Being physically ready to read - you can help by...

Making sure your child is getting enough rest each night.
Encouraging (but do not force) your child to eat and to try new foods.
Making sure your child gets enough physical exercise each day.
Keeping up with physical and dental check-ups.

8. Building a large and expanding vocabulary.

Talk to and listen to your child often.
Introduce new words whenever you can and play word games together
Explain what you are doing and why things happen the way they do
(broaden their knowledge through language).
Talk, talk, talk to your child and listen, listen, listen to what they say
and ask.
When these other skills have been acquired your child will:
1. Begin to recognize letters and you can help by...
Working with your child to find and name letters when they show an
interest.
Looking at and talking about the letters in your child's name.
Playing letter lotto (a Bingo type game using letters).
Looking for the letter in words in a book.
Looking for the letter around the room.
Do pattern poems with words using that letter.
2. Hear the sound and connect it with the letter.
Look for a chosen letter in the words of a story and say those words
together.
Encourage your child to make the sound of the letter.
Hang up a paper with a letter written at the top and that day record all
of the spoken words in which you hear the sound of that letter.
Play letter lotto (a Bingo type game using letters).
Read alphabet books together and emphasize the sounds of the letters.
3. Realize letters form words.
As you read to your child point out individual words and repeating
words.
Find repeating phrases in predictable books and point them out to your
child.
Use file cards to write a word on each card. At first write four simple
words and make a matching set. Have your child find the match for
each word.
Read alphabet books together and talk about the words.
Find known words in other books.
4. Realize sounds combine to make words.
Read pattern poems (the same word repeats in every line) and sound
out the letters in the repeating word.
Read books with only one word to a picture and sound out the word.
Use word cards so the child can use the picture to make the sounds of
the letters.
Read stories with lots of sound words like Mr. Brown Can Moo! Can
You?.
Read alphabet books.
5. Realize a word says the same thing each time you see it.

Reread favorite stories so your child will get the idea words remain the
same.
Reread stories your child has told you and you have written down.
Look for the same word in another sentence and read that sentence
aloud - your child will pick out the matching words.
In the car, read billboards, building signs, and traffic signs.
6. Realize words go together to form sentences.
Read to your child, point out sentences, and pause between sentences.
7. Improve his/her abilities to read through practice and positive feedback.
Encourage all efforts to read even a simple retelling of a story.
Go to the library together often and let your young reader pick out
books he/she is interested in reading.
Sit with your child and listen to him/her read.

. Talking about Stories

You know that reading books to your toddler is
a good way to give her an early start toward
literacy. But research shows that it's equally
important to talk about what you see in the
pictures, asking pertinent questions and
encouraging her to talk about the characters and
plot. A study at the State University of New
York at Stony Brook showed that in terms of
language development, kids whose parents
engage them in such reading are months ahead
of children whose parents simply follow the text
of books. "By asking your toddler to search for
some answers, you challenge her to concentrate

and listen carefully, to think about what's

happening, and to find the words to form an
answer," Dr. Acredolo explains.

When you reach the end

of a book, find the
patience to read it
again. Each time you do,
your baby sharpens her
memory skills, and it's a
delight for her when she
can predict what's on
the next page

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Reading the Story for the First Time

Read the story, moving your finger under the words as you read.
?After reading, ask: What do you think it would be like to drive one of these trucks

Recalling the Story

After you have finished reading, ask the children the recall questions below. Continue to ask
these questions when you reread the book, until he or she knows the answers.

Reading the Story Again and Again

Give open-ended prompts on each page. For example, ask: What do you see in this picture? Do
"less reading of the words to the story each time you read, leaving more and more of the "reading
or retelling to children.
Give prompts about objects or activities in the pictures. For example, ask: What is the woman
reading? )She's reading the plans for a new house.( Use your finger to point to what you are

asking about. Evaluate the children's response. Expand it by giving more information. Ask the
child to repeat the answer. If he or she needs help in answering a question, ask that question
again the next time you read the book.
You may wish to discuss the prompts shown below.

Extra Activities

Children can draw pictures of one or more of the construction sites in the book. They can draw
one or more of the trucks involved in the construction. Help children write labels for their
drawings, using some of the words in the book.

Recall Questions
Ask the following questions to check children's understanding of the story.
1. What is the name of this book? )The name of the book is Construction Trucks.(
2. What are people building in the first part of the book? )They are building a house.(
3. What is the first thing people use trucks for when they are building a house? )Trucks clear the
land of rocks and trees.(
4. What happens to the dirt and rocks that are dug out of the hole? )Dump trucks carry it away.(
5. What is used to make the basement walls and floor of a house? )A concrete mixer makes concrete
which is then poured into the hole.(
6. How do trucks help people build a road? )Trucks clear away rocks and make the ground smooth.
Then trucks put down asphalt and make it smooth.(
7. Why did the workers tear down the garage in the book? )They wanted to build a skyscraper in its
place.(
8. How do trucks help people build a skyscraper? )Trucks dig a new foundation. They drive posts
into the ground to hold up the sides of the building. They lift materials workers need, including
steel beams, wood, and concrete.(

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