Talking in a way that encourages children to talk will help them understand what they later read: open- ended questions, tell and retell stories, talk about more than just here and now.
Phonological Awareness
Speak in “parentese” until child is around 9 months of age because they will listen to you longer and they can hear the smaller sounds in words more easily than with adult talk.
Make animal sounds and point out environmental sounds.
Point out sounds you hear as you go for a walk. Say nursery rhymes.
Point out and talk about words that start with the same sound.
Point out and talk about rhyming words Have children fill in the rhyming word.
Vocabulary
Speak in “parentese” until child is around 9 months of age because they will listen to you longer and hear more words.
Talk about feelings using books and in situations throughout the day
Talk about concepts (color, shape, size, texture, spatial relationships)
Add new words to what your child says. Explain words or give synonyms.
Avoid replacing unfamiliar words with familiar ones. Use words for ideas—responsibility, honesty, loyal
Print Awareness / Conventions
Point out signs and logos everywhere and labels on containers.
Hold a favorite book upside-down or start reading it backwards from the last page. Encourage your child to talk about what is “wrong” with the way you are reading the book.
Point to the text as you read the words, making connection between printed and spoken words.
Point out pictures/text represents real things.
Letter Knowledge
Talk about letters—start with letters in child’s name; Talk about shapes.
Make observations comparing items—what is alike and different; explain as you sort or match items.
Background Knowledge
As children explore objects, describe them and their uses; compare and contrast objects
Put processes in sequence (recipe, making things, plants growing, seasons)
Give children time to figure things out, to problem solve; if you solve it, explain what you did and why
Tell children what you know on a variety of topics. Encourage children to tell you what they know.
Encourage children to recount events, to describe things. Allow time (may take several seconds) for child to process what they hear and formulate a response.
Use decontextualized speech (not only the here and now, use past future, what would you do, imagine).
Encourage children to retell stories.
Talk about concepts (color, shape, size, texture, spatial relationships like above/below, opposites, number and quantity)
Encourage children to guess and predict what might happen Encourage children to solve problems and resolve conflicts. Embed conversation into every day routines such as bathtime, dinnertime.
When you share information that you read, tell your child how you learned the information.
Reading and writing both represent spoken language. Begins with fine and gross motor skills.
Phonological Awareness
Draw a picture of an animal—what sound does it make?
Write child’s name, point out the sound of first letter.
Vocabulary
Have children draw a picture and tell you about it. Add a new word or two to what the children are saying, or clarify meanings of words they are using.
Print Awareness / Conventions
Have children make lists, write invitations and cards, write/draw their own books.
Letter Knowledge
Scribble, draw shapes, air writing, draw/write letters; make your own book.
Background Knowledge
Have children draw pictures for a story; write what they say.
Have children draw or write down what they know on topics.
Draw and describe objects that are different sizes, opposites, etc.
Use charts and graphs to classify objects.
Talking in a way that encourages children to talk will help them understand what they later read: open- ended questions, tell and retell stories, talk about more than just here and now.
Phonological Awareness
Speak in “parentese” until child is around 9 months of age because they will listen to you longer and they can hear the smaller sounds in words more easily than with adult talk.
Make animal sounds and point out environmental sounds.
Point out sounds you hear as you go for a walk. Say nursery rhymes.
Point out and talk about words that start with the same sound.
Point out and talk about rhyming words Have children fill in the rhyming word.
Vocabulary
Speak in “parentese” until child is around 9 months of age because they will listen to you longer and hear more words.
Talk about feelings using books and in situations throughout the day
Talk about concepts (color, shape, size, texture, spatial relationships)
Add new words to what your child says. Explain words or give synonyms.
Avoid replacing unfamiliar words with familiar ones. Use words for ideas—responsibility, honesty, loyal
Print Awareness / Conventions
Point out signs and logos everywhere and labels on containers.
Hold a favorite book upside-down or start reading it backwards from the last page. Encourage your child to talk about what is “wrong” with the way you are reading the book.
Point to the text as you read the words, making connection between printed and spoken words.
Point out pictures/text represents real things.
Letter Knowledge
Talk about letters—start with letters in child’s name; Talk about shapes.
Make observations comparing items—what is alike and different; explain as you sort or match items.
Background Knowledge
As children explore objects, describe them and their uses; compare and contrast objects
Put processes in sequence (recipe, making things, plants growing, seasons)
Give children time to figure things out, to problem solve; if you solve it, explain what you did and why
Tell children what you know on a variety of topics. Encourage children to tell you what they know.
Encourage children to recount events, to describe things. Allow time (may take several seconds) for child to process what they hear and formulate a response.
Use decontextualized speech (not only the here and now, use past future, what would you do, imagine).
Encourage children to retell stories.
Talk about concepts (color, shape, size, texture, spatial relationships like above/below, opposites, number and quantity)
Encourage children to guess and predict what might happen Encourage children to solve problems and resolve conflicts. Embed conversation into every day routines such as bathtime, dinnertime.
When you share information that you read, tell your child how you learned the information.
Slows down language so children can hear the smaller sounds in words. New words.
Phonological Awareness
Singing helps children:
hear smaller sounds in words because words are drawn out. Children hear each syllable because there is a different note for each syllable. Bounce, tap, clap to songs with rhythm.
Vocabulary
Songs have words not heard in every day conversation with young children (“fetch” in the song/ rhyme Jack and Jill). Many songs help children with concepts such as opposites, size, shapes.
Print Awareness / Conventions
Have flipcharts of words to songs to follow along. As singing song, put up pictures and words of some of the items.
Sing “Oh no my book is upside down” to tune of London Bridge is Falling Down.
Use songbooks, point to words in chorus.
Letter Knowledge
Sing the Alphabet song. Sing the alphabet to Mary Had a Little Lamb. Sing other songs with letters such as BINGO. Sing songs that highlight shapes.
Background Knowledge
Go through a sequence (This is the way we . . .) Many songs help children with concepts such as numbers, size. Sing songs about loving books: The More We Read Together, for example.
Share songs that tell a story like Mary Had a Little Lamb.
Symbolic play (using one object to represent another), dramatic play (acting out and retelling stories), roleplaying help develop language.
Phonological Awareness
Clap out words into syllables.
Play I Spy game—I spy something red that rhymes with or that starts with sound .
Books are baby’s first toy. Keep books with animal sounds, with rhyme, where babies and children can easily play with them.
Vocabulary
Add print to play. For example, menus to restaurant, labels to stores or restaurants, prescriptions for doctor play, etc.
Print Awareness / Conventions
Play with blocks—shapes, colors, size, so many ways to sort and categorize.
Play with puzzles.
Play matching and sorting games—notice what is alike and different.
Include foam, magnet, block letters in play.
Letter Knowledge
Sing the Alphabet song. Sing the alphabet to Mary Had a Little Lamb. Sing other songs with letters such as BINGO. Sing songs that highlight shapes.
Background Knowledge
Play matching and sorting games.
Puzzles for problem solving Play is a good way to develop background knowledge through role playing different situations: restaurant, doctor’s office, school, car repair shop, library.
Dramatic play—act out stories together; can use puppets and/or props.
Provide toys that can represent the characters in a favorite book to act out book or extend story in imaginative play.
