F5 early literacy handouts - Inyo County, Californiainyocounty.us/first5/documents/F5earlyliteracyhandouts.pdftheir first 3 months, ... afraid to buzz, moo, or quack afraid to buz

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ContrastContrastContrastContrast

DEVELOPING LITERACY TOOLS 1:

During the first six months of their life, especially During the first six months of their life, especially During the first six months of their life, especially During the first six months of their life, especially

their first 3 months, babies are just beginning to their first 3 months, babies are just beginning to their first 3 months, babies are just beginning to their first 3 months, babies are just beginning to

practice focusing theirpractice focusing theirpractice focusing theirpractice focusing their eyes. Until this ability eyes. Until this ability eyes. Until this ability eyes. Until this ability

develops more fully, babies enjoy strong contrasts, develops more fully, babies enjoy strong contrasts, develops more fully, babies enjoy strong contrasts, develops more fully, babies enjoy strong contrasts,

as are found in black and white image books, and as are found in black and white image books, and as are found in black and white image books, and as are found in black and white image books, and

colorful books where primary colors practically colorful books where primary colors practically colorful books where primary colors practically colorful books where primary colors practically

leap off the page.leap off the page.leap off the page.leap off the page.

You can help your baby develop their eyesight by You can help your baby develop their eyesight by You can help your baby develop their eyesight by You can help your baby develop their eyesight by

holding boholding boholding boholding bold images about 8 to 10 inches from ld images about 8 to 10 inches from ld images about 8 to 10 inches from ld images about 8 to 10 inches from

their eyes. At this distance, books can stimulate their eyes. At this distance, books can stimulate their eyes. At this distance, books can stimulate their eyes. At this distance, books can stimulate

your baby’s curiosity at the point where tyour baby’s curiosity at the point where tyour baby’s curiosity at the point where tyour baby’s curiosity at the point where they are hey are hey are hey are

capable of focusing. Begin by holding books for capable of focusing. Begin by holding books for capable of focusing. Begin by holding books for capable of focusing. Begin by holding books for

your baby at this distance and then eventually your baby at this distance and then eventually your baby at this distance and then eventually your baby at this distance and then eventually

allow your child to handallow your child to handallow your child to handallow your child to handle books on their own as le books on their own as le books on their own as le books on their own as

they progress beyond month 3.they progress beyond month 3.they progress beyond month 3.they progress beyond month 3.

Board books are essential at this age because your Board books are essential at this age because your Board books are essential at this age because your Board books are essential at this age because your

child will mouth themchild will mouth themchild will mouth themchild will mouth them, toss them, stack them and , toss them, stack them and , toss them, stack them and , toss them, stack them and

drop them, and these behaviors are all related to drop them, and these behaviors are all related to drop them, and these behaviors are all related to drop them, and these behaviors are all related to

early literacy development!early literacy development!early literacy development!early literacy development!

WEBSITE: www.inyocounty.us/first5

• Black and White

by Tana Hoban

• Sock and Shoe

by Frida Bing

• Look, Look!

By Peter Linenthal

• Very Hungry Caterpillar or

Brown Bear by Eric Carle

• Bright Baby and

My First Book collections

Creating a Creating a Creating a Creating a

LanguageLanguageLanguageLanguage----Rich Rich Rich Rich

EnvironmentEnvironmentEnvironmentEnvironment

One of the best ways to help One of the best ways to help One of the best ways to help One of the best ways to help

your baby develop language your baby develop language your baby develop language your baby develop language

skills is to talk to them often skills is to talk to them often skills is to talk to them often skills is to talk to them often

and all day long! and all day long! and all day long! and all day long!

Describe where you are going Describe where you are going Describe where you are going Describe where you are going

and what you are doing. Point and what you are doing. Point and what you are doing. Point and what you are doing. Point

out simple items at home and out simple items at home and out simple items at home and out simple items at home and

name them for your name them for your name them for your name them for your baby.baby.baby.baby.

Talk about what you see on a Talk about what you see on a Talk about what you see on a Talk about what you see on a

walk or in a book. Just by walk or in a book. Just by walk or in a book. Just by walk or in a book. Just by

listening to your use of words listening to your use of words listening to your use of words listening to your use of words

everyday, your baby is learning everyday, your baby is learning everyday, your baby is learning everyday, your baby is learning

all the vocabulary, grammar, all the vocabulary, grammar, all the vocabulary, grammar, all the vocabulary, grammar,

and ideas he or she will need and ideas he or she will need and ideas he or she will need and ideas he or she will need

to speak successfully, too!to speak successfully, too!to speak successfully, too!to speak successfully, too!

TextureTextureTextureTexture


AAAAt birth , your baby’s strongest sense is their sense t birth , your baby’s strongest sense is their sense t birth , your baby’s strongest sense is their sense t birth , your baby’s strongest sense is their sense

of touch. Help engage your baby with books by of touch. Help engage your baby with books by of touch. Help engage your baby with books by of touch. Help engage your baby with books by

utilizing this strength!utilizing this strength!utilizing this strength!utilizing this strength!

ManManManMany Touch & Feel books have incorporated y Touch & Feel books have incorporated y Touch & Feel books have incorporated y Touch & Feel books have incorporated

textures from fur and feathers to burlap, plastic, textures from fur and feathers to burlap, plastic, textures from fur and feathers to burlap, plastic, textures from fur and feathers to burlap, plastic,

and sandpaper. Model running your hanand sandpaper. Model running your hanand sandpaper. Model running your hanand sandpaper. Model running your hand over the d over the d over the d over the

textures for your child and help them explore their textures for your child and help them explore their textures for your child and help them explore their textures for your child and help them explore their

favorites again and again.favorites again and again.favorites again and again.favorites again and again.

Cloth and vinyl books, or bath books,Cloth and vinyl books, or bath books,Cloth and vinyl books, or bath books,Cloth and vinyl books, or bath books, are another are another are another are another

great source of texture for your baby to expergreat source of texture for your baby to expergreat source of texture for your baby to expergreat source of texture for your baby to experi-i-i-i-

ence. They are petence. They are petence. They are petence. They are pet----able, squeezable, flexible able, squeezable, flexible able, squeezable, flexible able, squeezable, flexible ————

and to many a parent’s joy and to many a parent’s joy and to many a parent’s joy and to many a parent’s joy ———— easily washable! easily washable! easily washable! easily washable!

Part of allowing your baby to touPart of allowing your baby to touPart of allowing your baby to touPart of allowing your baby to touch books means ch books means ch books means ch books means

that they are going to throw them in piles, stomp that they are going to throw them in piles, stomp that they are going to throw them in piles, stomp that they are going to throw them in piles, stomp

them into the floor and then give them a good them into the floor and then give them a good them into the floor and then give them a good them into the floor and then give them a good

chew or two, so pchew or two, so pchew or two, so pchew or two, so purchase heavy duty board books urchase heavy duty board books urchase heavy duty board books urchase heavy duty board books

or cloth & vinyl books that will stand up to their or cloth & vinyl books that will stand up to their or cloth & vinyl books that will stand up to their or cloth & vinyl books that will stand up to their

demands. You can also visit the First 5 Inyo odemands. You can also visit the First 5 Inyo odemands. You can also visit the First 5 Inyo odemands. You can also visit the First 5 Inyo office ffice ffice ffice

at 568 W. Line Street (across from the Post Office) at 568 W. Line Street (across from the Post Office) at 568 W. Line Street (across from the Post Office) at 568 W. Line Street (across from the Post Office)

to select free used books for child anytime.to select free used books for child anytime.to select free used books for child anytime.to select free used books for child anytime.


SUGGESTED BOOKS:

• Tails, Cat, or Dog

touch-n-feel books by Matthew Van Fleet

• Bathtime

pliable vinyl book by DK Publishing

•

Bright Baby

Touch & Feel Collection by Roger Priddy

• Opposites

Cloth Book by OshKosk B’Gosh

Creating a Creating a Creating a Creating a



One of the benefits of reading One of the benefits of reading One of the benefits of reading One of the benefits of reading

with your baby is snuggling with your baby is snuggling with your baby is snuggling with your baby is snuggling

close to share a book!close to share a book!close to share a book!close to share a book!

Your Your Your Your baby’s brain sends out baby’s brain sends out baby’s brain sends out baby’s brain sends out

signals of pleasure and safety signals of pleasure and safety signals of pleasure and safety signals of pleasure and safety

every time you hold them every time you hold them every time you hold them every time you hold them

close. Hearing your voice not close. Hearing your voice not close. Hearing your voice not close. Hearing your voice not

only lends comfortonly lends comfortonly lends comfortonly lends comfort, but helps , but helps , but helps , but helps

develop your baby’s sense of develop your baby’s sense of develop your baby’s sense of develop your baby’s sense of

language and their growing language and their growing language and their growing language and their growing

speech skills.speech skills.speech skills.speech skills.

Take time every day to snuggle Take time every day to snuggle Take time every day to snuggle Take time every day to snuggle

with a book with a book with a book with a book or two or two or two or two ———— daily daily daily daily

reading with a parent is the reading with a parent is the reading with a parent is the reading with a parent is the

number one predictor of number one predictor of number one predictor of number one predictor of

school readiness in young school readiness in young school readiness in young school readiness in young

children.children.children.children.

Gestures &Gestures &Gestures &Gestures &

SigningSigningSigningSigning


Studies show that often children with the largest Studies show that often children with the largest Studies show that often children with the largest Studies show that often children with the largest

vocabularies at Kindergarten entry are children who vocabularies at Kindergarten entry are children who vocabularies at Kindergarten entry are children who vocabularies at Kindergarten entry are children who

use gestures and motion wuse gestures and motion wuse gestures and motion wuse gestures and motion with their speech. ith their speech. ith their speech. ith their speech.

The link between communicating with our bodies The link between communicating with our bodies The link between communicating with our bodies The link between communicating with our bodies

and communicating with words is strong , and and communicating with words is strong , and and communicating with words is strong , and and communicating with words is strong , and

through gesturethrough gesturethrough gesturethrough gesture you may be able help your baby you may be able help your baby you may be able help your baby you may be able help your baby

uuuunnnnderstand lots of complex concepts before they derstand lots of complex concepts before they derstand lots of complex concepts before they derstand lots of complex concepts before they

have developed the verbal ability to explain them have developed the verbal ability to explain them have developed the verbal ability to explain them have developed the verbal ability to explain them

back to you.back to you.back to you.back to you.

Babies naturally gBabies naturally gBabies naturally gBabies naturally gesture and make sounds to esture and make sounds to esture and make sounds to esture and make sounds to

indicate an object they want to play with, or some indicate an object they want to play with, or some indicate an object they want to play with, or some indicate an object they want to play with, or some

discomfort with their environment or options. discomfort with their environment or options. discomfort with their environment or options. discomfort with their environment or options.

TeaTeaTeaTeaching children ways to communicate their needs ching children ways to communicate their needs ching children ways to communicate their needs ching children ways to communicate their needs

effectively strengthens their reactive learning cycle effectively strengthens their reactive learning cycle effectively strengthens their reactive learning cycle effectively strengthens their reactive learning cycle

with their parent or caregiwith their parent or caregiwith their parent or caregiwith their parent or caregiver. This positive give & ver. This positive give & ver. This positive give & ver. This positive give &

take may accelerate babies understanding of take may accelerate babies understanding of take may accelerate babies understanding of take may accelerate babies understanding of

expressions & feelings, as well as opposite spacial expressions & feelings, as well as opposite spacial expressions & feelings, as well as opposite spacial expressions & feelings, as well as opposite spacial

conceconceconceconcepts like in & out, up & down, and high& low.pts like in & out, up & down, and high& low.pts like in & out, up & down, and high& low.pts like in & out, up & down, and high& low.


SUGGESTED BOOKS:

• Baby Fingers Collection

by Lora Heller

• My First Book of Sign

by Joan Holub

• This Little Lamb or

This Little Doggie

by R. Powell

• Baby Happy, Baby Sad

by Leslie Patricelli

CCCCreating a reating a reating a reating a



Always encourage your babies Always encourage your babies Always encourage your babies Always encourage your babies

coos, growls, and giggles coos, growls, and giggles coos, growls, and giggles coos, growls, and giggles ————

they are your childs first verbathey are your childs first verbathey are your childs first verbathey are your childs first verbal l l l

attempts at speech!attempts at speech!attempts at speech!attempts at speech!

Praise your child when they Praise your child when they Praise your child when they Praise your child when they

mimic your tone, or when they mimic your tone, or when they mimic your tone, or when they mimic your tone, or when they

babble in response to sombabble in response to sombabble in response to sombabble in response to some-e-e-e-

thing you’ve said or done. The thing you’ve said or done. The thing you’ve said or done. The thing you’ve said or done. The

more your baby practices mamore your baby practices mamore your baby practices mamore your baby practices mak-k-k-k-

ing sounds the more adept ing sounds the more adept ing sounds the more adept ing sounds the more adept

and clear their speech will band clear their speech will band clear their speech will band clear their speech will be-e-e-e-

come, so blah, blah, blah your come, so blah, blah, blah your come, so blah, blah, blah your come, so blah, blah, blah your

way to books, books, books!way to books, books, books!way to books, books, books!way to books, books, books!

Babies also love it when you Babies also love it when you Babies also love it when you Babies also love it when you

make sounds, so don’t’ be make sounds, so don’t’ be make sounds, so don’t’ be make sounds, so don’t’ be

afraid to buzafraid to buzafraid to buzafraid to buzz, moo, or quack z, moo, or quack z, moo, or quack z, moo, or quack

your way through a book!your way through a book!your way through a book!your way through a book!

Rhyme &Rhyme &Rhyme &Rhyme &

AlliterationAlliterationAlliterationAlliteration


Another strong indicator of how well a child will do Another strong indicator of how well a child will do Another strong indicator of how well a child will do Another strong indicator of how well a child will do

in school is their “phonemic awareness” when they in school is their “phonemic awareness” when they in school is their “phonemic awareness” when they in school is their “phonemic awareness” when they

start kindergarten. Phonestart kindergarten. Phonestart kindergarten. Phonestart kindergarten. Phonemic awareness is really mic awareness is really mic awareness is really mic awareness is really

about your child’s sense of rhyme and alliteration about your child’s sense of rhyme and alliteration about your child’s sense of rhyme and alliteration about your child’s sense of rhyme and alliteration ————

an almost innate understanding of the sounds of an almost innate understanding of the sounds of an almost innate understanding of the sounds of an almost innate understanding of the sounds of

lelelelettttters and words, and the rhythm of speech.ters and words, and the rhythm of speech.ters and words, and the rhythm of speech.ters and words, and the rhythm of speech.

Alliteration is formed by repetitive consonant Alliteration is formed by repetitive consonant Alliteration is formed by repetitive consonant Alliteration is formed by repetitive consonant

sounds. An example of alliteration wousounds. An example of alliteration wousounds. An example of alliteration wousounds. An example of alliteration would be “the cat ld be “the cat ld be “the cat ld be “the cat

curled up on the crunchy carpet.” This differs from curled up on the crunchy carpet.” This differs from curled up on the crunchy carpet.” This differs from curled up on the crunchy carpet.” This differs from

rhymes like “the cat sat on the mat” where the rhymes like “the cat sat on the mat” where the rhymes like “the cat sat on the mat” where the rhymes like “the cat sat on the mat” where the

vowel sounds rvowel sounds rvowel sounds rvowel sounds repeat. epeat. epeat. epeat.

Many children who exhibit phonemic skills were Many children who exhibit phonemic skills were Many children who exhibit phonemic skills were Many children who exhibit phonemic skills were

sisisisimmmmply bathed in language for most of their young ply bathed in language for most of their young ply bathed in language for most of their young ply bathed in language for most of their young

lives. Growing up with daily reading and lives. Growing up with daily reading and lives. Growing up with daily reading and lives. Growing up with daily reading and

conversations helps children absorb a lconversations helps children absorb a lconversations helps children absorb a lconversations helps children absorb a lingual ingual ingual ingual

rhythm and an ability to recognize similar sounds rhythm and an ability to recognize similar sounds rhythm and an ability to recognize similar sounds rhythm and an ability to recognize similar sounds

that is difficult to cultivate later in life. Choosing that is difficult to cultivate later in life. Choosing that is difficult to cultivate later in life. Choosing that is difficult to cultivate later in life. Choosing

books that featubooks that featubooks that featubooks that feature rhymes, songs, & alliteration will re rhymes, songs, & alliteration will re rhymes, songs, & alliteration will re rhymes, songs, & alliteration will

capture your baby’s attention, and his or her ear!capture your baby’s attention, and his or her ear!capture your baby’s attention, and his or her ear!capture your baby’s attention, and his or her ear!


SUGGESTED BOOKS:

• Sheep in a Jeep

by Nancy Shaw

• Clip Clop

by Nicola Smeer

• Rockabye Farm

by Diane Johnston Hamm

• Each Peach Pear Plum

by Janet and Allan Ahlberg

• Jamberry

by Bruce Degen




Music and poetry really help Music and poetry really help Music and poetry really help Music and poetry really help

develop an appreciation fordevelop an appreciation fordevelop an appreciation fordevelop an appreciation for

The sounds of words and The sounds of words and The sounds of words and The sounds of words and

lettersletterslettersletters, as well as the way they , as well as the way they , as well as the way they , as well as the way they

are spoken.are spoken.are spoken.are spoken.

As your child grows older you As your child grows older you As your child grows older you As your child grows older you

will find a plethora of games will find a plethora of games will find a plethora of games will find a plethora of games

that reinforce their sense ofthat reinforce their sense ofthat reinforce their sense ofthat reinforce their sense of

the sounds of individual lethe sounds of individual lethe sounds of individual lethe sounds of individual let-t-t-t-

ters, but a great way to engage ters, but a great way to engage ters, but a great way to engage ters, but a great way to engage

a baby in song is with gesture. a baby in song is with gesture. a baby in song is with gesture. a baby in song is with gesture.

Playing patPlaying patPlaying patPlaying pat----aaaa----cake while cake while cake while cake while

rhyming, or moving your rhyming, or moving your rhyming, or moving your rhyming, or moving your

child’s limbchild’s limbchild’s limbchild’s limbs to the motions of s to the motions of s to the motions of s to the motions of

row, row, row, your boat as row, row, row, your boat as row, row, row, your boat as row, row, row, your boat as

you sing will catch your little you sing will catch your little you sing will catch your little you sing will catch your little

one’s interest early on.one’s interest early on.one’s interest early on.one’s interest early on.

MusicalMusicalMusicalMusical

MemoryMemoryMemoryMemory


MMMMany studies have proven that children’s memories any studies have proven that children’s memories any studies have proven that children’s memories any studies have proven that children’s memories

are enhanced by music, and not just classical are enhanced by music, and not just classical are enhanced by music, and not just classical are enhanced by music, and not just classical

compositions. Find ways to incorcompositions. Find ways to incorcompositions. Find ways to incorcompositions. Find ways to incorporate all kinds of porate all kinds of porate all kinds of porate all kinds of

music into your everyday family life, and feel free to music into your everyday family life, and feel free to music into your everyday family life, and feel free to music into your everyday family life, and feel free to

use music to set the mood or pace for regular use music to set the mood or pace for regular use music to set the mood or pace for regular use music to set the mood or pace for regular

activiactiviactiviactivities in your schedule.ties in your schedule.ties in your schedule.ties in your schedule.

A universal example of this is picking a favorite A universal example of this is picking a favorite A universal example of this is picking a favorite A universal example of this is picking a favorite

lullullullulllllabye that signals bedtime to your child, but you abye that signals bedtime to your child, but you abye that signals bedtime to your child, but you abye that signals bedtime to your child, but you

can also use music to help children transition bcan also use music to help children transition bcan also use music to help children transition bcan also use music to help children transition be-e-e-e-

tween tasks or stay focused during them. tween tasks or stay focused during them. tween tasks or stay focused during them. tween tasks or stay focused during them.

Just about every care provider knows that if they Just about every care provider knows that if they Just about every care provider knows that if they Just about every care provider knows that if they

teach children to sing the cleanup teach children to sing the cleanup teach children to sing the cleanup teach children to sing the cleanup song as every song as every song as every song as every

body pitches in to clear up the play space, not only body pitches in to clear up the play space, not only body pitches in to clear up the play space, not only body pitches in to clear up the play space, not only

do they get better participation from children who do they get better participation from children who do they get better participation from children who do they get better participation from children who

clearly unclearly unclearly unclearly understand how to act out the words of the derstand how to act out the words of the derstand how to act out the words of the derstand how to act out the words of the

song, but this song also helps the children mentally song, but this song also helps the children mentally song, but this song also helps the children mentally song, but this song also helps the children mentally

prepare for the fact that free plaprepare for the fact that free plaprepare for the fact that free plaprepare for the fact that free play is over and a new y is over and a new y is over and a new y is over and a new

activity is going to be starting soon.activity is going to be starting soon.activity is going to be starting soon.activity is going to be starting soon.


SUGGESTED BOOKS:

• Miss Mary Mack and Other

Children's Street Rhymes

by Joanna Cole

• Peanut Butter & Jelly: A Song

by Nadine Bernard Westcott

• Sing a Song of Popcorn

by Beatrice Shenk de Regniers

• Itsy Bitsy Spider or Little Teapot

by Eliza Tripani




Expect to spend much of your Expect to spend much of your Expect to spend much of your Expect to spend much of your

time repeating the same books time repeating the same books time repeating the same books time repeating the same books

and songs over and over with and songs over and over with and songs over and over with and songs over and over with

your child. Repetition is an iyour child. Repetition is an iyour child. Repetition is an iyour child. Repetition is an im-m-m-m-

portant part of their learning portant part of their learning portant part of their learning portant part of their learning

cycle and their delight needs cycle and their delight needs cycle and their delight needs cycle and their delight needs

to overrule your dread ofto overrule your dread ofto overrule your dread ofto overrule your dread of

reading the same story reading the same story reading the same story reading the same story againagainagainagain. . . .

Instead oInstead oInstead oInstead of fighting your child’s f fighting your child’s f fighting your child’s f fighting your child’s

interests look for ways to einterests look for ways to einterests look for ways to einterests look for ways to ex-x-x-x-

pand them. If you are sick of pand them. If you are sick of pand them. If you are sick of pand them. If you are sick of

that pirate ship book, then go that pirate ship book, then go that pirate ship book, then go that pirate ship book, then go

to the library (or the free used to the library (or the free used to the library (or the free used to the library (or the free used

books in our office) and grab books in our office) and grab books in our office) and grab books in our office) and grab

somsomsomsome related reading on tug e related reading on tug e related reading on tug e related reading on tug

boats and steamships, or boats and steamships, or boats and steamships, or boats and steamships, or

maybe other kinds of transport maybe other kinds of transport maybe other kinds of transport maybe other kinds of transport

like cars and planes. Finding like cars and planes. Finding like cars and planes. Finding like cars and planes. Finding

ways fuel your cways fuel your cways fuel your cways fuel your child’s natural hild’s natural hild’s natural hild’s natural

interests helps them become a interests helps them become a interests helps them become a interests helps them become a

curious, lifelong learner. curious, lifelong learner. curious, lifelong learner. curious, lifelong learner.

Documents

F5 early literacy handouts - Inyo County, Californiainyocounty.us/first5/documents/F5earlyliteracyhandouts.pdftheir first 3 months, ... afraid to buzz, moo, or quack afraid to buz