18
Slide 1 1 Tell Me More, Tell Me More Tell Me More Notes Tab: The notes tab contains the audio script for each slide. Tell Me More; Tell Me More - Stories and Listening. Before we get started, please note the slide titles to the left of the screen. You can use this area if you need to go back to review a slide. At the bottom of your screen, you will find the "player controls" you can use these buttons to pause the slide at any point. After you have watched each slide, you will need to click the button on the right of the player control advance to the next slide.

Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

  • Upload
    hatram

  • View
    255

  • Download
    6

Embed Size (px)

Citation preview

Page 1: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 1

1

Tell Me More, Tell Me More

Tell Me More

Notes Tab: The notes tab contains the audio script for each slide.

Tell Me More; Tell Me More - Stories and Listening. Before we get started, please note the slide titles to the left of the screen. You can use this area if you need to go back to review a slide. At the bottom of your screen, you will find the "player controls" you can use these buttons to pause the slide at any point. After you have watched each slide, you will need to click the button on the right of the player control advance to the next slide.

Page 2: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 2

Power Point Download Directions

• From the “Attachment” link at the top of the page

• Download and print or save the document “Tell Me

More Power Point”

• Pause presentation while you are downloading file.

• Click on the “OK” button or the “x” in your

attachment panel to close the attachment list.

Tell Me More, Tell Me More

If you would like to print out a copy of the power point presentation that we will be using for this lesson, please download and print it now. In the top right corner of your screen is the word “attachments.” Click on the word attachments, download, and print or save the document titled “Tell Me More Power Point.” Pause the presentation while you get the document. Once you download the document, click on the “OK” button or the “x” to close the attachment panel.

Page 3: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 3

3

Tell Me More, Tell Me More

Video Welcome

Welcome to Tell Me More, Tell Me More, a lesson that will guide you through telling stories to your child. Children delight in hearing the same story over and over. Hearing the same story again and again will help your child become familiar with words, phrases, and sayings. Storytelling is simply a way of making something a fun, interesting, and enjoyable experience for your child. Children let you know that they want you to “tell me more” by getting excited to hear the same story again and again. Phrases such as “once upon a time” becomes clues that let your child know she is about to hear a story. The more your child hears a story she likes, the more she will vocalize and use gestures to get you to tell the story again.

Page 4: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 4

4

Tell Me More, Tell Me More Story Telling

Storytelling with infants involves short “stories” or phrases that are very repetitive. They can be made-up stories like telling your child about coming home from the hospital or stories you read from a book. The best storytelling includes exaggerated facial and body movements and highly expressive sounds and words that bring the story to life! Ham it up. Your child will love it.

Page 5: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 5

5

Tell Me More, Tell Me More

Familiar Interesting

Simple Repetitive

STAR = Your Child

Ideas for Stories

Here are some ideas for introducing storytelling to your child: Pick a story about something familiar and interesting to your child, like family members, pets, favorite foods, or toys. Keep the story simple, short, and repetitive. Your child’s first stories should be only about three or four sentences. Make your child the star of the story! Make up stories about your child, and when using a book to tell a story, pretend the story is about her.

Page 6: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 6

6

Tell Me More, Tell Me More

Funny Gestures

Silly Voices

Exaggerated Facial

Expressions

Make it Entertaining

Use funny gestures, silly voices, and exaggerated facial expressions when telling the story. Make the story entertaining. Look for signs that your child wants you to tell her the story again. Any time your child seems to want to hear the story again, say, “Do you want me to tell you the story again?” Repeat the story as many times as your child seems interested.

Page 7: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 7

7

Tell Me More, Tell Me More Encouraging Your Child

Encourage your child to become part of the storytelling. Ask simple questions and answer them for the child. Such as, “Did you like the story about Nia? You are a superstar Nia!” Your child does not need to understand the story to be part of the storytelling. The idea is to use storytelling to make “talking” and listening fun, and for your child to hear the same words and phrases repeatedly.

Page 8: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 8

8

Tell Me More, Tell Me More Did it work?

You can see how your storytelling is working by observing how your child responds to you and your story. Does your child get excited when you are about to tell a story? Is your child especially attentive to the words and your movements? Does your child vocalize as part of hearing the story? Now let’s watch some videos that will tell us more about storytelling and demonstrate how you can do this at home.

Page 9: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 9

9

Tell Me More, Tell Me More

Weaving Wonderful Tales Video

Video: Copyright 2009 – Center for Early Literacy Learning

Weaving wonderful tales, toddlers becoming storytellers. It’s exciting to find that time honored and beloved early childhood activity the shared reading of storybooks can, with a bit of tweaking, become a more powerful promoter of early language development. When a child participates in shared reading time with adults, she can learn how to shift from simply listening to becoming an enthusiastic storyteller. What is shared reading? Shared reading is an interactive style of adult-child reading. During a typical shared book reading activity an adult reads while the child listens. In shared reading the child is taught to gradually become the storyteller. You can promote language development and early literacy skills of 2 and 3 year olds by following the simple guidelines outlined in this presentation. So let’s get started. Focus on your child’s interests. For example, choose something that is interesting to read to your child or better yet, let him make the choice. [Parent: Which book would you like to read? Those two, rainbow and trucks, yea!] The best shared reading times are when you ask your child what, why and how questions to get her to elaborate or tell more about the story. Then repeat your child’s answers. For example, asking “what is the little boy doing in the park?” or “why did he bring the ball to the park?” [Parent: She’ll probably ask you for a toy and you’ll have to find your rubber ducky. What does she find in there? Child: A rubber ducky! Parent: She found the rubber ducky! She did. What is the pig doing? Child: Um, putting a lot of bubbles in the bathtub. Parent: He’s putting a lot of bubbles in there.] Be patient, but offer help when needed. It’s ok to offer help if your child doesn’t know the answer. Answer it for him and have him repeat the answer back to you. A good rule of thumb is to count to ten before offering help. [Parent: And what is carrying the broken car? Child: Picture, broken car. Broken car. Parent: Does the tow truck carry a broken car? Child: tow truck does carry the broken car. Parent: Yeah.] Show your interest by following your child’s answer to a question with another question. Like, yes he does have a ball in his hand, what do you think he will do with the ball? This promotes your child’s participation during shared reading.

Page 10: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

[Parent: This is little five. Little five lives in a house of five. It has five rooms. Do you see the little chicks? What do you think they’re doing? Child: they’re digging in the woods. Parent: Digging in the woods? Child: Digging in the dirt. Parent: Digging in the dirt. What do you think that they’ll find there? Child: They’ll find, find rocks. Parent: How are they going to get the rocks? Child: To bring them to mama. Parent: You think they’re going to bring them to mama?] Showing your support and enthusiasm in ways such as praise, encouragement, smiles, laughter and fun makes for more active child participation. [Parent: Crabsy’s, Is he walking like a crab? Child: Uh-ha. Parent: Can you walk like a crab? (Laughter) He takes off his shoes…] Again, guidelines to following shared reading are focused on your child’s interests. Ask lots of what, why and how questions and repeat your child’s answers. Be patient but offer help when needed. Show interest by following your child’s answers to a question with another question. Praise, encourage, smile, laugh and have fun! Now you know the guidelines to follow in shared reading. Here’s an example of a shared reading experience. [Parent: Stella, which book do you want to read today? Child: This one. Parent: This one. The Very Hungry Caterpillar. What came out of the egg? What is that? Child: Caterpillar. Parent: Caterpillar that’s right. On Wednesday he ate through 3 plums but he was still hungry. What are these Stella? Do you know what these red berries are? What are they called? Strawberries! On Thursday he ate through 4 strawberries. One ice cream cone, one pickle. Child: I like ice cream cones mom! Parent: You like ice cream cones. What kind is your favorite Stella? Child: I like orange. Parent: You like orange ice cream cones. One slice of salami, one lollipop, one piece of cherry pie. Child: I like lollipops! Parent: You like lollipops. Mmm, that sounds good! What color is this lollipop? What color? Child: Blue! Slide. Parent: Slide that’s right, she’s going down the slide. Can you say going down the slide? Child: Going down the slide. Parent: Good!] Did you see the guidelines to shared reading? Let’s watch that interaction again, this time identifying the guidelines used. [Parent: Stella, which book do you want to read today? Child: This one. Parent: This one. The Very Hungry Caterpillar. What came out of the egg? What is that? Child: Caterpillar. Parent: Caterpillar that’s right. On Wednesday he ate through 3 plums but he was still hungry. What are these Stella? Do you know what these red berries are? What are they called? Strawberries! On Thursday he ate through 4 strawberries. One ice cream cone, one pickle. Child: I like ice cream cones mom! Parent: You like ice cream cones. What kind is your favorite Stella? Child: I like orange. Parent: You like orange ice cream cones. One slice of salami, one lollipop, one piece of cherry pie. Child: I like lollipops! Parent: You like lollipops. Mmm, that sounds good! What color is this lollipop? What color? Child: Blue! Slide. Parent: Slide that’s right, she’s going down the slide. Can you say going down the slide? Child: Going down the slide. Parent: Good!] Shared reading is important to do frequently with your child in order to help your child become a better storyteller. Shared reading is most effective for 2 and 3 year olds when you provide repeated opportunities to read the same story over and over or read different stories that hold your child’s interest. Parents or pre-school teachers can use shared reading with their toddlers, with one child or several. Remember to be patient, giving your child or children time to respond to your questions. That’s all there is to it. Use the shared reading technique anytime you and your little one share a book. And remember, have fun!

Page 11: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 10

10

Tell Me More, Tell Me More

Ready, Set, Read Video

Video: Copyright 2009 – Center for Early Literacy Learning

Ready, Set Read early literacy learning for preschoolers. It’s exciting to know that a favorite childhood activity, the shared reading of story books can, with a bit of tweaking, become a more powerful promoter of early literacy skills. When a child becomes an active part of story time, she can shift from simply listening to become an enthusiastic story teller. Shared reading is an interactive style of adult-child reading where the child gradually becomes the story teller by taking an active role in the reading activity. This presentation shows simple, but powerful ways to promote early literacy skills in 4 and 5 year olds. Ready set read builds on the methods that successfully gets 2 and 3 year olds to be beginning storytellers. Let’s recap the guidelines used in shared reading when sharing reading time with 2 and 3 year olds. Focus on your child’s interests. Ask lots of what, why and how questions and repeat your child’s answers. Be patient but offer help when needed. Show interest by following your child’s answers to a question with another question. Praise, encourage, smile, laugh and have fun! Let’s watch as 2 ½ year old Stella and her mom enjoy a shared book reading activity. Notice how Stella and her mom interact in this reading time. This is shared reading. [Parent: Stella, which book do you want to read today? Child: This one. Parent: This one. The Very Hungry Caterpillar. What came out of the egg? What is that? Child: Caterpillar. Parent: Caterpillar that’s right. On Wednesday he ate through 3 plums but he was still hungry. What are these Stella? Do you know what these red berries are? What are they called? Strawberries! On Thursday he ate through 4 strawberries. One ice cream cone, one pickle. Child: I like ice cream cones mom! Parent: You like ice cream cones. What kind is your favorite Stella? Child: I like orange. Parent: You like orange ice cream cones. One slice of salami, one lollipop, one piece of cherry pie. Child: I like lollipops! Parent: You like lollipops. Mmm, that sounds good! What color is this lollipop? What color? Child: Blue! Slide. Parent: Slide that’s right, she’s going down the slide. Can you say going down the slide? Child: Going down the slide. Parent: Good!] For preschoolers the shared reading guidelines expands the reading experience by asking children more specific types of questions that encourage them to elaborate on their story telling leading to a greater level of participation. Specifically, while asking what, why and where questions, you can ask other types of questions to promote your

Page 12: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

child’s elaboration. Asking fill in the blank questions, you can also ask questions that encourage your child to label pictures and objects in the book encouraging further conversation about the story. Ask questions that encourage your child to remember different parts of the story. Ask questions that encourage your child to relate the contents of the story to his own life. Ask questions that encourage your child to respond to the story using his own words. Watch Collin and his mom as they are engaged in shared reading. [Parent: Have you ever had a crocodile ride? Collin: No. Parent: No, what kind of rides have you had? Have you ever ridden on an animal? Collin: Piggy. Back. Rides. Parent: Piggy back rides. And you’ve had piggy back rides on whose back? Collin: Rudy’s, I used to but now he goes to kindergarten. Parent: Rudy’s and now he goes to kindergarten ok. Does he use the tail? Collin: Yes. Parent: What does he do? Collin: He slaps his tail in the water when danger is near. Parent: When danger is near. Where’s his tool belt? Do you have one? Collin: Yes! Parent: You do have a tool belt don’t you. Who gave it to you? Collin: Um, Daddy’s friend. Parent: Yep, you’re right! What tools do you keep in there? Collin: Um, only a tape measure. I haven’t put a lot of tools in there yet. Parent: Uh-ha, you’re deciding what tools to put in there, but you did put in a tape measure. With that tool belt on your hip, you’re going to build a rocket ship! What do you think you could build with the tools in your tool belt? Collin: Um, a truck, a wooden truck. Parent: A wooden truck. So what’s that? Collin: A score. Parent: What color? Collin: Um, orange. Parent: It’s kind of orange. Ok. And who’s the lost one? Which one is the lost one? Collin: A beaver. Parent: A beaver.] Let’s watch Willow and see how her mom uses different types of questions during their shared reading experience. [Parent: What’s the rhyme you have to say to make it work? Willow: Magical locket please listen well, help my friend with a kindly spell. Parent: It was Sable the antelope and she was wearing the most glorious new coat. And horns, she was wearing horns! What do you think Greedy Zebra was thinking? Willow: He needed the coat too. Parent: He wanted that coat too. And where do you think he’s going to go now? Willow: Cave. Parent: He’s going to go to the cave. Did his clothes fit? You think his clothes fit? Willow: Yes. Parent: Then why did they break? Willow: Because he drank some water. Parent: and then what happened to his body? Why would they break? Willow: He got a little bit fatter. Parent: So, ok that’s good. He got fatter. So if you got fatter and fatter and started popping out what would happen to your clothes? Bigger, and bigger and bigger, what would happen? Willow: I would pop out of my clothes! Parent: Like Greedy Zebra? You would end up with stripes. Why didn’t he ask elephant for help? Willow: because he would probably think Randal was silly because he lost his own needle. Parent: you think elephant would think he was silly? That’s why he was nervous. And why couldn’t he get another needle? Do you remember? Willow: because elephant said, that there is only one needle for each animal. Parent: there’s only one. Willow: Mom, in this picture I like the crocodile and the wilder beast. Parent: What do you like about them? Willow: I like the patterns on it and I like his spotted horns and I like how the sun reflects his scales. Parent: the light on the top of the scales there. I do too. I think it’s kind of shimmery.] The goal of shared reading is to enhance your preschoolers early literacy skills. Use these questions as a springboard into turning your child into a storyteller. Asking fill in the blank questions, you can also ask questions that encourage your child to label pictures and objects in the book, encouraging further conversation about the story. Ask questions that encourage your child to remember different parts of the story. Ask questions that encourage your child to relate the contents of the story to his own life. Ask questions that encourage your child to respond to the story using his own words. Here’s Anna and her mother asking these questions during a shared reading activity. Can you spot the different types of shared reading questions? [Parent: and what would the scale do? Do you know? Anna: hold the food and see how heavy it was. Parent: that’s right. And that told Lord Grr how much what? To pay Minnie. Anna: how much money. Parent: that’s right, how much money to pay Minnie. What do you think is inside that cave? Anna: a dragon. Parent: a dragon. Did Lord Grr give Minnie the food? Do you remember what he told her? What did he tell her? Anna: he told her food go away! Parent: that’s right! What else did he say? He said, “food go away!” I what? Do you remember what he said? Anna: I won’t have enough for

Page 13: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

myself. Parent: that’s right. He said I don’t have enough of my own. Then Minnie said, do you remember? Anna: golden grinder. Stop please. Parent: stop Child: and stay. Parent: stop and stay. Good. The grinder stopped making food. Now Anna, if we got a grinder for our house, what would you ask it for? Anna: spaghetti with sauce. Parent: spaghetti and sauce. Would you just ask it for food or would you ask it for other things? Anna: Um, turkey and chicken. Parent: turkey and chicken. Anything else? Anna: and eggs. Parent: and eggs too. For on the floor moaning and groaning was a very gigantic dragon part of the cave had fallen on him. Do not be afraid of me, said the dragon kindly. I am stuck under these big rocks and I need your help. What had trapped the dragon? Anna: Part of his cave fell on him. Parent: yeah, it sure did. Should Minnie be afraid of him? Anna: no, because he’s nice. Parent: and there she is. Who is this? Anna: her aunt? Parent: it’s not her aunt. Do you remember what she? Anna: her grandma. Parent: Her grandma. Do you remember the name she called her in the story? Anna: Nana. Parent: Nana.] Let’s watch that example again, this time identifying the expanded questions. [Parent: and what would the scale do? Do you know? Anna: hold the food and see how heavy it was. Parent: that’s right. And that told Lord Grr how much what? To pay Minnie. Anna: how much money. Parent: that’s right, how much money to pay Minnie. What do you think is inside that cave? Anna: a dragon. Parent: a dragon. Did Lord Grr give Minnie the food? Do you remember what he told her? What did he tell her? Anna: he told her food go away! Parent: that’s right! What else did he say? He said, “food go away!” I what? Do you remember what he said? Anna: I won’t have enough for myself. Parent: that’s right. He said I don’t have enough of my own. Then Minnie said, do you remember? Anna: golden grinder. Stop please. Parent: stop Child: and stay. Parent: stop and stay. Good. The grinder stopped making food. Now Anna, if we got a grinder for our house, what would you ask it for? Anna: spaghetti with sauce. Parent: spaghetti and sauce. Would you just ask it for food or would you ask it for other things? Anna: Um, turkey and chicken. Parent: turkey and chicken. Anything else? Anna: and eggs. Parent: and eggs too. For on the floor moaning and groaning was a very gigantic dragon part of the cave had fallen on him. Do not be afraid of me, said the dragon kindly. I am stuck under these big rocks and I need your help. What had trapped the dragon? Anna: Part of his cave fell on him. Parent: yeah, it sure did. Should Minnie be afraid of him? Anna: no, because he’s nice. Parent: and there she is. Who is this? Anna: her aunt? Parent: it’s not her aunt. Do you remember what she? Anna: her grandma. Parent: Her grandma. Do you remember the name she called her in the story? Anna: Nana. Parent: Nana.] Shared reading is important to do frequently with your child in order to help your young child become a better storyteller. Shared reading is most effective for 4 and 5 year olds. When you provide repeated opportunities to read the same story over and over or read different stories that hold your child’s interests. Both parents and preschool teachers can use shared reading with one child or several. Remember to be patient, giving your child or children time to respond to your questions. Use the shared reading techniques any time you and your preschooler are reading a book. And watch your preschooler turn into a story teller!

Page 14: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 11

11

Tell Me More, Tell Me More

Make up a story about your child.• How is my big girl today? Amanda is so big and

strong! Amanda is sooo, sooo cute!

Pause between each sentence, wait for response.• Looking intently, smiling, babbling, talking, clapping

Ask your child about the story.• You like your story, don’t you?• What was your favorite part?

Things to Try!

Here are some ideas that you can try at home. Make up a story about your child. One example is Amanda’s mother is holding her in her arms in a cuddling position or lying on a blanket, where Amanda can see Mom’s face. Mom starts by asking in an exaggerated tone, “how is my big girl doing today?” and continues in lively Parentese. Parentese refers to the tone of voice, simplified words, phrases and repetitive questions used when talking with children. “Amanda is so big and so, so strong! Amanda is also sooo, sooo cute!” Mom laughs and asks, “You like your story Amanda?” She then repeats the story in a singsong manner with exaggerated facial expressions. Amanda hangs on to every word by listening, smiling, vocalizing, and moving about showing how much she likes her story. Be sure to pause between each sentence and give your child the opportunity to say or do something that helps your child become more and more involved in the story as she hears it. In addition, ask your child about the story, “Does Amanda like her story? What’s your favorite part?”

Page 15: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 12

12

Tell Me More, Tell Me More

• From the “Attachment” link at the top of the page

• Download and print or save the document “Tell Me More Practice Activity”

• Pause presentation while you are downloading file.

• If you are working with an instructor, save completed activity and e-mail it to

your instructor

• Click on the “OK” button or the “x” in your attachment panel to close the

attachment list.

Activity

Let’s practice. Here is a chance for you to try some of the activities we talked about in your home. In the top right corner of your screen is the word “attachments.” Click on the word attachments, download, and print or save the document titled “Tell Me More Practice Activity.” Pause the presentation while you get the document. Once you download the document, click on the “OK” button or the “x” to close the attachment panel. If you are working with an instructor, when you finish the activity, save the completed document and e-mail it to your instructor. If you are doing this as part of an independent study, complete the activity and keep it for future use.

Page 16: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 13

13

Tell Me More, Tell Me More

Story is familiar & interesting

Your child is the STAR!

Repeat, Repeat, Repeat

Encourage child to be part of storytelling

Make “talking” and listening fun

Review

Let’s Review what we have learned about stories and listening today. First, you want to make sure the story is familiar and interesting for your child. Make your child the star of the story. Repeat the story over and over to your child. Encourage your child to be part of the story by asking questions and pausing for your child to respond in between sentences. Most importantly, make talking and listening fun! Use your funny voices and facial gestures to enhance the experience for your child and for you!

Page 17: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 14

14

Tell Me More, Tell Me More

The Tuscarora Intermediate Unit 11 is an equal rights and opportunity educational service agency and will not discriminate on the basis of race, color, national origin, ancestry, sex, disability, age or religion in its activities, educational and vocational programs or employment practices as required by Title VI of the Civil Rights Act of 1964, Title IX of the 1972 Educational Amendments, Section 504 of the Rehabilitation Act of 1973, The Americans with Disabilities Act of 1990 as

amended and the Pennsylvania Human Relations Act of 1955 as amended. For information regarding civil rights or grievance procedures, contact Kathy J. McCool, Equal Rights and Opportunity Coordinator, at Tuscarora Intermediate Unit 11, 2527 US Hwy. 522 South, McVeytown, Pennsylvania, 17051-9717,

Phones: 814-542-2501 or 717-899-7143.

CELLpractices is a publication of the Center for Early Literacy Learning (CELL), funded by the U.S. Department of Education, Office of Special Education Programs (H326B060010). The opinions expressed, however, are those of CELL and not necessarily those of the U.S. Department of Education. Copyright © 2008 by the Orelena Hawks

Puckett Institute, Asheville, North Carolina

• From the “Attachment” link at the top of the page

• Download and print or save the document “Tell Me More Key Points”

• Pause presentation while you are downloading file.

Thank You!

Thank you for participating in Tell Me More, Tell Me More – Stories and Listening. We hope you enjoyed it. If you would like a copy of the “Key Points” from this lesson, click on the attachment link at the top of this page and download and print or save the document “Tell Me More Key Points.”

Page 18: Tell Me More, Tell Me More Tell Me More - Family Literacy Sitefamilyliteracy.tiu11.org/.../0610TellMeMorePPHandout.pdf ·  · 2010-08-25Tell Me More, Tell Me More Tell Me More Notes

Slide 15

PROPERTIESOn passing, 'Finish' button: Goes to URLOn failing, 'Finish' button: Goes to URLAllow user to leave quiz: At any timeUser may view slides after quiz: At any timeUser may attempt quiz: Unlimited times

We would like to know your thoughts concerning these lessons. Your opinions can help us develop and improve lessons in the future. Please take a moment and answer some questions about your online learning experience. After you have answered the questions, click on the “Submit All” button and then the “E-mail” button to send your answers to our team. Thank you in advance for your time. Please fill out this short survey and click the e-mail after you are finished. If you prefer, e-mail your answers to the following questions to the e-mails listed below. • What did you like best about the online lesson? • What changes to this lesson would you recommend? • Which activities or strategies are you planning to try and what do you think will happen? E-mail answers to: [email protected] and [email protected]