A comfortable reading and singing experience inspired by a favorite book.
NAEYC
Areas of Development: Social-Emotional
2.B.01- A girl has...opportunities to engage throughout the day with teaching staff who are attentive and responsive to them...
A girl wants to read a favorite book with a classroom associate. The associate helps her find the book she wants and together they begin to read and sing the words of the book. Earlier, the class had created characters from the book and displayed them on a wall. The associate asks the girl which of the characters she worked on and acknowledges the girl's work on "red bird."
Curriculum Content Areas for Cognitive Development: Early Literacy
2.E.04- A girl has opportunities to: be read to regularly in individualized ways including one-to-one... have access to various types of books, including... books with rhymes... be read the same book on repeated occasions... engage in conversations that help them understand the content of a book... identify the parts of books...
A girl chooses a favorite book to read with a classroom associate. The girl is quite interested in who made the illustrations for the book. The associate explains more than once who wrote the words and who drew the illustrations. The rhyming words in "Brown Bear, Brown Bear" are easily sung by the girl and associate.
Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge
3.G.12- Teachers promote children's engagement and learning... by enhancing and expanding activities that children choose to engage in repeatedly.
The class is quite familiar with "Brown Bear, Brown Bear." The girl and associate reading the book sing the words and refer to a nearby wall where characters from the book that the class created together are displayed.
IELS
9.3-Relationships with Caregivers
Children relate positively to caregivers who work with them.
A girl interacts comfortably with a range of familiar caregivers... and...accepts guidance...from a range of familiar caregivers.
A girl asks a classroom associate to read a favorite book with her. The girl looks through several books in the reading center without finding what she is looking for. The associate asks which book she would like and when the girl replies, "Brown Bear, Brown Bear" the associate directs the girl's attention to a different part of the center where she finds the book. The girl then brings the book to the associate, climbs into her lap and they begin to read the book together and look at class-made characters from the book displayed on a nearby wall.
10.2-Early Literacy
Children engage in early reading experiences.
A girl shows an interest and enjoyment in listening to books and attempts to read familiar books... displays book handling knowledge...and demonstrates comprehension of a book.
A girl reading "Brown Bear, Brown Bear" with a classroom associate is very attentive to the illustrations in the book. She looks to a nearby wall where the child-made characters from the book are displayed. She helps the associate turn the pages and she sings the words of the book with the associate.
12.2-Music, Rhythm, and Movement
Children participate in a variety of music and movement experiences.
A girl participates in a variety of musical and rhythmic experiences, including singing...
A girl wants to read "Brown Bear, Brown Bear" with a classroom associate. They sing the words of the book as the girl makes connections between the illustrations in the book and the class-made characters on a nearby wall.
IQPPS
Areas of Development: Social-Emotional
2.12- A girl has...opportunities to engage throughout the day with teaching staff who are attentive and responsive to them...
A girl wants to read a favorite book with a classroom associate. The associate helps her find the book she wants and together they begin to read and sing the words of the book. Earlier, the class had created characters from the book and displayed them on a wall. The associate asks the girl which of the characters she worked on and acknowledges the girl's work on "red bird."
Curriculum Content Areas for Cognitive Development: Early Literacy
2.20- A girl has opportunities to: be read to regularly in individualized ways including one-to-one... have access to various types of books, including... books with rhymes... be read the same book on repeated occasions... engage in conversations that help them understand the content of a book... identify the parts of books...
A girl chooses a favorite book to read with a classroom associate. The girl is quite interested in who made the illustrations for the book. The associate explains more than once who wrote the words and who drew the illustrations. The rhyming words in "Brown Bear, Brown Bear" are easily sung by the girl and associate.
Using Instruction to Deepen Children's Understanding and Build Their Skills and Knowledge
3.19- Teachers promote children's engagement and learning... by enhancing and expanding activities that children choose to engage in repeatedly.
The class is quite familiar with "Brown Bear, Brown Bear." The girl and associate reading the book sing the words and refer to a nearby wall where characters from the book that the class created together are displayed.
HSPS
1304.21(a)(4)(iv) – A classroom associate supports emerging literacy…development through materials and activities according to the developmental level of each child.
A girl chooses a favorite book to read with a classroom associate. The girl is quite interested in who made the illustrations for the book. The associate explains more than once who wrote the words and who drew the illustrations. The rhyming words in "Brown Bear, Brown Bear" are easily sung by the girl and associate.
1304.21(c)(1)(iv) – A classroom associate ensures that the program environment helps children develop emotional security and facility in social relationships as she reads one-on-one with a child.
A girl asks a classroom associate to read a favorite book with her. The girl then brings the book to the associate, climbs into her lap and they begin to read the book together and look at class-made characters from the book displayed on a nearby wall.
HSCOF
Language Development
Listening and Understanding
- Demonstrates increasing ability to attend to and understand conversations, stories, songs, and poems.
Speaking and Communicating
- Develops increasing abilities to understand and use language to communicate information, experiences, ideas, feelings, opinions, needs, questions, and for other varied purposes
- Progresses in abilities to initiate and respond appropriately in conversation and discussions with peers and adults.
- Uses an increasingly complex and varied spoken vocabulary.
Literacy
Phonological Awareness
- Shows increasing ability to discriminate and identify sounds in spoken language.
- Progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories, and poems.
- Shows growing ability to hear and discriminate separate syllables in words
Book Knowledge and Appreciation
- Shows growing interest and involvement in listening to and discussing a variety of fiction and non-fiction books and poetry.
- Shows growing interest in reading-related activities, such as asking to have a favorite book read; choosing to look at books; drawing pictures based on stories; asking to take books home; going to the library; and engaging in pretend-reading with other children.
- Demonstrates progress in abilities to retell and dictate stories from books and experiences; to act out stories in dramatic play; and to predict what will happen next in a story
- Progresses in learning how to handle and care for books; knowing to view one page at a time in sequence from front to back; and understanding that a book has a title, author and illustrator.
Print Awareness and Concepts
- Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and memos
- Demonstrates increasing awareness of concepts of print, such as that reading in English moves from top to bottom and from left to right, that speech can be written down, and that print conveys a message.
- Shows progress in recognizing the association between spoken and written words by following print as it is read aloud.
- Recognizes a word as a unit of print, or awareness that letters are grouped to form words and that words are separated by spaces.
Creative Arts
Music
- Participates with increasing interest and enjoyment in a variety of music activities, including listening, singing, finger plays, games, and performances
Social and Emotional Development
Social Relationships
- Demonstrates increasing comfort in talking with and accepting guidance and directions from a range of familiar adults