A Guide to Family Literacy Nights: Building Early Literacy Skills with Family Involvement

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1 A Guide to Family Literacy Nights: Building Early Literacy Skills with Family Involvement Heather Brenner Amanda Perez Ana Laura Pompa Traci Smith Early Reading First Community Action, Inc. San Marcos, Texas

2 Contents Introduction 3 Purpose of Early Reading First Programs 4 Step Up for Literacy-Early Reading First Program 5 San Marcos, Texas Family Literacy Nights 6 Frequently Asked Questions? 7 Tips to Consider When Planning a Family Literacy Night 8 Tips for a Family Literacy Night on a Budget! 9 Tips for Family Involvement 10 Helpful Websites 11 Activities for the development of Oral Language, 12 Phonological Awareness, Print Awareness, & Alphabetic Knowledge Appendix A: Bookmarks 49 Appendix B: Example of Family Literacy Night Flyer 50 Appendix C: Reading Tips for Parents 51 Appendix D: Activities & Books Spreadsheet 52 Appendix E: Bibliography 56 Appendix F: Websites 57 2

3 Introduction This guide is a product of Community Action, Inc. s Step Up for Literacy-Early Reading First (ERF) program in San Marcos, Texas. Family literacy specialists created and compiled skill-based literacy activities to use during family literacy nights, which served to promote and support family involvement. The literacy activities in this guide are geared toward children ages 3 to 5 and can be incorporated into a family literacy program in early childhood centers or schools. Users of this guide will find a history of the Step Up for Literacy (ERF) program including it s main goal as well as detailed descriptions of skill-based activities with corresponding handouts. All or parts of the guide may be used as necessary by individual programs. This guide could be particularly helpful to teaching staff, parents, family support workers, and program administrators who seek to build on or fortify home-school connections designed to strengthen language and literacy skills in children. Objectives for this guide include: To provide a description of the goals of the Early Reading First programs as provided by the U.S. Department of Education. To give specific information regarding the Step Up for Literacy-Early Reading First Program in San Marcos, Texas, to include its model and main goal. To provide a description of the family literacy night program as implemented by CAI s Step Up for Literacy-ERF family literacy specialists. To provide tips for hosting family literacy nights, including considerations for implementation on a budget. To provide detailed literacy activities based on the development of oral language, phonological awareness, print awareness, and alphabetic knowledge with corresponding handouts that encourage parent involvement and expand parent knowledge. To provide additional resources for the inclusion of family literacy nights in child development centers or schools. 3

4 Purpose of Early Reading First Programs Early Reading First is a nationwide effort by the U.S. Department of Education to create early childhood centers of excellence that prepare young children to enter kindergarten with the necessary language, cognitive, and early reading skills for learning success. The programs enhance young children s language and cognitive development by providing high quality instruction and ongoing professional development based on scientifically based research. According to the U.S. Department of Education, the specific purposes of the Early Reading First Programs are as follows: To support local efforts to enhance the early language, literacy, and early reading development of preschool age children, particulary those from low-income families, through strategies and professional development that are based on scientifically based research. To provide preschool age children with cognitive learning opportunities in high-quality langauge and literature-rich environments so that they can attain the fundamental knowledge and skills necessary for optimal reading development in kindergarten and beyond. To demonstrate language and literacy activities based on scientifically based research that supports the age-appropriate development of -oral language (vocabulary development, expressive language, and listening comprehension) -phonological awareness (rhyming, blending, and segmenting) -print awareness; and -alphabet knowledge (letter recognition). To use screening assessments to effectively identify preschool age children who will be at risk for reading failure. Source: 4

5 Step Up for Literacy-Early Reading First Program San Marcos, Texas In December of 2002, Community Action Incorporated (CAI) of Hays, Blanco, and Caldwell counties was awarded 4.3 million dollars by the Department of Education under the Early Reading First Initiative. The main goal of CAI s Step Up for Literacy-Early Reading First Program was to create centers of excellence by empowering teachers and families to help children learn to love books and develop language rich communication. In order to accomplish the main goal, the following three elements were incorporated: Teacher Support -C.I.R.C.L.E. techniques of Dr. Susan Landry/University of Texas Health Science Center at Houston -High Scope principles -Developmental Learning Materials (DLM) curriculum -Literacy mentors & literacy mentor assistants -Classrooms saturated with literacy materials and books -Professional conferences, on-going training, and development Family Support -Family Literacy Specialists & home based literacy activities -Homes filled with literacy materials and books -Monthly family literacy nights -Field trips -ESL classes & school-based internships -Mental health consultants -Parent workshops Staff/Family Resources -Website (www.erf-communityactioninc.org.) -Distance learning room (20 computers with capability for live transmittal) -Resource room -Professional, parenting, and children s books (over 1000 titles in English & Spanish) -Teacher resource books with tapes (big books and class sets) -Computers with scanners and high-tech printers -Laminators -Die-cut machines with 300 designs -Book binding machines -Sewing machines and sticker making machines -Various materials for literacy use (construction paper, makers, glue, pencils, etc.) 5

6 Family Literacy Nights Family Literacy Nights in San Marcos, Texas Embracing the philosophy that parents are the most important teachers in their children s lives, the Early Reading First program and CAI hosts a monthly family literacy night at each of the three designated sites. The two Head Start centers host family literacy nights in conjunction with their parent meetings. Each site selects a standing weekday each month to host the event (e.g., third Thursday of each month). The duration of the family literacy nights varies depending on the site s needs and group dynamics but typically run for about one hour. Hosting family literacy nights enables the program to support the entire family, foster a sense of community, and build a partnership between families and schools (see Appendix B for itinerary flyer). The events begin with dinner at each of the sites. Families are encouraged to join and meet other families during dinner in order to foster a sense of community. Following dinner, families are then given a brief explanation of the activity and how it helps develop the skill selected. Each family is also given a book that coordinates with the activity, a bookmark, and any additional information. Families are then encouraged to read the book and finish the activity with their children. How are activities and books chosen? The activities are based on age appropriate pre-literacy skills and are not theme based. Early Reading First programs have specific areas that are targeted to prepare children with the necessary language, cognitive, and early reading skills necessary for learning success. The activities selected reflect the enhancement of those skills (i.e., oral language, phonological awareness, print awareness, & alphabet knowledge). The books selected coincide with the activities and are often pre-selected classic children s books (e.g., Chicka, Chicka, Boom, Boom). Lists of recommended books and activities are provided in various sections of this guide. 6

7 Family Literacy Nights Frequently Asked Questions??? How often are family literacy nights hosted? Once a month. How do you inform families? We send flyers home. See our example flyer in appendix B. What time do they usually start? At 6:00 p.m. How long do they last? For 1 hour. How do you pick the activities and books? The activities are based on age appropriate pre-literacy skills and are not theme based. ERF programs have specific areas that are targeted to prepare children with the necessary language, cognitive, & early reading skills necessary for learning success. Our activities starting on page 12! How many books do you give away? 1 book per family. How many activities do you give away? Depending on the size of the family we usually bring extra activities in order to give one per child. What else do you give away? Bookmarks with great and simple information also found in the back of this guide on page 49 available in English & Spanish! Do you keep parents and children in the same room the entire time? Yes and no. If there is a small number of people and the literacy activity can be explained without having to yell then everyone stays in the same room. We usually separate the children and parents for about 5 to 10 minutes while we explain the activity to the parents. What are the children doing when they are separated from their parents? The children are in another room singing songs, playing games, or listening to a book. Do you serve dinner? Yes, we do. It helps our families spend more time together and they don t have to worry about the dishes when they get home. 7

8 Things to Consider When Planning a Family Literacy Night 1. Get an estimated number of people attending by sending home flyers and requesting a response from parents. This information helps to gage the number of attendees. Ask parents as they pick up their children if they are attending. 2. Watch the clock, don t let the literacy night run longer then one hour and keep them moving! 3. Activities should be simple and easy to complete within a few minutes. Projects should keep children interested and parents engaged in conversation even once the activity is finished. 4. Pick a day in the middle of the week giving you enough time to remind parents. Fridays and Mondays are usually not a good choice. 5. Post the date of your literacy night on the school s marquee. 6. Offering childcare for younger siblings helps parents have less distractions and more time to engage in the activity with the targeted child. 7. Providing a light meal is a great incentive for families to attend. Sandwiches and carrots are usually a favorite. Potluck dinners are a great idea depending on the size of your center. Simple finger foods or a dessert potluck are also excellent ideas. 8. Extra staff and volunteers are always great to have around just in case! 9. Location depends a lot on the size of your center or school. Cafeterias can hold a lot of people but can get loud and may not be conducive to reading aloud. School libraries or classrooms provide more friendly settings but can only hold a limited amount of people. 10. Display books, completed activities, and pictures of the event on a centrally located school bulletin board in a hallway to encourage new families. 8

9 Tips for Family Literacy Nights on a Budget! 1. Use free internet resources! 2. Potluck dinners. 3. Use community resources (e.g., librarian). 4. Have a bake sale with help from parents to raise money for literacy nights. 5. Ask for contributions/donations from parent organizations or community businesses. 6. Discounts on give away books by joining Scholastic s Literacy Partners Program. 7. Make copies of reproducible mini-books. 8. Keep activities simple and utilize materials already in the classroom or staff/resource room. 9

10 Tips for Family Involvement 1. Make a friendly phone call to parents and personally invite them to the literacy night. 2. Host an open house at your center and have a display of a family literacy night with pictures. 3. Try to work in collaboration with other parent meetings when parents are likely to be at the center already (e.g., PTO or Head Start parent meetings). 4. Incentives work really well with parents (e.g., door prizes or food). 5. Provide support by offering childcare. 6. Be sure to pick a time that does not interfere with parents schedules (e.g., work, community activities, or religious functions). 7. Be culturally sensitive to needs of families and community (e.g., providing books in native language, translators, etc.). 8. Distribute comment cards giving parents the opportunity to voice their likes and dislikes relating to literacy nights. 9. Encourage parents to volunteer and help host a family literacy night. 10

11 Helpful Websites * Jan Brett s homepage offers tons of games involving reading and math for different ages at * All you ever wanted to know about teaching the alphabet, math, phonics, and reading. * Home of the internet s largest collection of children s song and nursery rhymes from around the world. * Hubbard s cupboard is a fantastic website for early childhood educators and parents. * Need ideas for your next family night? * Resources for Language Arts and Reading Research. * DLTK s educational activities for children, suitable for toddlers and preschoolers. * Colorín Colorado provides information and activities for educators and Spanish-speaking families of English language learners (ELLs). * Free publications! Helpful and informative. 11

12 Family Literacy Night Activities Open-ended Questions...13 Reading with Wordless Books...14 Sharing Home Remedies...15 My Family...15 Retelling a Story...16 Story Cans or Boxes...23 Let s Sing Nursery Rhymes...24 Rhyming Songs...29 Let s Get Moving!...30 Fingerplays...31 Matching Rhyming Words...35 Create-a-Fish Book...37 Make an Environmental Print I Can Read Book...38 Author Night...40 Making a Book About Visiting the Dentist...41 Math and Literacy...43 Counting Cards Create a Memory Game...46 Letter Seed Collage...47 Cereal Letter Collage

13 Skills addressed: Oral language & print awareness Materials Needed: A book (see books below) Activity: Open-Ended Questions Instructions: 1. First define what an open-ended question is. It is a question that requires more then a yes or no response and allows the child to use their own experiences and thoughts to answer the questions. 2. Remind parents to ask open-ended questions before and during the story but not to ask so many questions that the flow of the story is interrupted. Tell them a good rule of thumb is one question per 3-4 pages. 3. Read a book aloud to parents and children demonstrating open-ended questions. 4. Distribute books and encourage parents to read aloud with their children while asking open-ended questions. Extra Ideas: Introduce the important concept of book knowledge, which we refer to as print awareness. Explain to parents the importance of children becoming familiar with books. Here are a few tips to include in your discussion about book knowledge; Discuss the front of the book, back of the book, and a spine which holds the book together. Discuss the author and illustrator of the book (e.g., one writes words and one draws pictures). Move finger under the words while reading to build print awareness as children start to realize the lines represent words and we read from left to right. Let the child choose the book and have a quiet place to read without distractions. Create a reading routine and read to your child everyday for at least a few minutes. Recommended Books: Click, Clack, Moo Cows That Type by Doreen Cronin Giggle, Giggle, Quack by Doreen Cronin Where s My Teddy? by Jez Alborough Margarita and Margaret by Lynn Reiser A Cat and a Dog by Clare Masurel & Bob Kolar I Went Walking by Sue Williams Big Red Barn by Margaret Wise Brown Goodnight Moon By Margaret Wise Brown Spanish Books: Clic, clac, muu: Vacas escritoras por Doreen Cronin Jajá, jijí, cuac por Doreen Cronin Dónde ésta mi osito? por Jez Alborough Margarita y Margaret por Lynn Reiser Un gato y un perro por Clare Masurel y Bob Kolar Salí de paseo por Sue Williams El gran granero rojo por Margaret Wise Brown Buenas noches, luna por Margaret Wise Brown 13

14 Skills addressed: Oral language Materials needed: A wordless book (see books below) Instructions: 1. Distribute the selected book or books. Activity: Reading with Wordless Books 2. Encourage parents to look at the book with their child while taking the time to carefully describe the pictures and sequence of the story. The child should also be providing details about the story. This is a great time to use open-ended questions and to ask the child to predict what will happen next in the story. 3. Be sure that parents take the opportunity to introduce new words to their child. 4. After looking at the book, parents can encourage their child to retell the story. Recommended Books: Do You Want to be My Friend? by Eric Carle Pancakes for Breakfast by Tomie DePaola Hug by Jez Albrough Goodnight, Gorilla by Peggy Rathmann Polar Slumber by Dennis Rockhill School by Emily Arnold McCully 1,2,3 to the Zoo by Eric Carle Spanish Books: Buenas noches, gorila por Peggy Rathmann Sueño polar por Dennis Rockhill 14

15 Activity: Sharing Home Remedies Skill addressed: Oral language Materials needed: My Nana s Remedies/Los remedies de mi nana by Roni Capin Rivera-Ashford Construction paper Crayons or markers Pens Instructions: 1. Read book aloud. 2. Encourage discussion about home remedies done at home between parents and children. 3. Distribute construction paper and have families write down their home remedies. 4. Assist children in drawing pictures of the home remedies (e.g., girl drinking rosemary tea for stomachache). 5. Make copies for families to share their remedies with each other. Be sure to tell families that your center or school does not endorse the remedies shared in anyway. Extra Ideas: Serve chamomile or rosemary teas with cookies after reading and sharing remedies. Skill addressed: Oral language Activity: My Family Materials needed: A book (see books below) Construction paper Crayons or markers Pens Instructions: 1. Read selected book aloud. 2. Encourage discussion about family characteristics and history between parents and children (e.g., family traditions). 3. Distribute construction paper and have families write down their family histories. 4. Encourage parents and children to draw pictures of their family history. Recommended Books: In My Family/En mi familia by Carmen Lomas Garza Family Pictures/Cuadros de familia by Carmen Lomas Garza 15

16 Skills addressed: Oral language & print awareness Materials needed: A book (see books below) Clip art pictures (see pgs ) Cardstock Yarn or string Hole puncher Activity: Retelling a Story Instructions: 1. Read a selected book from the list to families and children. 2. Distribute hole punchers and have parents punch holes in the clip art squares (the holes may be pre- punched). 3. Encourage parents to help their child string the clipart squares onto the yarn to retell the sequence of events in the book. It s always a good idea to have the words printed on the clipart to encourage print awareness. Extra Idea: You can also make a book using the hungry caterpillar clip art pictures on pages Remember to include a title and an author. Be imaginative and create your own story! Recommended Books: Today is Monday by Eric Carle The Very Hungry Caterpillar by Eric Carle The Napping House by Audrey Wood & Bruce Wood The Mitten by Jan Brett Spanish Books: La oruga muy hambriente por Eric Carle La casa adormecida por Audrey Wood y Bruce Wood El mitón por Jan Brett 16

17 String Beans Spaghetti Soup Roast Beef Fish Ice Cream Chicken Retelling a Story- Today is Monday Handout 17

18 The Very Hungry Caterpillar Activity-Handout 18

19 The Very Hungry Caterpillar Activity-Handout 19

20 The Very Hungry Caterpillar Activity-Handout 20

21 Source: Source: The Mitten Activity-Handout 21

22 Source: The Mitten Activity-Handout 22

23 Activity: Story Cans or Boxes Skill addressed: Oral language Materials needed: Shoe boxes or other small boxes Objects to use as characters (e.g., plastic animals, action figures) Props for the setting (e.g., rock, paper folded into a house) Background cloth or colored construction paper Instructions: 1. Collect shoe boxes or other kinds of boxes before the meeting night. 2. Ask parents to bring a box, if you did not collect enough, and plastic animals or action figures from home to the meeting night. 3. Model for parents how to tell a short story with their child. Talk about how they can use objects they find around their house to act as the characters and setting for the story. Remember to have at least two characters and a problem-resolution storyline. Inventive songs, chants, and rhymes all help bring the story to life. 4. After you have selected at least two animals or action figures to act as the characters for the story. Also choose a background cloth or piece of construction paper to act as the setting for the story. You can also choose an object such as a rock, toy boat, or toy tree to add as a prop in the story. As you begin to model the story, invite the adults and children to help you think of names for the characters as well as where the characters might live. 5. Continue to encourage the children and adults to help you think of something that could happen to the characters and how they might solve this problem. 6. Remind the parents that the story should be short and simple. Encourage them to get their child s input about the story, so that the child is involved in the story and stays interested. 7. After modeling the story encourage the parents and children to begin their story. Give them time to develop their characters, as well as a background for their setting. 8. If time allows ask for a volunteer to share their story. Encourage the families to find other objects at their house to tell stories with. Explain that this will foster storytelling, sequencing, as well as oral language skills in their child. For more information about story can workshops visit: 23

24 Activity: Let s Sing Nursery Rhymes Skills addressed: Oral language & phonological awareness Materials needed: Copies of traditional songs and rhymes (see pgs ) Instructions: 1. Distribute copies of songs and rhymes to families. 2. Briefly discuss benefits of traditional songs and rhymes (e.g., repetition & increase vocabulary). 3. Sing songs! Be sure to include finger plays and movement. Extra Ideas: Distribute die-cuts of characters in songs and rhymes to use while singing (e.g., Hey Diddle, Diddle Cow & moon die-cut). Recommended Books: The Real Mother Goose by Scholastic Inc. Staff The Real Mother Goose Classic Sing-Along Rhymes by Josie Yee (illustrator) The Real Mother Goose Classic Counting Rhymes By Josie Yee (illustrator) The Bilingual Book of Rhymes, Songs, Stories and Fingerplays by Pam Schiller, et. al. Arroz Con Leche: Popular Songs & Rhymes From Latin America by Lulu Delacre Pío Peep! Traditional Spanish Nursery Rhymes by Alma Flor Ada & F. Isabel Campoy Mamá Goose A Latino Nursery Treasury by Alma Flor Ada & F. Isabel Campoy 24

25 Mary Had a Little Lamb Mary had a little lamb, Little lamb, little lamb. Mary had a little lamb. Its fleece was white as snow. Everywhere that Mary went, Mary went, Mary went, Everywhere that Mary went, The lamb was sure to go. Humpty Dumpty Sat on a Wall Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall; All the king s horses and all the king s men could not put Humpty together again. Little Boy Blue Little Boy Blue, come blow your horn, The sheep are in the meadow, the cow is in the corn. But where is the boy who looks after the sheep? He s under a haystack, fast asleep. Let s Sing Nursery Rhymes Activity Handout 25

26 Hey, Diddle, Diddle Hey, diddle, diddle, The cat and the fiddle. The cow jumped over the moon. The little dog laughed to see such sport, And the dish ran away with the spoon. The Mouse and the Clock Hickory, dickory, dock! The mouse ran up the clock; the clock struck one, and the mouse ran down. Hickory, dickory, dock! Jack and Jill Jack and Jill went up the hill To fetch a pail of water. Jack fell down And broke his crown, And Jill came tumbling after. Let s Sing Nursery Rhymes Activity Handout 26

27 Que llueva, que llueva! Que llueva, que llueva, la vieja está en la cueva. Los pajaritos cantan, las nubes se levantan, Que sí! Que no! Que caiga un chaparrón! Debajo de un botón Debajo de un botón, ton, ton que encontró Martín, tin, tin había un ratón, ton, ton. Ay! qué chiquitín, tin, tin. Caballito Blanco Caballito blanco Sácame de aquí, Llévame hasta el pueblo donde yo nací. -Tengo, tengo, tengo. -Tú no tienes nada. -Tengo tres ovejas en una manada. Una me da leche, otra me da lana, otra mantequilla toda la semana. Let s Sing Songs Activity Handout-Spanish 27

28 Un elefante se balanceaba Un elefante se balanceaba sobre la tela de una araña, como veía que resistía fue a llamar a otro elefante. Dos elefantes se balanceaban sobre la tela de una araña, como veían que resistía fueron a llamar a otro elefante. Tres elefantes.... Cuatro elefantes.... Etc.... Aserrín, aserrán Aserrín, aserrán, los maderos de San Juan piden pan, no les dan. Piden queso, les dan un hueso. Aserrín, aserrán, Piden tortas, sí les dan Se las comen y se van. Arroz con leche Arroz con leche me quiero casar con una señorita de la capital. Que sepa coser, que sepa bailar, que sepa abrir la puerta para ir a jugar. Con ésta sí, con ésta no, con esta señorita me caso yo. Let s Sing Songs Activity Handout-Spanish 28

29 Activity: Rhyming Songs Skills addressed: Oral language, phonological awareness, & print awareness Materials needed: A book (see books below) Copies of rhyming songs Instructions: 1. Distribute copies of selected songs (all songs found inside books). 2. Introduce the parents and children to selected songs by singing it together. 3. Read selected books that go along with songs and encourage the families to sing the words as you read the book. 4. Explain to the parents that rhyming songs help children learn to play with language. Songs with rhyming patterns make it easier for children to remember and they have more fun. Recommended Books: I m a Little Teapot adapted by Iza Trapani I Know an Old Lady by G. Brian Karas (illustrator) Row, Row, Row Your Boat by Pippa Goodhart Miss Mary Mack adapted by Mary Ann Hoberman The Eensy-Weensy Spider adapted by Mary Ann Hoberman 29

30 Skills addressed: Oral language & print awareness Materials needed: Two books (see books below) Activity: Let s Get Moving! Instructions: 1. Introduce the books selected. Explain to the parents and children that they will be listening to the words of the book and then following the directions given. 2. Be sure to have an extra person helping you model the movements while you read the book aloud. 3. Encourage the families to follow the directions in the book as you read. Recommended Books: Clap your Hands by Lorinda Bryan Cauley From Head to Toe by Eric Carle Do Your Ears Hang Low? adapted by Rachel Lisberg Head, Shoulders, Knees, and Toes by Jill Weber (illustrator) Wheels On The Bus by Sylvie Kantorovitz Wickstrom (illustrator) Spanish Books: Palmas palmitas por Lorinda Bryan Cauley De la cabeza a los pies por Eric Carle 30

31 Activity: Fingerplays Skills addressed: Oral language & phonological awareness Materials needed: Copies of fingerplays (see pgs ) Instructions: 1. Distribute and read the selected songs with the parents and children. 2. Teach them each movement one song at a time. 3. Sing and model fingerplays with families. 4. Encourage parents to sing-along. Recommended Books: WeeSing Children s Songs and Fingerplays by Pamela Beall & Susan Nipp My First Action Rhymes by Lynne Cravath (illustrator) Diez Deditos & Other Play Rhymes and Action Songs from Latin America by José Luis Orozco Lírica Infantil: Latin American Children's Songs, Games and Rhymes (Vol. 1) by José Luis Orozco 31

32 Ten Fingers I have ten fingers (hold up both hands, fingers spread) And they all belong to me, (point to self ) I can make them do things- Would you like to see? I can shut them up tight (make fists) I can open them wide (open hands) I can put them together (place palms together) I can make them all hide (put hands behind back) I can make them jump high (hands over head ) I can make them jump low (touch floor) I can fold them up quietly (fold hands in lap) And hold them just so. Five Fat Peas Five fat peas in a pea pod pressed (children hold hand in a fist) One grew, two grew, so did all the rest. (put thumb and fingers up one by one) They grew and grew (raise hand in the air very slowly) And did not stop, Until one day The pod went POP! Three Little Nickels Three little nickels in a pocketbook new, (hold up three fingers) One bought a peppermint, and then there were two, (bend down one finger) Two Little nickels before the day was done, One bought an ice cream cone, and then there was one (bend down another finger) One little nickel I heard it plainly say, "I'm going into the piggy bank for a rainy day!" Counting Apples Five red apples Hanging on a tree (five fingers held up) The juiciest apples you ever did see! The wind came past And gave an angry frown (shake head and look angry) And one little apple came tumbling down. Four red apples, etc. Fingerplays Handout 32

33 Here is a Beehive Here is the beehive, where are the bees? (clench fist and bring out fingers quickly one by one) Hidden away were nobody sees Watch and you will see them come out of their hives, One, two, three, four, five, Buzz, buzz, buzz. Wee Willie Winkie Wee Willie Winkie runs through the town (pretend to run- stay sitting and move arms ). Upstairs and downstairs in his nightgown. (stand up and sit down) Rapping at the window, crying through the lock (Pretend to knock in air, rub hands over eyes to pretend cry) *Extra Ideas for Wee Willie Winkie 1. Change the rhyme to Wee Willie Winkie using words beginning with the same sound (i.e., alliteration) with children s names (e.g., Silly Super Sally runs through the town). 2. Have the parents make up alliteration words to their child s name (e.g., Joyfully Jumping Jack). Have the families practice other names using alliteration (e.g., parents or grandparents' names). Encourage child to use their favorite cartoon characters (e.g., Dynamite Delightful Dora). 3. Use rebus chart on page 34 to help with fingerplay. Source: Fingerplays Handout 33

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