Reading to Children

During Reading

1. Introduce book to small group. You may decide to introduce the book to a small group or even two children at a time who will sit as close as possible in order to see the pictures and to participate. You begin by showing them the book cover, pointing to and saying the title Silly Sally, and asking them what they think the book will be about. If nobody mentions “upside down,” you should say the words and perhaps ask what would Sally look like if she were “right side up.” Turn the cover upside down so they can see. Then read the book slowly all the way through, playing your “word tricks,” but with no child participation during this first reading.
2. Play your word tricks. Your tricks could consist of “dancing” the book when the pig dances, “leaping” the book when the dog plays leapfrog, singing “la-la, la-la” when the loon sings, and snoring when they all fall asleep. When Neddy Buttercup begins his tickling to wake each one, you can reach each child and tickle him. As you might imagine, children love it and will want to have the story repeated.
3. Have children join in. Next time through, read the story as you did before, but pause after each animal’s action and have the children join in when you read: “Silly Sally went to town—dancing backwards upside down.” Another time have the children dance, leap, sing, and fall asleep any way they can while seated. Each time you read, hold the book with the cover either right side up or upside down and ask the listeners which way the cover is and which way Sally is.
4. Use other word tricks. Using word tricks in other books you read may consist of substituting sounds for the words. For example, do a growling sound for the word “growl,” a banging noise for the word “bang,” or say “ah-choo” instead of “sneeze,” etc. If you can’t think of how to make words sound exciting, ask the children.

After Reading

1. Ask simple questions. Ask a few simple questions after the first reading to get them thinking about the story and repeating a few of its words. Which character did they like best? (“Character” may be a new word for them.) Do they remember what the pig did in the story? The dog? How did the characters eventually get to town? Talking about stories after reading them is just as important as the story itself, research tells us. Talking about the characters helps to make them real. Talking about the story helps children to understand the words they are hearing.
2. Use book as lead-in to activities. Use the book as a lead-in to other classroom activities. For instance, with Silly Sally some children may want to walk on their hands or do somersaults (with your assistance) on a mat in the large motor area. Others may want to do easel painting in yellow and purple about Sally and her adventures. Others may want to play with cut-out characters (see CHARACTER CUT-OUTS) on a road they build in the block center. Be sure to put the book out for the children to look at in whatever center they are using at the time. Silly Sally is a funny book.