My Red Book
February 17th 2012 11:50
General Tutor Notes to accompany all ‘Little Books for Emerging Readers’ (repeated with each book as information for new readers)
1. Each booklet repeats a common word or phrase to give the child practise at recognising that word or phrase.
2. The child makes the booklet and writes her/his name on the cover. This gives the child a sense of ownership.
NB: Cutting out (carefully on the line) and colouring in (carefully and with the correct pencil hold) helps improve fine motor skills.
3. As well as introducing a common word or phrase, the first few booklets
consolidate colours and colour words.
4. The booklets can be used individually or with the corresponding lessons in Phonic Pack 2.
5. Making booklets helps the child realise that the title page is the first page or cover.
6. Discuss with your child the question, “Does the order of the pages matter in this book?”
Let your child experiment to find out.
(In these books the order of the pages does not matter because the pages don’t
have to be in order for a story to progress. In a lot of books your child will be familiar
with, the pages do have to be in a particular order to tell the story)
7. Making a booklet reinforces the knowledge that we read from the front of a book to the back.
Print the above image and use with My Red Book, page 2, and the Tutor Notes for My Red Book.
Printing Instructions
Print the above image and use with My Red Book, page 1, and the Tutor Notes for My Red Book.
Printing Instructions
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
1. Print the two pages for ‘My Red Book’.
2. Ask the child to choose a red pencil and colour in the title words
‘My Red Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the pictures. Which pictures are not coloured red? Using a red pencil, ask the child to colour in the robot and the train.
Discuss – ‘Are you going to colour the train wheels red?’
Hint: Use pencils not felt pens for colouring in. Felt pens are good for
outlining pictures but not good for colouring in.
5. What is odd about the caterpillar? Ask the child to colour in the rest of the caterpillar.
6. Discuss with the child what colour he/she thinks would be a good colour for the parrot’s eye.
7. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of.
8. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
9. Staple the pages into a booklet.
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
10. Ask your child to point to the words as he/she reads the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
11. When the child comes to the last sentence, wait and see if she/he notices
the word ‘red’ is missing.
If she/he does notice it is a good indication that she/he is looking at the
words being read and not just saying them off by heart.
Ask the child to write the word ‘red’ on the lines provided.
12. A beneficial exercise for your child is to look for the word ‘red’ in other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘red’ in it he/she could write ‘red’ on the colour.
13. Present your child with the pile of colour word flashcards and ask her/him to find the word ‘red’.
Extra Interesting Activities for You to Consider:
14. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It is good when your child can do this without referring to the booklet. It is a sign that she/he is actually reading the words.
15. Counting can easily be consolidated using this book:
a. Count how many parts make up the caterpillar’s body.
b. Count how many parts to the robot’s body.
c. How many buttons are there on the coat?
16. Integrate into other Learning Areas -
using the pictures as motivation for discussion and research.
a. Flower: discuss the flowers in your garden, how do plants grow,
why do plants have flowers?
b. Robots: when do we use robots, how do robots work, are they
all the same?
c. Caterpillar: Discuss the life cycle of a butterfly or other insect.
d. Coat: Discuss clothing, why do we wear clothes, when would
we wear a coat like this one (summer, winter?)
e. Parrot: Discuss/ find pictures of birds, where they live, would it
be good to have one for a pet?
f. Train: Go for a ride on a train, play with a toy train set, discuss
train engines.
g. Strawberry: Discuss fruits, how are they good for us, why do
plants have fruit?
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and being interested in the world around her/him.
I have found most young children are very interested in the world/environment around them and have an appetite for knowledge.
The discussions don’t have to be long or go into more detail than the child can absorb – but you will be surprised at what he/she knows already and how interested he/she is in learning more.
Enjoy the journey.
1. Each booklet repeats a common word or phrase to give the child practise at recognising that word or phrase.
2. The child makes the booklet and writes her/his name on the cover. This gives the child a sense of ownership.
NB: Cutting out (carefully on the line) and colouring in (carefully and with the correct pencil hold) helps improve fine motor skills.
3. As well as introducing a common word or phrase, the first few booklets
consolidate colours and colour words.
4. The booklets can be used individually or with the corresponding lessons in Phonic Pack 2.
5. Making booklets helps the child realise that the title page is the first page or cover.
6. Discuss with your child the question, “Does the order of the pages matter in this book?”
Let your child experiment to find out.
(In these books the order of the pages does not matter because the pages don’t
have to be in order for a story to progress. In a lot of books your child will be familiar
with, the pages do have to be in a particular order to tell the story)
7. Making a booklet reinforces the knowledge that we read from the front of a book to the back.
My Red Book - page 1
Print the above image and use with My Red Book, page 2, and the Tutor Notes for My Red Book.
Printing Instructions
My Red Book - page 2
Print the above image and use with My Red Book, page 1, and the Tutor Notes for My Red Book.
Printing Instructions
Tutor Notes for 'My Red Book' - page 1 of 3
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
Tutor Notes for 'My Red Book'
1. Print the two pages for ‘My Red Book’.
2. Ask the child to choose a red pencil and colour in the title words
‘My Red Book’.
3. Ask the child to write her/his name on the appropriate line.
4. Look at the pictures. Which pictures are not coloured red? Using a red pencil, ask the child to colour in the robot and the train.
Discuss – ‘Are you going to colour the train wheels red?’
Hint: Use pencils not felt pens for colouring in. Felt pens are good for
outlining pictures but not good for colouring in.
5. What is odd about the caterpillar? Ask the child to colour in the rest of the caterpillar.
6. Discuss with the child what colour he/she thinks would be a good colour for the parrot’s eye.
7. Ask the child to cut on the straight lines to create the eight pages which will make up the booklet.
NB: Encourage the child to cut out carefully. With practise and concentration he/she should be able to cut on the line.
This will create a booklet your child can be proud of.
8. Let the child decide the order the pages will be in the booklet.
Discuss with the child if it matters which order she/he decides upon – of course the title page has to be first. (Why?)
9. Staple the pages into a booklet.
Tutor Notes for 'My Red Book' - page 2 of 3
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
10. Ask your child to point to the words as he/she reads the sentences.
This:
a. reinforces the left to right eye movement.
b. reinforces the fact that sentences and phrases are made up of words.
c. encourages the child to look at each word, so enhancing word recognition. (Otherwise the child is inclined to ‘parrot’ the sentences and is not learning to recognise the words.)
11. When the child comes to the last sentence, wait and see if she/he notices
the word ‘red’ is missing.
If she/he does notice it is a good indication that she/he is looking at the
words being read and not just saying them off by heart.
Ask the child to write the word ‘red’ on the lines provided.
12. A beneficial exercise for your child is to look for the word ‘red’ in other story books or colour word books.
This is a fun exercise which reinforces recognition of the word and emphasises that the ‘shape’ and spelling of a word remains constant, wherever it is found.
Your child could look through a magazine and when he/she finds a picture with ‘red’ in it he/she could write ‘red’ on the colour.
13. Present your child with the pile of colour word flashcards and ask her/him to find the word ‘red’.
Extra Interesting Activities for You to Consider:
14. Another beneficial exercise for your child is to:
a. Print off a spare booklet.
b. Cut the sentences from the bottom of each page and put them in random order.
c. Encourage your child to match each sentence to the sentence which is the same in the booklet he/she has made.
d. Read the sentence.
Tutor Notes for 'My Red Book' - page 3 of 3
Print the above image and use with 'My Red Book' and the Tutor Notes for 'My Red Book'.
Printing Instructions
When your child is competent with this exercise:
a. Take the sentences, one at a time.
b. Cut them into words.
c. Put the words in jumbled order.
d. Encourage your child to rearrange the words into a sentence.
e. Read the sentence.
NB: If your child needs help, let her/him refer to the little booklet. It is good when your child can do this without referring to the booklet. It is a sign that she/he is actually reading the words.
15. Counting can easily be consolidated using this book:
a. Count how many parts make up the caterpillar’s body.
b. Count how many parts to the robot’s body.
c. How many buttons are there on the coat?
16. Integrate into other Learning Areas -
using the pictures as motivation for discussion and research.
a. Flower: discuss the flowers in your garden, how do plants grow,
why do plants have flowers?
b. Robots: when do we use robots, how do robots work, are they
all the same?
c. Caterpillar: Discuss the life cycle of a butterfly or other insect.
d. Coat: Discuss clothing, why do we wear clothes, when would
we wear a coat like this one (summer, winter?)
e. Parrot: Discuss/ find pictures of birds, where they live, would it
be good to have one for a pet?
f. Train: Go for a ride on a train, play with a toy train set, discuss
train engines.
g. Strawberry: Discuss fruits, how are they good for us, why do
plants have fruit?
These are just a few ideas. I’m sure you can think of others. The idea is to get the child thinking and talking and learning and being interested in the world around her/him.
I have found most young children are very interested in the world/environment around them and have an appetite for knowledge.
The discussions don’t have to be long or go into more detail than the child can absorb – but you will be surprised at what he/she knows already and how interested he/she is in learning more.
Enjoy the journey.
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