The kids can’t wait to find out what’s going to happen, so we jump in! We talk about who Brontorina might be, and they all agree it must be the dinosaur on the cover. Then someone points out that the name of someone in the class starts with a B as well. We talk about the letter it starts with and the sound it makes. We’re building prediction skills and a foundation for connections and comprehension. Wait, is that a boy dinosaur or a girl dinosaur?” I ask what they think the story might be about. “Probably their grandma,” someone suggests. Some point out that there are BOY ballet dancers, and an old lady. They love that the dinosaur’s head is bumping into the letters above. They notice the ballet dancers and the enormous dinosaur on the cover. Here is an example of some of the conversation that took place as I recently shared a wonderful book, Brontorina by James Howe,* (*affiliate) with a group of young children.īefore starting the story, I show the children the cover and ask what they see. While simply hearing the story has its benefits, really building literacy, comprehension, and vocabulary requires conversation off the page. It’s rather well-known that reading aloud to children is one of the best things you can do to promote literacy.
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