| Preschoolers connect best to a read-aloud when they | | | | (checkers) and then he sprinkles on cheese (strips of |
| are able to act out the story they have just heard. | | | | paper) What will his father do next? Finally, he pops |
| When parents are able to read a story in a fun and | | | | Pizza Pete into the oven (okay, so he really lays him |
| interactive way, preschoolers will also develop literacy | | | | on the couch). Is the pizza ready to eat? When it is |
| skills. | | | | time to slice the pizza, the pizza jumps up and runs |
| On a dreary rainy day, four year olds Daniel and | | | | away and makes the pizza-maker chase him. |
| Adam laugh when their dad reads "Pete's a Pizza" | | | | Using active verbs such as "kneading" and "stretching" |
| written and illustrated by the late William Steig. | | | | engage the preschooler in the story experience. When |
| (HarperCollins, 1993) They especially love the part | | | | engaged in the "doing," they actively interact with |
| when the dad in the story tries to cheer up his sons by | | | | language which creates positive learning experiences. |
| pretending they are pizzas. They cry, "Dad, roll us! | | | | Put Some Drama Into It! |
| Make us into a pizza!" It is not long before they run | | | | Young children especially love it when their parents |
| away making their pizza-maker dad chase them and | | | | play a role in acting out a story. When preschoolers |
| eventually, they pitch in to make their own pizza. | | | | hear different (especially funny!) voices and sound |
| As the brothers pretend to use paper strips as | | | | effects and expressions, they discover a character - |
| cheese and checkers as tomatoes like in the story, | | | | all on their own! Ever notice how preschoolers act out |
| they are interacting with the read-aloud experience. | | | | a quirky character? Or say the same things? The |
| Children too young to attend school still can learn what | | | | more parents manipulate the story using their voices |
| it means to be able to read and write. This | | | | and body language, the more engaged their children will |
| development process is called emergent literacy. The | | | | be with the story experience. |
| ideal read-aloud experience is not only about reading | | | | Younger preschoolers (three year olds) are not as |
| the story, but personalizing the experience so it is | | | | curious and mentally ready to understand the themes |
| enjoyable and memorable. So here are some tips to | | | | of a read-aloud. Instead of interacting with a story, they |
| help personalize the read-aloud experience. | | | | prefer to just look at the pictures and listen to the |
| Start By Reading Your Childhood Favorites | | | | story. But as she or he matures, she or he will begin to |
| A good way to bring out this interactive experience is | | | | ask questions about the story and the characters. |
| to provide your preschooler with books you once | | | | After hearing their favorite story a few times, they will |
| connected with and still do. A parent's excitement is | | | | say certain words and phrases over again while |
| infectious in sharing a book he or she loved as a child | | | | delightfully "rediscovering" their favorite character all |
| and can inspire your preschooler. | | | | over again! |
| Choose Stories That Lend Themselves Naturally to | | | | Personalizing a read-aloud experience is a great way |
| the Tactile Experiences | | | | to engage a child in a story experience while building a |
| Preschoolers just love an entertaining read-aloud. In | | | | special bond between a parent and a child. |
| Pete's a Pizza, Pete's father places Pete on the | | | | Preschoolers love to snuggle and enjoy books |
| kitchen table where he "kneads" and "stretches" Pete. | | | | together knowing it is a personal time for both parent |
| Then he "flours" Pete with talcum powder and begins | | | | and child to share. |
| to add the various pizza toppings. He adds tomatoes | | | | |