- book-browsing box
- books about color
- color
- shade
MA Standards:
Foundational Skills/RF.PK.MA.1: With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
Foundational Skills/RF.PK.MA.1.a: Handle books respectfully and appropriately, holding them right-side-up and turning pages one at a time from front to back.
Literature/RL.PK.MA.9: With prompting and support, make connections between a story or poem and one’s own experiences.
Head Start Outcomes:
Literacy Knowledge/Book Appreciation and Knowledge: Recognizes how books are read, such as front-to-back and one page at a time, and recognizes basic characteristics, such as title, author, and illustrator.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 13: Relate themes and information in books to personal experiences.
Independent and Partner Reading, Unit 2, Week 1
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
Skill Focus: Book Care and Handling, Concepts of Print, Parts of a Book, Vocabulary
Stock a book-browsing box with books about color. Encourage pairs to select a book that interests them and to look at the words and pictures together. Encourage children to:
- Identify the front and back covers of the book. Talk to their partner about where to begin and stop reading. (Be available to model if needed.)
- Tell their partner about the book they have selected.
- Make connections to their daily explorations. (e.g., Point out and identify colors and shades of colors on the page that they saw on their walk, and name other things they have seen in school, at home, or outdoors with the same colors.)
- Take turns turning the pages and sharing. Praise children for turning the pages gently and handling the books with care.
Adaptation: For groups with younger children, you may need to help children recall the color names they learned. As you say the color word, point to it and ask children to repeat the word. Using the word repetitively in different contexts will help children to learn the word and to use it on their own.