Cozy Corner Program Guide

PROGRAM GUIDE

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Table of Contents

Program Overview Welcome............................................................................................3 Program Resources..........................................................................4 Using the Storytime Plans...............................................................5 Scope and Sequence........................................................................6 Pacing Options.................................................................................7 Observation Chart............................................................................8 Research Summaries Growing Early Literacy Skills........................................................10 Supporting Language Development.............................................12 Strengthening Second-Language Learning.................................14 Building Family and Community Involvement............................16 Family Letter..............................................................................18 Carta a la familia........................................................................19 Creating a Positive Classroom Climate........................................20 Additional Ideas & Family Time Theme 1: Up, Down, All Around!.................................................21 Theme 2: Jump for Joy!.................................................................25 Theme 3: On the Move!................................................................29 Theme 4: Snap, Crackle, Moo!......................................................33 Theme 5: Munch a Bunch!............................................................37 Theme 6: 1, 2, 3! Repeat After Me!..............................................41 Theme 7: Beep! Beep! Vroom!.....................................................45 Theme 8: Splish! Splash!...............................................................49 Theme 9: Rain or Sun, Stories Are Fun!.......................................53 Theme 10: Imagine That! Bears!..................................................57

Index Songs & Fingerplays......................................................................61 Research & Bibliography...............................................................64

Welcome to Cozy Corner Storytime! This innovative read-aloud program combines language and literacy learning with social and emotional development—all tied together with great books, engaging discussions, hands-on play and activities, music and movement, and meaningful family engagement. Within this guide you will find an overview of the program, a description of its components and how to use them, articles by experts from a variety of disciplines, ideas to support English learners, and everything else you need to make storytime an engaging and enriching experience for all children. Cozy Corner features • Engaging books and related activities that enrich popular preschool topics • Targeted focus on key language and literacy skills • Ongoing development of social and emotional skills • Daily music and movement opportunities • Prompts to promote positive, open-ended discussions about the stories • Connections to early childhood research • Content-specific supports for English learners • Family activities to extend theme-related learning at home

Cozy Corner provides the foundational skills and knowledge children need to succeed in kindergarten and beyond!

Program Resources

Each Full Cozy Corner Set Includes: • 10 Storytime Theme Bags to transport and store the materials for each theme (not shown) • Program Guide featuring a program overview, insights from experts, additional activities for connecting the Cozy Corner themes to popular curriculum topics, suggestions for extending the themes through learning centers, observational assessment resources, reproducible Family Time connections, and more • 10 Storytime Plans that provide easily scannable ideas for introducing, discussing, and extending the theme. These plans support social and emotional growth through story conversations, action songs, and rhymes • 10 Theme Posters to build background and interest in the theme • 20 Character Cards (punch-out cards) for playing creatively with main characters and retelling the story • 10 Music CDs to set the mood for storytime with favorite songs and rhymes from a variety of cultures • 10 Big Books to grab children’s attention and make it easy for you to model reading • 20 Read-Aloud Books (one shorter and one longer book per theme) featuring award- winning classics, as well as new and multicultural titles—ideally suited to the interests and abilities of preschoolers

Each theme bag includes:

Program Guide

Storytime Plan

Theme Poster

Putumayo Kids Music CD

Character Cards

2 Read-Aloud Books

Big Book

Using the Storytime Plans The 10 Storytime Plans include summaries of the theme and the book selections, conversation prompts to guide open-ended discussions, extensions for follow-up activities and re-reads, and point-of-use research connections. Each Storytime Plan follows the same simple structure. The first page introduces the theme and helps to build background. The next three pages guide you through three book-specific storytime sessions, with supports for before, during, and after reading.

Theme Overview: Summary of the theme and the target language & literacy and social & emotional skills. Resources: List of the books, music, character cards, poster, and Program Guide resources for this theme. Launch the Theme: Prompts and activities for introducing the theme, building background, and engaging children with music. Language Learning: Daily supports for children who are learning English in addition to their home language. Book Summary: Each Storytime begins with a description of the book and how it relates to the theme.

Shake Your Wiggles Out: A music and/or movement activity to engage children before reading. Share the Book: Prompts for introducing and interactively exploring the book with children. After Reading Aloud: Prompts for follow-up discussion, extension activity, and ideas for re-reading the book. Research Connection: Point-of- use insights into target concepts, skills, and strategies. Connect the Stories: Prompts for building cross-text connections.

Extend Children’s Learning

Use the theme-specific pages in this Program Guide for: • tips on creating a positive environment, fostering family engagement, and providing individual support

• curriculum-related activities • learning center extensions

Scope and Sequence

Social & Emotional Skill Focus

Language & Literary Skill Focus

Curriculum Link

Storytime 1 Big Book

Storytime 2 Read-Aloud

Storytime 3 Read-Aloud

Storytime Theme

Music CD

Vocabulary: Position Words Print Awareness: Written Words Have Meaning Print Motivation: Enjoying Books

Up, Down, All Around! Discovering all the ways we move

The Itsy Bitsy Spider by Iza Trapani

Ruby in Her Own Time by Jonathan Emmett

Self-Awareness: Pride in Accomplishment

Rosie’s Walk by Pat Hutchins

American Playground

Vocabulary: Emotion Words Comprehension: Retelling Print Awareness: How Books Work

Jump for Joy! Showing and talking about our feelings

Emotional Development: Understanding Feelings

Miss Mary Mack by Mary Ann Hoberman

Grumpy Bird by Jeremy Tankard

Yo! Yes? by Chris Raschka

Kid’s African Party

Friendship

Vocabulary: Movement Words Comprehension: Main Characters Alphabet Knowledge: Beginning Letters & Sounds Vocabulary: Sound Words Comprehension: Compare & Contrast Phonological Awareness: Onomatopoeia

The Great Gracie Chase by Cynthia Rylant

On the Move! Exploring out in the world and back again

Good Night, Gorilla by Peggy Rathmann

This Way, Ruby by Jonathan Emmett

Self-Awareness: Individual Differences

Latin Playground

Going Places

Snap, Crackle, Moo! Our world is filled with sounds to hear and imitate

If You’re Happy and You Know It by James Warhola

Social Development: Engaging With Others

My Daddy Snores by Nancy H. Rothstein

Book! Book! Book! by Deborah Bruss

Cuban Playground

Community Helpers

Vocabulary: Food Words Comprehension: Fiction & Nonfiction Print Motivation: Enjoying Books

How Do Dinosaurs Eat Their Food? by Jane Yolen and Mark Teague

I Am an Apple by Jean Marzollo

Munch a Bunch! Talking about the foods we like

Self-Awareness: Personal Preferences

New Orleans Playground

Chameleon! by Joy Cowley

Food

Vocabulary: Rhyming Words Comprehension: Compare & contrast Phonological Awareness: Identifying Rhymes

1, 2, 3! Repeat After Me! Using rhyme, rhythm, and repetition

Is Your Mama a Llama? by Deborah Guarino

Social Development: Building Relationships

Let’s Play in the Forest by Claudia Rueda

Tanka Tanka Skunk! by Steve Webb

World Sing- Along

Animals

Vocabulary: Vehicle Words

The Wheels on the Race Car by Alexander Zane

Beep! Beep! Vroom! Moving from here to there

Duck on a Bike by David Shannon

Alphabet Rescue by Audrey and Bruce Wood

Comprehension: Story Sequence Alphabet Knowledge: Uppercase & Lowercase Letters Vocabulary: Naming & Describing Words Comprehension: Relate to Own Experience Print Awareness: Distinguish Words & Numbers Vocabulary: Concept Words Comprehension: Use Information to Describe Alphabet Knowledge: Letters & Sounds Vocabulary: Understanding New Words Comprehension: Storytelling & Retelling

Self-Awareness: Curiosity

Caribbean Playground

Trans- portation

One Nighttime Sea by Deborah Lee Rose

Ten Little Fish by Audrey and Bruce Wood

Splish! Splash! Exploring and enjoying nature

Social Development: Sharing

My River by Shari Halpern

Brazilian Playground

The World Around Us

Caps, Hats, Socks, and Mittens by Louise Borden The Little Mouse, The Red, Ripe Strawberry… by Don and Audrey Wood

Rain or Sun, Stories Are Fun! We change for changing seasons

The Deep Blue Sea by Audrey and Bruce Wood

Come On, Rain! by

Emotional Development: Transitions

Australian Playground

Weather

Karen Hesse

Imagine That! Bears! Imagining fictional bears and story characters

Maybe a Bear Ate It! by Robie H. Harris

Polar Bear Night by Lauren Thompson

Social Development: Problem Solving

Real and Make- Believe

World Playground

Print Awareness: End Punctuation

Pacing Options Cozy Corner is a flexible storytime program that can be used during whole- or small-group time at a pace that’s best for your children and their needs. Whether you choose to use the program over 10 weeks, 10 months, or some time in between, enjoy this special storytime with your children! Concentrated 10-Week Immersion You can use Cozy Corner over 10 consecutive weeks, with two to three 20-minute sessions per day. The Storytime Plans offer instructional content that can be used for two sessions per day throughout the week. You may wish to add a third session each day, using the additional activities available in the Program Guide.

TWICE PER DAY

THREE TIMES PER DAY

M T W T F

Block 1 Block 2 Block 3

Expanded 10-Month Exploration Use Cozy Corner to bolster your existing curriculum two to three times per week throughout the year. The Storytime Plans offer instructional content that can be used for two sessions per week throughout the year. If you wish to add a third session each week, use the additional theme-based activities available in the Program Guide.

TWICE PER WEEK S M T W T F S

THREE TIMES PER WEEK S M T W T F S

Storytime Plans

Program Guide

Cozy Corner Observation Chart This chart offers you a simple way to follow an individual child’s developing language and literacy, as well as social and emotional skills. Along with formal assessments and other types of informal assessments, the chart can provide information you can use to tailor your instruction and activities to meet each child’s needs. Make a copy of the chart for each child, record your observations once per theme, and note the date of each observation. Use numbers to indicate evidence of developing competencies:

1 not yet

2 occasionally

3 often

4 consistently

Child’s Name/DOB

Language & Literacy

STORYTIME THEMES

12345678910

Date of Observation

Print Motivation

Enjoys books

Print Awareness

Understands that printed words have meaning

Understands how books work (front to back, top to bottom, left to right)

Distinguishes words and numbers

Distinguishes end punctuation

Phonological Awareness

Identifies rhymes

Claps syllables

Knows most letter sounds

Recognizes and uses onomatopoeia

Alphabet Knowledge

Identifies some beginning letters and sounds

Recognizes most uppercase and lowercase letters

Names most letters

Produces the sound for most letters

Language & Literacy (Continued)

STORYTIME THEMES

12345678910

Date of Observation

Vocabulary

Understands and uses position words

Names emotions

Understands and uses movement words

Describes sounds

Names foods

Recognizes rhyming words

Names vehicles

Describes things and actions

Talks about concepts such as color and size

Shows an interest in learning new words

Comprehension

Compares and contrasts

Describes beginning, middle, and end of story

Relates story to own experience

Uses some detail to describe things and events from story

Tells and retells stories

Social & Emotional

STORYTIME THEMES

12345678910

Date of Observation

Self-Awareness

Shows pride in accomplishments

Appreciates individual differences

Expresses personal preferences

Shows curiosity

Emotional Development

Understands feelings

Manages transitions

Social Development

Engages with others

Builds relationships

Shares with others

Works to solve problems

Growing Early Literacy Skills Through Interactive Read-Alouds Interactive read-alouds help children build literacy and language skills in ways that are developmentally appropriate and fun, inspiring a lifelong love of books and reading.

• Alphabet Knowledge involves more than singing the ABC song. When you explore letter shapes, letter names, and letter sounds, you are helping children begin to develop sound-letter correspondence, which builds their alphabet knowledge. • Phonological Awareness is the ability to hear and play with smaller units of sound in words. It is strengthened through music and movement; listening for repeating, rhythmic language; imitating the sounds of animals and machines; and other wordplay. Facility with this skill is a particularly strong predictor of later reading success (Landry, 2004). • Comprehension Skills include the ability to describe things, recount events, and tell and retell stories. When you use pictures and props to have children retell a story, share books interactively, or ask open-ended questions—or simply ask children about their day—you are supporting development of comprehension skills. • Vocabulary reflects the number of words children understand and use. Stories, and the story talk modeled in Cozy Corner, introduce children to many new words in context—and the vocabulary used in literature involves many more words than occur in everyday speech (Beck, McKeown & Kucan, 2002). The more words children know, the better they will be able to link the written and spoken word when they begin to read.

Beyond the Traditional Storytime Experience Sharing stories with children supports their literacy development, which in turn supports later academic success (Strickland and Riley-Ayers, 2007). But the quality of the interaction between children and the adults who read to them makes a big difference (National Early Literacy Panel [NELP], 2009). That is why Cozy Corner offers prompts for interactive reading and discussion. Six Key Early Literacy Skills Researchers have identified specific oral language, print knowledge, and sound awareness skills that young children need to acquire in order to be ready to read. Although different researchers have used slightly different terms to describe these skills, the validity of these skills has been demonstrated in countless studies (NELP, 2009). Cozy Corner focuses on the following six skills: • Print Motivation builds a child’s interest in and enjoyment of books. When you model this skill, invite children to participate as you read a book together. Keeping them engaged without getting in the way of the story enhances their positive feelings about books and reading. • Print Awareness is knowing that print has meaning. Identifying environmental print, noticing conventions of print such as reading from left to right, pointing out a book’s title and author, and recognizing words in a book show print awareness.

Social and Emotional Benefit At the same time young children are developing important early literacy skills, they are also developing social and emotional skills that will power their success in school and in life (Bierman, Greenberg, & Avenavoli, 2017). All of these skills can be modeled and discussed in read-aloud stories and practiced in related follow-up activities: • Self-Awareness involves learning about oneself, taking pride in one’s accomplishments, appreciating personal differences and preferences, and showing curiosity about the new and unfamiliar. • Emotional Development begins with identifying and naming one’s own emotions, and can progress to managing those emotions during times of transition or challenge. • Social Development includes engaging with others (both adults and peers) in increasingly complex ways, building and maintaining relationships, sharing, and other forms of conflict resolution and problem solving. Supporting the Whole Child All of these social and emotional and early literacy skills are intertwined and are developing simultaneously. For example, vocabulary development helps children feel more confident in their abilities, express their feelings, and communicate with others. As children develop their early literacy skills, they develop their social and emotional skills, and vice versa. Cozy Corner understands this interdependence and purposely builds opportunities for literacy development and social and emotional growth into every storytime. You can see the specific connections in the Scope and Sequence included

in this Program Guide as well as in the Skills Focus listed on the front of each Storytime Plan. Great books, along with interactive discussion prompts and extension activities, can build literacy skills and personal connections at the same time. Harper says,“when comprehension and vocabulary strategies are taught in conjunction with reading high-quality children’s literature, children make meaningful connections to the global messages of emotions” (2017). More than just a traditional read-aloud, Cozy Corner interactive storytime engages and empowers the whole child!

More to Explore Read “What Effective Pre-K Literacy Instruction Looks Like” from the International Literacy Association (2018) to learn more about the importance of shared reading experiences. Visit www.literacyworldwide.org/get-resources/ position-statements . To learn about the impact of social and emotional learning, visit https://casel.org/impact/ .

Supporting Language Development With Rich Stories and Vibrant Conversation by Akimi Gibson The early years of childhood are the most critical. Learning begins long before schooling does, and it continues throughout life. Research has shown that children who have success during the first six years of life are likely to have success from then on—all through the school years and after graduation. How can early childhood educators help make that success happen?

Building a Strong Foundation Success at school is set against the backdrop of a child’s home and community. The relationship between parent and child, as well as a child’s inherent traits, sets the stage for a child’s earliest development. From there, add into the mix the child’s encounters and interactions with his or her surroundings, which include peers and nurturing adults. Well before the school years, children experience all the domains of development: curiosity and creativity, social and emotional, language and literacy, math and science, and physical. These domains are related and interdependent, and recent research has brought to light the powerful link between social and emotional development and academic learning. This link underscores the importance of attending to and celebrating the diversity of each child’s culture and home language, family makeup, learning style, interests, temperament, and any special needs. Research has also revealed not only the dynamic learning potential of children when they are in responsive, nurturing, and stimulating environments, but also the detrimental effect on children when they are deprived of these settings. Research, when combined with best educational practice, reveals an understanding of how to create successful opportunities for our youngest learners. We now know that all children need a curriculum that is developmentally responsive and attends to the domains of development. Learning

experiences should actively build new knowledge on children’s existing understandings, in part through purposeful play and exploration and in part through actively participating in a language- and conversation-rich environment (Delpit, 1995). Supporting Language Development Language and vocabulary underlie all of learning. Psychologists Piaget and Vygotsky studied the relationship between language and thought, and how children put language at the service of ideas. Children who acquire a substantial vocabulary are often better able to think deeply, express themselves clearly, and actually learn new things more quickly (Neuman, 2006). Many people assume that young children will acquire rich language and vocabulary on their own (Snow, 2008). On the contrary, language development happens in a social and cultural context—between adults and children as well as among children themselves (Hilliard, 2001; Delpit, 1995). Unfortunately, in many early childhood classrooms, the adults tend to dominate the language behavior. Children need to be part of rich conversations in order to develop their skills at both receptive (listening) and expressive (speaking) language (Dickinson & Tabors, eds., 2001). It is best if these conversations can be guided and enriched by adults—through stories and songs, talking about experiences, and wordplay (Landry, 2004). However, children must be included in the talk.

In fact, many researchers believe that the most important aspect of any childcare and early education setting is the amount of talk actually going on between children and their caregivers or teachers (Hart & Risley, 2002). The talk not only strengthens language skills—the social and emotional bond between adult and child is also strengthened. Landry (2004) suggests ways for teachers to facilitate language development in the classroom by modeling rich vocabulary, using open-ended questions, and giving children adequate time to respond. Above all, children must be encouraged to talk, for rich talk enhances children’s competence with and enjoyment of language. Developing Language and Literacy Through Enhanced Storytime The early childhood classroom is a vibrant place. Children paint, draw, build, create, and think in a room filled with books, print, and visual stimulation. However, instruction is often marked by one-way questions and responses, rather than reciprocal questions with two- or three-way responses between adult and child (Dickinson, et al., 2004). From the time children are learning to talk, they begin to acquire comprehension skills that they will apply to reading later on (Snow, 2008). An interactive storytime invites children to talk about the stories so that both they and others hear what they understand. As the conversation takes place, the adult reader introduces and models appropriate speech, and children take on the roles of both listener and speaker. In this way, children begin to formulate ideas as questions, statements, directives, and so on. A language foundation is made stronger when children are able to talk about things that are somewhat remote from their everyday lives.

Reading to children enhances their awareness of unfamiliar areas of experience as they link concrete and abstract ideas in their lives. The most exciting learning and teaching environment is multidimensional. It supports social and emotional development, rests on a solid classroom organization, and follows a clear instructional path and curriculum. Cozy Corner Storytime is designed to complement such an environment by providing something critical to the learning experience of all children—a language- and play-rich interaction with literature.

More to Explore For more information on how to turn “thin conversations” into “thick conversations” during preschool read-alouds, explore “Talk, Read and Sing Together Every Day! Tips for Preschool Teachers” from the U.S. Department of Education. Visit https://www.ed.gov/early-learning/talk- read-sing .

Strengthening Second-Language Learning Through Book Discussions by Dr. Maria S. Carlo, University of South Florida Studies confirm that reading aloud to young children leads to reading and language success. It is often assumed that the language of children’s literature is far too complex to be suitable for English learners (ELs). The rich and complex language of quality children’s literature can surpass the language proficiency abilities of young ELs. Yet it is precisely this quality that makes it a desirable source of language input for these children—if appropriate linguistic and conceptual scaffolds are provided.

Linguistic Scaffolds That Support Comprehension

Linguistic Scaffolds That Support Production

Learners must have access to the meanings of words and the means to apply these words to contemplate and discuss known concepts in novel ways (Baker, Simmons, & Kame’enui, 1998). Young ELs will require support for understanding novel vocabulary and complex language structures. Scaffolds for vocabulary development include:

Children enter school with meaningful differences in vocabulary knowledge as a result of different experiences and exposure to literacy and language activities (Hart and Risley, 1995). The vocabulary gap grows larger in the later grades. Children who enter with limited vocabulary knowledge become more discrepant over time from their peers who have rich vocabulary knowledge (Biemiller and Sionin, 2001). Providing children with rich discussions during the read-alouds is one means of supporting their language production. This includes the use of the strategy RER (Repeat, Elaborate, and Restate).

• pre-teaching novel vocabulary • using illustrations

• demonstrating verbs that can be easily acted out • providing translation equivalents in the child’s first language, when appropriate Another critical scaffold for supporting comprehension includes paraphrasing the book’s text. Paraphrasing involves adding brief commentary and explanations to the read-aloud to support comprehension of the text. It is used in circumstances where there is novel vocabulary that was not selected for pre-teaching, idiomatic expressions, or grammatical structures deemed to pose a challenge to ELs. Paraphrasing does not involve rephrasing ideas into shorter sentences. Rather, it involves using language we know to be more familiar to ELs and clarifying the events described in the text.

Instructional Strategy That Supports Production and Comprehension

The following exchange demonstrates the way in which RER can extend language and involve ELs in the class discussion. During a discussion of the word terrified, the teacher says: If your brother was terrified of high places, what kinds of things might he be unwilling to do? After various responses from children, a child named Laura says: Looking down . The teacher then repeats the child’s response. By repeating the response, the teacher provides the opportunity for ELs to contrast the response against the language that she is about to model.

• Repeat the child’s response. The teacher takes the two-word response offered by Laura and repeats it as: You said that your brother is terrified of looking down. • Elaborate on the child’s ideas. The teacher then elaborates on the response by adding: Your brother might be unwilling to look down from a high place. • Restate the idea. The teacher further explains that people who are afraid of heights don’t like to look down from a high place, such as from the window of a building or from the top of a ladder. Partner Talk Partner talk gives children an opportunity to practice speaking English in the context of purposeful communication. Instead of directing questions to children as a whole group and soliciting responses from a few individuals, ask ELs to talk with a partner. For example, say: Turn to your partner. Talk about a time in which something terrified you. What made you terrified? Children talk with their partners for a few minutes. Then they are called on to share their responses. However, in order to make sure that the children listen carefully to each other, they are asked to report on what their partner told them.

expert on his or her experience. Thus, their attempts to produce language will not be loaded with the stress that might be associated with needing to come up with the correct response. Conclusion In order to ensure that all young ELs develop the skills and competencies they need to read, speak, write, and understand English, we need to provide them with systematic and intensive exposure to high-quality language and literature. Scaffolded read-alouds provide an excellent source of rich language input for young ELs.

Experiential Questions Another strategy that promotes language

More to Explore Reinforcing home language is also important. Consider running bilingual storytimes by offering oral translations of the books in your Storytime packs or adding in rhymes and stories from children’s home languages. Seek out community volunteers, if needed, to help make this happen. See also the specific EL tips for each theme.

production is to include experiential questions in addition to questions that require recall of details or inference. Experiential questions help children establish connections to the text. They also help children activate prior knowledge and experiences that are relevant to the text. However, the utility of questions for fostering production lies in the fact that each child is the

Building Family and Community Involvement by Chauncey Veatch, 2002 National Teacher of the Year Research like that of the National Early Literacy Panel (NELP) (2009) and National Reading Panel (2000) recognizes that parents’ engagement with their children promotes better-developed language and literacy skills (NELP, chapter 5). While such involvement is key for all children, it takes on an additional dimension for families when a language other than English is spoken at home. I have found the following strategies to be effective when working with families and helping children socialize to our school culture. Although sequential, these strategies are also flexible.

1. T hink of yourself as part of the “advance team.” During my career in the U.S. Army, I engaged in many field maneuvers and exercises. Prior to my unit’s moving out, an advance team would be sent. The purpose of the advance team is to prepare the way for the rest of the unit. We would scout the terrain and establish the forward outpost. We were always in the lead. It was our job to help ensure success for the rest of the unit. You are a part of our nation’s advance team. You help prepare our society for the future. You too are ensuring the success of your unit—the children you serve.

in ways that do not undercut the role that parents and families must continue to play in their education and development. 3. Work as the team leader. Leadership includes demonstrating interest in those you lead. Educational leadership also includes developing expertise. Others trust and follow you because of your expertise and your interest in their well-being and success. It can be seen in the way you invite each child and parent to join in your vision—a remarkable and stellar education. 4. Create an inviting environment. Establish your room as a place where children (and the adults in their lives) want to be (Neumann, 2005). I set up a culture corner and a career corner. I collect posters, environmental print such as local restaurant menus, and so on. I place all of these items in one cozy area of my classroom and invite parents to contribute to the corner. I fondly remember one parent conference night where family members were gathered in the corner. They were getting to know one another by talking about a poster I had hung. It showed the coat of arms of every state in Mexico. They talked excitedly about the meaning of the crests. Another group of parents gathered around a poster of the Volcán de Izalco .

2. S eek value in each child’s contribution.

For many of your children, you may be the first contact with the culture of the social world outside of their homes. Children come to you with a sense of who they are, what they can do, and what they should value. These understandings are culturally bound and stem from what was learned at home. These understandings differ from group to group and within groups. English learners may encounter stark distinction between their cultural understandings and those of the school. By understanding and valuing children’s communities—their art, culture, and values—you can help children make the necessary transitions

7. Send home tips regularly. For example, during the first month of preschool, when children and families are the most anxious, send one clear tip each week. The tips should be geared toward encouraging parents to get to know the school or library community better. Beginning with concrete ideas helps parents gain confidence that their roles as parents will be respected and that you are seeking their support in the most important assignment of all—helping each and every child become a successful, happy, and engaged student!

To those parents from El Salvador, it brought back memories of their childhoods and the stories they learned about the volcano. Additionally, the career corner provides us with an opportunity to help children realize their dreams. 5. Lead with a strong welcome. Demonstrate your keen interest in children’s success by putting your focus where it should be—on the children and their success. This demonstrated interest could be as basic as celebrating names. For example, the Hectors in my group allowed me to review our legacy from Greece, such as Greek architecture and art. I shared that we could also learn about Hector in Homer’s Iliad . Hector was brave and honorable. He was also a loving father, husband, son, and brother. So I said to the Hectors, “Thanks to you, we can be reminded all year of timeless values.” Each child’s name is a way to connect to that child as well as help him or her connect to the curriculum. The possibilities are endless. Not only are you celebrating each child, you are engaged in decoding language (Shaw, 1998, Wong-Fillmore, 1990).

More to Explore The National Association for the Education of Young Children (NAEYC) offers excellent resources to support family engagement efforts. Visit www.naeyc.org/resources/topics/family- engagement . To read the joint Guidance Document on Family Engagement from the U.S. Department of Health and Human Services and the U.S. Department of Education, visit www.acf.hhs.gov/ecd/family- engagement .

6. G ive parents a homework assignment.

The first time a parent enters the school or library is different from all subsequent times. I sustain this strong initial partnership by asking each parent or family member to share a first homework assignment. I ask them to share memories of their own childhood with their children. Children in my group return the next day eager to share their stories. Such an activity helps you learn about your children’s families and their values. In turn, the families gain a strong sense of how you value them.

Dear Families, Right now, your child is busy learning about how the world works. In addition to learning what to wear when the weather is hot or why dessert shouldn’t be eaten before dinner, your child is also learning that the world is filled with written and spoken language. One of the best ways to help ensure that your child will become an avid reader is to read to and write and draw with your child. A good place to begin is right in your home! Make your own “cozy corner” at home by establishing a consistent place to share books with your child—it might be a favorite spot on the sofa or a special chair. Just fifteen minutes a day will help her or him get ready to succeed as a reader later on. Try This! • Make checking out books from the library a regular activity. • Talk to your child. Show interest in what your child has to say. • Teach your child favorite songs and rhymes from your childhood. • Read, reread, and retell favorite stories together. • Point out how printed language is used throughout your home, at the store, on street signs, and so on. • Provide many chances for your child to draw and color using markers, crayons, paint, and pencils. • When you read books, ask your child questions about the story and invite his or her questions and comments. • Attend storytimes at the library to discover more reading tips.

Book Nook When choosing books for your child, look for:

• simple concepts (animals, trucks, shapes, and other topics your child enjoys) • fun, simple story lines and clear, colorful illustrations • rhythmic and patterned language that invites your child to join in • books that reflect your home culture I’ll also send home Cozy Corner Family Time connections related to our in-school reading. These will include a fun book-making opportunity as well as an activity you and your child can explore together to build a bridge between school and home!

Sincerely,

Estimada familia, En estos momentos, su niño está aprendiendo cómo es el mundo a su alrededor. Además de aprender qué ropa usar cuando hace calor o por qué no debe comerse el postre antes de la cena, está aprendiendo que el mundo está repleto de palabras en forma escrita. Una de las mejores maneras de lograr que su niño llegue a ser un excelente lector es leyéndole, y también escribiendo y dibujando juntos. ¡El mejor lugar para comenzar es en casa! Escoja un lugar como su “cozy corner”, el lugar agradable y perfecto para la lectura y donde regularmente se sentarán a leer. Puede ser en el lado preferido del sofá o la silla que más les guste. Quince minutos de lectura diarios ayudarán a su niño a ser un buen lector en el futuro. ¡Prueben esto! • Visiten la biblioteca con regularidad y pidan libros prestados. • Converse con su niño. Muestre interés en lo que su niño tiene para decir. • Enséñele canciones y rimas favoritas. • Juntos, lean y relean sus cuentos favoritos. Vuelvan a contárselos. • Muéstrele cómo las palabras impresas están en todos lados: en la casa, en las tiendas, en las señales de tránsito. • Déle a su niño la oportunidad de colorear, con lápices de colores, crayones, marcadores y pinturas. • Cuando lean, hágale preguntas y a su vez, anímelo a hacer preguntas y a comentar lo que sucede en el cuento. • Participen en “la hora de la lectura” en la biblioteca local para obtener más ideas.

Rincón de lectura Al seleccionar libros para su niño, busque libros con estas características:

• temas sencillos (animales, camiones, formas y otros temas de su agrado) • cuentos divertidos, fáciles de comprender y con ilustraciones coloridas y atractivas • lenguaje rítmico y repetitivo, que invite a su niño a participar en la lectura • libros que reflejen su cultura

También enviaré a casa conexiones de Cozy Corner Family Time relacionadas con nuestras lecturas en la escuela, incluyendo divertidas actividades como crear libros, y explorar juntos maneras en las que puedan conectar ¡la escuela y el hogar!

Atentamente,

Creating a Positive Classroom Climate Research shows that positive caregiving is one of the strongest predictors of high- quality early care and education (NICHD, 2006). Cozy Corner is designed to help you create a positive environment, drive essential learning with engaging and open-ended interactions, and deliver developmentally appropriate and inclusive experiences for each and every child. Instructional Environment Cozy Corner includes resources and routines that build a welcoming, comfortable, and stimulating environment for all children with: • Guided and independent exploration • Familiar storytime routine • High-quality fiction and nonfiction big books and lap books • Multimodal theme exploration • Accessible books, posters, and props • Opportunities for fine-motor and gross-motor experiences • Theme-related, culturally diverse music Learning Interactions Cozy Corner uses high-quality read-alouds, instruction, and extensions to power essential skills-based and knowledge-based learning through: • Concept development through familiar themes • Language and literacy skill focus across content-area books • Prompts for engaging book discussions • Varied resources including books, images, songs, rhymes, and fingerplays • Use of gestures, props, and physical response • Opportunities for music and movement • Concept exploration through center activities • Repetition and extended use of key vocabulary • Cross-text connections Respect for Individuals Cozy Corner’s discussion prompts, activity options, and supports help ensure a relevant and enriching experience for each and every child: • Social and emotional skill focus in every theme

• Prompts for open-ended discussion • Discussion of individual perspectives • Opportunities for self-expression

• Supports for English learners • Home language connections • Layered resources for additional support or challenge • Point-of-use research connections for professional empowerment • Family respect and engagement

Additional Ideas Theme 1

Discovering all the ways we move

Use the ideas on these pages to enhance the “Up, Down, All Around!” Storytime Plan.

As children move about, they see themselves in control of their bodies and feel proud. The stories, conversations, and action rhymes in this storytime focus on how children move and what they can do. The goal is to build children’s self-confidence and deepen their joy in books.

At a Glance

Getting Started Creating a Positive Environment

• Vocabulary: Position Words • Print Awareness: Written Words Have Meaning • Print Motivation: Enjoying Books • Social & Emotional: Pride in Accomplishment • Curriculum Link: Me

Fill your storytime space with music that makes children want to move and dance. Add beach balls, scarves or fabric, and other materials and toys for children to use while moving. These promote large-motor skill development. Engage children by acknowledging their skills and abilities. Start a discussion with the starter sentence, “I can ...” (for example: count,

jump, run, and so on). Engaging Families

The Cozy Corner Family Time page provides grown-ups with an opportunity to model the joy of reading, writing, drawing, and talking. Make enough copies of the page so that each child can take one home to make “My Book About Me.” Meeting Individual Needs Use the additional curriculum connections and center activities in this guide to customize learning experiences for children who need additional motivation, challenge, or support. See the “Up, Down, All Around!” Storytime Plan for specific support for English learners.

Resources

• • Big Book: The Itsy Bitsy Spider by Iza Trapani • • Read-Aloud: Ruby in Her Own Time by Jonathan Emmett • • Read-Aloud: Rosie’s Walk by Pat Hutchins • • Storytime Plan: Theme 1 • • Music: American Playground • • Character Cards: Ruby and Family • • Poster: Up, Down, All Around!

Additional Classroom Connections This storytime can be expanded to continue children’s exploration of self-awareness.

Social & Emotional Look at Us Now! Invite children to draw two pictures of themselves. One should show something that they have learned to do recently. The other picture should show something they did as a baby or toddler. Have children write or dictate sentences that tell about their pictures. Make two books. You can title the books How We Were Then! and Look at Us Now! Share the books and have children talk about their pages. Children can add new things to the Look at Us Now! book as the year goes on. You can extend the activity by asking children what they would like to learn to do this year. Make a list on a chart. Revisit the chart throughout the year and talk about progress they have made. Classroom Interactions Develop a Positive Atmosphere Work to create a positive classroom atmosphere for your young learners. • Smile and show enthusiasm in your interactions. Make eye contact when addressing children. Speak in a friendly and calm voice. • Model kind and supportive behavior. Use talk that demonstrates supportive intentions. (I see that Jana hasn’t had a turn and some have had two turns. How can we make sure everyone has one turn? Let’s all listen when Pablo speaks. ) • Smile and show warmth to all children. Make interactions positive by using phrases that show respect, such as “please” and “thank you.” • Demonstrate patience and respect through listening closely. Help children to clarify their thoughts by gently asking questions to draw them out. Give extra time to children who take longer to respond.

Music & Movement Circle Game Invite children to sing and play this classic song and circle game about things that they can do.

What Can You Do (Punchinello)

What can you do, Punchinello, funny fellow? What can you do, Punchinello, funny you? (Children stand in a circle. One child,

Punchinello, is in the center. Children point to Punchinello.)

We can do it, too, Punchinello, funny fellow, We can do it, too, Punchinello, funny you! (Punchinello does something— claps, hops, touches nose three times, etc.— while other children sing. Children in the circle imitate motions.) Choose someone new, Punchinello, funny fellow! Choose someone new,Punchinello, funny you! (Punchinello chooses someone to take his/her place.) Language & Literacy Enjoying Books Exposure to books, signs, and other environmental print helps build print awareness and motivation. The exploration and discussion of a variety of books during storytime is key to this development. To grow to be good readers, young children need to be exposed to lots of books. Help children make and illustrate a list of their favorite books. Use this list to notice which topics individual children take a special interest in. Connect children with other stories that focus on their specific interests.

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