R EADING I S F UNDAMENTAL S T ORY S AMPLER Dino-StoriesDino-Stories F OR P RESCHOOLERS AND C HILDREN IN G RADES K-2 Support for Reading Is Fundamental, Inc. comes from corporations, foundations, government, and other national service organizations. RIF is affiliated with the Smithsonian Institution and has been accorded tax-exempt status under Section 501 (c)(3) of the Internal Revenue Code. Contributions to RIF are tax-deductible to the fullest extent of the law. Reading Is Fundamental, RIF, and the logo design showing the open book with a smiling face on it and the words Reading Is Fundamental underneath it are all registered service marks of Reading Is Fundamental, Inc. All rights reserved. Created and developed by Sara Horwitz, Reading Is Fundamental, Inc. Reading Is Fundamental, Inc. 1825 Connecticut Avenue, N. W. Suite 400 Washington, D.C. 20009-5726 Toll free: 877-743-7323 Web site: www.rif.org © 2001 Reading Is Fundamental, Inc. All rights reserved. IntroductionIntroduction to support language and literacy development. Children who are read to from infancy associate reading with pleasant, warm feelings. When you invite children to participate in reading, ask open-ended questions that promote creative thinking and learning, and plan activities and experiences that allow children to expand their understanding of the What Is a story, you help them develop a love of reading. What Are the Standard Elements Story Sampler? of a Story Sampler? A Story Sampler makes books come Each section of the Story Sampler includes a featured book plus additional titles and resources.* The activities that alive for children. It is a book-based accompany each section will help you develop a literacy-rich thematic approach to reading designed environment that contributes significantly to a child’s enjoyment of reading. The standard elements in the Story to engage children in the book Sampler include: experience. Each Story Sampler ■ Questions to ask ■ Family involvement includes hands-on, cross-curricular ■ Things to do ■ Community connections activities for books that are linked by *The ISBN listed indicates a specific edition of the book. However, other editions may also be available through the a common theme. public library or other publishers. Why Use a Story Sampler? Who Should Use a Story Sampler and Where? Motivational activities are an important part of every Reading Is Fundamental program. And these motivational Some Story Samplers are age-specific, but most can be activities are an easy way to excite children’s interest in adapted to a broad range of ages. Teachers, families, and reading and help them associate books and reading with child-care providers can use them in classrooms, positive experiences and that means fun! The ideas you will community centers, homes, and in Head Start sites. And find in each Story Sampler show you how to build most importantly, parents can extend the story beyond the anticipation and excitement in your RIF programs. classroom with home-based projects and field trips. Scores of studies show that students learn more and do Story Samplers can forge relationships and shared better in school when their parents are involved in their experiences within the family and the community. Through education. Different types of hands-on activities enable all the family, children can be introduced to many kinds of children to learn in different ways. Particular questions books. Books can explain and reinforce concepts; allow before, during, and after read aloud activities can develop children to build positive self-images; stimulate discussions high order thinking skills. and thinking; increase children’s understanding of various concepts; and expand their imagination. Family members can encourage children to become life-long readers by reading aloud with them everyday. The age range for a Story Sampler is indicated at the Reading aloud to children is one of the most effective ways beginning of each set of activities. 1 When and How Should I Use Dino-Stories a Story Sampler? A STORY SAMPLER FOR Story Samplers can be used within or as a supplement to a PRESCHOOLERS AND curriculum or an after-school program. They can be part of reading challenges, reading weeks, and family involvement CHILDREN IN GRADES K-2 events. Your imagination and the interests of the children who participate in the RIF program will help determine the best way to use the Story Sampler. Enjoy and have fun! ▲ INTRODUCING… THE DINOSAURS! Tips for Reading Aloud Dinosaurs, Dinosaurs Before You Read a Story… by Byron Barton, HarperTrophy, 1993 ISBN: 006443298X ■ Make sure everyone is comfortable ▲ ■ Show the cover and read the title and author of the book DIGGING UP THE PAST ■ Ask the children about the cover ■ Suggest things the children can look or listen for during Big Old Bones: A Dinosaur Tale the story by Carol Carrick, Clarion Books, 1992 ISBN: 0395615828 During a Story… ▲ ■ Change your voice to fit the mood or action DINOSAURS WITH BIG APPETITES ■ Move your finger under the words as you read them The Dinosaur Who ■ Show the pictures and talk about the book as you read Lived in My Backyard ■ Add information or change words to help kids understand more words and explain the meaning of a new word by B. G. Hennessy, Puffin, 1990 ISBN: 0140507361 ■ Ask children to make predictions about the plot, the characters, and the setting ▲ MIXING THE PAST WITH THE PRESENT ■ Share your own thoughts about the story ■ Follow the cues of the children If the Dinosaurs Came Back by Bernard Most, Red Wagon, 1995 After You Read a Story… ISBN: 0152003800 ■ Ask questions about what happened in the story ▲ ■ Encourage the group to relate the story to their own GROWING UP DINOSAUR experiences How Do Dinosaurs ■ Ask children how they might feel or act if they were one of the characters Say Good Night? ■ Encourage children to share their thoughts about the by Jane Yolen, Scholastic, 2000 story and pictures ISBN: 0590316818 ■ Extend the story with an activity or another book 2 Introducing…Introducing… What To Do Before Reading the Story ■ Young children are often fascinated by dinosaurs and many may already be familiar with the topic. Start out by asking them The Dinosaurs! if they have ever heard of dinosaurs before and what they already The Dinosaurs! know about these gigantic creatures that lived so long ago. What To Talk About During the Story ■ The illustrations in this book are simple, yet vibrant, so make sure everyone listening can see the pictures as you read. Dinosaurs, ■ Point out the features of the dinosaurs that the author describes on each page. Children will not only see the different types of dinosaurs, they will also build their vocabulary with words like “armored,” “fierce,” and “spikes.” Dinosaurs ■ Ask the children if they recognize any of the dinosaurs. Some of them may even know the names such as Stegosaurus, Triceratops, or T-Rex. by Byron Barton HarperTrophy, 1993 ISBN: 006443298X What You Can Do When You Finish Reading the Story Colorful illustrations and simple text make ■ Time can be a difficult concept for young children to grasp. Try this a great book to introduce very young to explain that dinosaurs were creatures that lived a long time ago when there were only plants and animals and no people readers to the topic of dinosaurs. living on the planet. ■ Try reciting the short tune below as a fun way to kick off the topic. DINOSAURS OF LONG AGO (Choral Speaking and Role Playing) The dinosaurs lived long ago, And walked like this, and that. (Slow, heavy walk movement.) Some were large (Stretch hands upwards.) And some were small. (Crouch down.) Some liked water (Swimming motions.) And some just walked on land. (Stomp feet.) Some had wings, that flapped and flapped. (Flap arms.) Some had long necks, that stretched and stretched. (Hands on neck stretching upward.) The meanest, rudest one of all was ferocious Tyrannosaurus Rex. (Feet apart, hands clawlike, scowl and growl.) These were the dinosaurs of long ago. Goodness gracious, where did they go? Author Unknown Modified by Maria E. Torres ■ Or perhaps try a different form of expression to begin talking about time. 3 A Picture of Prehistoric Times Roll out some large bulletin board paper, construction paper, markers, scissors, and glue. Let the children use their imaginations to create a mural of what they think prehistoric times may have looked like millions of years ago. Family Involvement ■ Have a dinosaur theme party! Visit the local library and check out several books on dinosaurs from the Additional Titles list. Make footprint invitations, decorate dinosaur eggs, and play prehistoric party games. Community Connection ■ Many states have dinosaur museums and/or parks. If you happen to be visiting or live in any of the places listed on the ZoomDinosaurs.com Web site, see what you can find out or try to get a close look at some life-size replicas. Dinosaur! by Peter Sis, Greenwillow, 2000 Additional Titles ISBN: 0688170498 A fantastic adventure begins when a little boy with a big Dinosaurs (Eye Openers) by Angela Royston, Little Simon, 1991 imagination brings his toy dinosaur into the bathtub. The water ISBN: 0689715188 in the bath becomes a prehistoric pond with dinosaurs romping Very detailed, lifelike color photos and simple text describe all about! basic facts for preschoolers who want to know all about the prehistoric world. Big Book of Dinosaurs by Angela Wilkes, DK Publishing, 1994 ISBN: 1564587185 The oversized two-page spreads in this book allow young children to experience the awesome features of the great dinosaurs of long ago. The Day of the Dinosaur by Stan Berenstain, Random House, 1987 ISBN: 0394891309 Beginning readers will enjoy this informative rhyming text that also includes pronunciation labels for some of the more common dinosaur names.