We hope you will enjoy our free early literacy printables and that you will check out our articles about terrific new children’s books and how children learn to read.
 
We regularly add new material to the site and we are proud to say that we offer more than two hundred free printables as well as hundreds of posts about special children’s books.

Once you become a member of this site, if you are having a problem signing in or downloading materials, please don’t hesitate to contact us directly, by email. Please use the email link on the website.
 
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Thank you and Happy Reading!
 
Carolyn Hart
 
Storytime Standouts
Raising Children Who Love to Read

For a very limited time, we have made most of our
~ Gardening with Children printables ~
available to all visitors to the site - with no membership required.
We sincerely hope you will “share this site” with your friends and colleagues.
Wishing you Happy Gardening!

Free Alphabets

Storytime Standouts offers a variety of free alphabets in PDF format for children in preschool, kindergarten and the early primary grades. We have grouped the alphabets together and you will find all of the free alphabets here. We suggest using the alphabets to make matching games, help a child to learn alphabetical order and/or letter sounds or decorate a bulletin board.

Interlined (Printing) Paper

Storytime Standouts offers free interlined paper for children, visit our Interlined Paper page to see the entire collection. We hope you will use the interlined paper to inspire young writers.

We have tried to match seasonal themes and the sort of topics a kindergarten or grade one child might write about. We regularly add interlined paper to the website. We try to anticipate a child’s interests and classroom themes.

If you would like to suggest another theme, please contact us using the email link.

Preschool and Kindergarten Songs, Rhymes, Chants and Fingerplays

Use these songs, rhymes, chants and fingerplays with children in preschool, kindergarten and early primary grades. We have grouped them together on our Songs, Rhymes, Chants and Fingerplays page. We regularly add new songs, rhymes and chants to the website. We try to anticipate your interests and classroom themes.

If you would like to suggest a song, rhyme or fingerplay, please contact us using the email link.

Word Family Printables

These word family printables are great for children who are learning to read. We have grouped them together on our Word Family page.

For a beginning reader, discovering that cot, dot, hot, pot and rot are related is exciting. Children who are just learning to sound out words will be thrilled to learn that they can substitute the beginning sound and read three, four or more related words. We view word families as a great springboard for beginning readers.

Picture Dictionaries – Words for Beginning Readers and Writers

Helpful for beginning readers and writers, these picture dictionaries are all together on our Words for Beginning Readers and Writers page. We know young children get a great sense of satisfaction from using pictures to help them decode words. With these picture dictionaries, they can read a series of related words or they use the words to write a story.

 

Storytime Standouts looks at a stylish alphabet book, Paul Thurlby’s Alphabet

Paul Thurlby’s Alphabet
created by Paul Thurlby
Alphabet book published by Templar Books an imprint of Candlewick Press

Featuring bright, bold retro illustrations, Paul Thurlby’s Alphabet is a stylish tribute to graphic design and each of the letters of the alphabet. Young children will enjoy the dramatic and distinctive artwork while learning about letter shapes and sounds.

On the left side of each spread, we see a single letter in uppercase and lowercase form. The corresponding right side of each spread features an illustration that incorporates the shape of the uppercase letter and minimal text.

Older children and adults will particularly appreciate the aesthetics of Paul Thurlby’s Alphabet, possibly using his ideas as inspiration for their own graphic artwork. As well, removing the book jacket and opening it reveals a gorgeous alphabet poster that highlights each of the illustrations from the book. Lovely.

Paul Thurlby’s Alphabet at Amazon.com

Paul Thurlby’s Alphabet at Amazon.ca

Paul Thurlby’s PhotoStream on Flickr

Note: When selecting illustrations for the vowels, Thurlby uses a mix of short and long vowel sounds: A = awesome, I = island

Storytime Standouts looks at ten great reasons to read aloud to your child

Reading aloud to my sons has been one of the highlights of being a parent. My boys are both teens now and have pretty much outgrown picture books (Christmas Eve is always an exception) but shared memories of trips to the library and hundreds of great bedtime stories read aloud will remain with us forever. Having said that, reading a couple of bedtime stories aloud, every night for seven or eight years is hard work. There were definitely nights where I would have happily ‘skipped’ and had a little more time to myself. I clearly remember, on more than one occasion, my younger son being wide awake at his bedtime while I was falling asleep as I attempted to read aloud to him. He would say, “Mommy, your voice sounds really strange.” I would rouse myself enough to finish the story and then head off to my own bed.

Let’s take a look at ten great reasons to read aloud to your child(ren)

When we read aloud to children, they (1) get to know books. They learn that books have front covers and back covers. The covers can be hard or soft/flexible. Books have spines and sometimes they wear jackets.

Sharing stories with children also helps them learn (2) how to hold and manipulate a book. When we read aloud to children, they discover how a book “works.” They come to understand that a book written in English is read from front to back and that we (gently) turn the pages as the story unfolds. They discover that, if we want, we can go back and reread a page, we can also skip a page.

Occasionally running a finger along the printed text will also help children learn that (3) pages are read from top to bottom and the text is read from left to right. With a little help from us, children will discover that bold words are often important to the story and usually we think of bold words or words shown in uppercase letters as LOUD WORDS.

If we read lift the flap books or pop up books, children will learn that (4) sometimes books have flaps or other features that hide the solution to a riddle or some other surprise.

Reading aloud also exposes children to the (5) beauty and richness of our language. Children will also gain (6)phonemic awareness as they discover how to play with words and sounds through rhyming and alliteration.

When hearing books read aloud, children (and adults) learn (7) new words and all sorts of wonderful (8) facts (especially when the children are wild about dinosaurs!)

Hearing a selection of books gives children an understanding of (9) what a story is , how a fairy tale is different from a fable and how tall tales exaggerate.

Hearing picture books read aloud can also enable children to (10) safely explore worrisome or difficult topics like going to the hospital or coping with illness, disability, bullying, or even the death of a loved one while safe in a loving and comfortable environment.

Children enjoy matching upper and lower case letters with this fun activity

This is a great time of year to pick up the makings of an inexpensive, colourful learning aid – at your neighbourhood dollar store. Easter merchandise is starting to appear and we want the multi-coloured two-part Easter eggs. Normally these are filled with candies but we are going to do something altogether different. We are going to use a permanent ink pen to print an upper case letter on one half of an egg and and the corresponding lower case letter on the other half. Children really enjoy searching through the ‘broken’ eggs to find a match ultimately assembling twenty-six whole eggs. I like the activity because using five or six colors makes finding a match fairly easy and also makes the activity somewhat self-checking.

For older children, compound words, rhyming words or antonyms could be used.

For more ways to help children learn the alphabet, check out our fee alphabet printables and our page about alphabet recognition.

A word of caution: This activity is not intended for children younger than age 3. Also, to ensure the activity is safe, please use eggs that are large enough to eliminate a risk of choking. The U.S. Consumer Product Safety Commission has determined: ‘Any ball with a diameter of 1.75 inches (44.4mm) or less that is intended for use by children younger than 3 years of age is banned.’ This is an excellent guideline – please check the size of the eggs before purchasing them.

Try some of these strategies to help your child with reading comprehension

• Before opening the cover of a book, take a moment to talk about the cover art and encourage your youngster to make some predictions. Do you suppose this will be a scary story or perhaps a silly one? Do you think this book will be like something else we have read together? Do you recognize the illustrator’s style and/or the typeface? Savvy readers will recognize that Stella Fairy of the Forest and Houndsley and Catina are both illustrated by Marie- Louise Gay although the characters are not the same.

• Once you have read partway through the book, pause to talk about it. Involve your child in making predictions about what will happen next. Chicka Chicka Boom Boom offers more than a couple of opportunities to guess what will happen to the letters of the alphabet. If a character is facing a choice, ask your child what he would choose and why.

• At the end of the story, take a moment to talk about the characters. Which character does your child like best? / least? Does this character remind him of a person he knows or another book you’ve read together?

• Try reading more than one version of a fairy tale or other familiar story. Compare the illustrations and the author’s words. Which version of the story do you like best? / least?

• Try reading wordless picture books. In these books, all or almost all of the story is told through the illustrations. Wordless and almost wordless books are great because they “level the playing field.” Your child becomes an equal participant in carefully “reading” the illustrations and deciding what is happening in the story. Wordless and almost wordless books are also great for young children to share with someone who does not read in English. They are also valuable because they offer an opportunity for your child to use visual clues when retelling a story to someone else.

• Speaking of  “retelling,”  having an opportunity to retell a story is great for young children. Perhaps after you and your child enjoy a story together, your child could summarize the story for another adult.

• Finally, matching a book to an upcoming event or experience will help your child to make connections between the story or information in the book and his own experience. Whether reading a story about a visit to the dentist prior to an appointment or laughing about No David’s misadventures, making connections is what it is all about.

I have a firm belief that everyday experiences represent tremendous opportunities for children to learn and grow. Whether hearing a nursery rhyme during a diaper change, chatting while doing grocery shopping or laughing about a fun picture book, interactions between family members and with other caregivers provide many opportunities for language development and growth.

Almost all parents and caregivers want their children to flourish, they want to be involved, effective parents and they want to create a healthy, nurturing environment for their children. In my opinion, a good family literacy program will support parents and caregivers without intruding. A good family literacy program will be responsive to the needs identified within the community. An important aspect of responsiveness is a willingness to listen to parents and other caregivers and to ensure that services are delivered when, where and how they are needed.

A good family literacy program will be empowering, it will help adults understand the pivotal role they can and should play in developing their child(ren)’s literacy. It will encourage parents and other caregivers to make time for reading aloud, playing with and talking to children. A good family literacy program will encourage adults to consistently enrich the lives of young learners with a variety of spoken and written language and experiences.

As an aside, learning does not need to be an expensive proposition but it does require commitment. It is easier to put a child to bed without reading a story, it is easier to let the child watch television than to sit and do a puzzle with him, it is easier to text with a friend than to chat about fire fighters and their equipment. for the tenth or twentieth time. A good family literacy program understands this and acknowledges it. A good family literacy program will encourage parents and caregivers to make the extra effort each and every day with their youngsters. A good family literacy program will ensure that participants understand how chatting about fire fighters, sharing a bedtime story and doing a puzzle can have a tremendous impact on young children.

This summer I presented two different early literacy programs for Richmond Leisure Services. I enjoyed the opportunity to teach the children some traditional songs. Songs like these are great for preschool storytime.

You’ll find many resources for a kindergarten or preschool storytime or circle time on our “printable downloads” page. You will find rhymes, songs, chants and fingerplays here.

I’ve Been Working on the Railroad

I’ve been working on the railroad,
All the live long day,
I’ve been working on the railroad,
Just to pass the time away.

Can’t you hear the whistle blowing?
Rise up so early in the morn.
Can’t you hear the captain shouting,
“Dinah, blow your horn?”

Dinah won’t you blow, Dinah won’t you blow, Dinah won’t you blow your horn?
Dinah won’t you blow, Dinah won’t you blow, Dinah won’t you blow your horn?

Someone’s in the kitchen with Dinah,
Someone’s in the kitchen I know.

Someone’s in the kitchen with Dinah,
Strumming on the old banjo and singing,
Fee–fi-fid–lee-i-o, Fee–fi-fid–lee-i-o,
Fee–fi-fid–lee-i-o, Strumming on the old banjo

She’ll Be Comin’ Round the Mountain

She’ll be comin’ round the mountain when she comes,
Toot! Toot!
She’ll be comin’ round the mountain when she comes,
Toot! Toot!
She’ll be comin’ round the mountain, She’ll be comin’ round the mountain, She’ll be comin’ round the mountain when she comes.
Toot! Toot!

She’ll be driving six white horses when she comes,
Whoa back!
She’ll be driving six white horses when she comes,
Whoa back!
She’ll be driving six white horses, She’ll be driving six white horses, She’ll be driving six white horses when she comes.
Whoa back! Toot-toot!

She’ll be wearing pink pajamas when she comes,
Tee-Hee!
She’ll be wearing pink pajamas when she comes,
Tee-Hee!
She’ll be wearing pink pajamas, She’ll be wearing pink pajamas, She’ll be wearing pink pajamas when she comes,
Tee-Hee!Tee-Hee! Whoa Back! Toot-toot!

We’ll all go out to meet her when she comes,
Hi-Babe!
We’ll all go out to meet her when she comes,
Hi-Babe!
We’ll all go out to meet her, We’ll all go out to meet her, We’ll all go out to meet her when she comes,
Hi-Babe!

The Bear Went Over the Mountain

The bear went over the mountain,
The bear went over the mountain,
The bear went over the mountain to see what he could see,
To see what he could see,
To see what he could see.
The other side of the mountain,
The other side of the mountain,
The other side of the mountain was all that he could see.

Over in the Meadow
Over in the meadow, in the sand, in the sun,
Lived an old mother frog and her little froggie one.
“Croak!” said the mother, “I’ll croak!” said the one,
So they croaked and they croaked in the sand, in the sun.

Over in the meadow, in the stream so blue,
Lived an old mother fish and her little fishes two.
“Swim!” said the mother, “We swim!” said the two,
So they swam and they swam in the stream so blue.

Over in the meadow, on the branch of a tree,
Lived an old mother bird and her little birdies three.
“Sing!” said the mother, “We sing!” said the three,
So they sang and they sang on the branch of a tree.

It is almost impossible to believe that the 2011/12 school year marks the tenth anniversary of Storytime Standouts. Indeed, I have been writing about the importance of reading aloud while introducing wonderful picture books for families for nearly a decade. My first column was dated April 2002 and included a review of Stella, Fairy of the Forest. I love letting parents and teachers know about wonderful children’s books just as much today as I did ten years ago. As well, I remain committed to sharing the importance of reading aloud to children whenever I have an opportunity to do so.

Given that this is a special anniversary for Storytime Standouts and since it is the start of a new school year, I want to share my suggestions for ensuring that young children mature into young adults who love to read…

• Start ‘em young -
Beginning at six months of age, every child should hear at least two picture books read aloud every day. If we begin when a child is still an infant, the baby gets used to the idea of snuggling close and enjoying a story. If we introduce stories when children are older and ‘on the move,’ it may be more difficult to entice them to cuddle with us, enjoy the story and the illustrations.

• Every day, no matter what -
Making time for stories, whether at bedtime or during the day, should be sacred. Even on busy days, when we are on holiday or when a babysitter is involved, enjoying two picture books every day is essential for youngsters. It is for this reason that bedtime stories should never be withdrawn as a form of discipline.

• Help your child learn words, concepts and lessons -
When children hear two stories a day, they will enjoy 730 stories in one year and 3650 stories in five years. Hearing more than three thousand stories in five years will introduce all sorts of delicious vocabulary, fascinating concepts, wonderful artwork and important lessons. If we delay reading aloud to our children, perhaps waiting until they are two years of age, we miss the opportunity to expose them to the vocabulary, concepts, artwork and lessons in more than one thousand picture books. If each story introduces just two new words… that means your child will have missed the opportunity to add more than two thousand words to her vocabulary.

• There is something for everyone -
Exploring the vast array of children’s books will be fun and rewarding for both you and your child. Visit your local library or book store and dive into the wealth of fairy tales, fables, tall tales, concept books, alphabet books, nursery rhymes, poetry, humor, lift the flap, wordless, fiction and nonfiction picture books. There is truly a picture book for every occasion.

• Make connections -
Encourage children to make connections with the books they hear read aloud. Whether starting school or visiting a pumpkin patch, dealing with a sibling or learning to ride a bike, there are picture books to match a young child’s experiences. Parents can enrich the read aloud experience by pausing to ask questions, “What do you think Little Red Riding Hood should do?” “Which version of The Three Bears did you like best?” “Which story book character do you like best? Lilly, Wemberly, Olivia…”

• Continue reading aloud -
Even once children have become independent readers, they will benefit from sharing a great book with you. Although it may be tempting to step aside when your child is eight years old and is reading chapter books independently, there are all sorts of wonderful novels for you to enjoy together. You and your children will remember and reference these shared books for years to come.

For additional information, read our 10 FAQs About Reading Aloud to Children and Why Sharing a Bedtime Story or Two is Not to Be Missed.