IK PaXK K} PaLNa KRO;: PaXN SO ... - Mississauga.ca - … is the time to Parents often ask: when should I start reading to my children? The answer is that early literacy should begin

Funding Partners / {Vz}Y SHaYTa DONO VaLa {H$SODaR! Ontario Ministry of Community and Social

Services - Early Years Challenge Fund! Friends of the Brampton Public Library! Town of Caledon Library! Friends of the Library/Mississauga! MSM Transportation Inc.! Rotary Club of Brampton

IK PaXK K} PaLNa KRO;: PaXN SO †YaR KO {VKaS KO {LI caOtO B@CaO;

KO Sah P]$TKaO; KaO Ba;tNa

RAISE A READER: SHARING BOOKS WITH YOUNG CHILDREN TO DEVELOP A LOVE OF READING

Town of Caledon Public Library

Now is the time to

Parents often ask: when should I start reading to my children? The answer is that early literacy should begin at birth, just like any other parenting responsibility. Sharing books, stories, songs, and rhymes from an early age has enormous benefits.

Stimulates their brains and helps them develop.Gives both of you quality time to bond and have fun together.Encourages them to speak and read by introducing them to the pleasure of stories, the sounds and rhythms of language, and the shapes of letters.Is virtually FREE!

The most important thing you can do to help your children become readers for life is to teach them to love books, and this booklet is full of useful tips and examples on how to do just that. The ideas here don't have to be used at a scheduled story time - a few minutes of reading activities in your daily routine each day can be beneficial. Read to your child at bath time or on the bus, play story or song tapes in the car, or just talk to them about daily events at any time! If you can, invite older children or relatives to read to your child. All of this helps to Raise a Reader!

If you speak a language in your house other than English or French, you can still raise your children as readers by sharing stories, songs and rhymes in both languages. Try these activities:

Use books in one language, but translate them as you go.Play “point and say” in both languages, perhaps having the child translate.Use dual-language books.Set aside certain times or family members to speak and read English, or your native language only.

Raise a Reader!

Reading to your children:!

!

!

!

Early Literacy in a two-language Household:

!

!

!

!

AB SMY Ho IK PaXK K} PaLNa KRNO Ka!

Ho| APNO B@CaO; KO {LI Px~Na:

!

!

!

!

DaO-baWa VaLO gR MO; JlD}H}AwR-jaN:

!

!

!

!

MaTa-{PTa P/aY: P[cTO Ho;: M]ZO APNO B@CO KO {LI PaXN KB SO s]R KRNa Ca{HI? UzR YH Ho {K MaTa-{PTa HaONO K}AaoR {JmMOVa{RYaO; K}TRH, AwR-jaN b}J&M SO s]R HaO JaNa Ca{HI| caOt}UMR MO; H}{KTaBO;, KHa{NYa\, GaNO AaoR K{VTaAaO; KaO AaPS MO; Ba\tNa BH]T LabDa{YK HaOTa

UNKO {DMaG KaO UTO{JT KRTa Ho AaoR UNKO {VKaS MO; SHaYTa KRTa Ho| AaPKaO DaONaO; KaO AaPS MO; IK Kd~}BNaNO KO {LI AaoR eKt^XO kOLNO-K[DNO KO {LI IK A@ca SMY DOTa Ho| KHa{NYaO; KO, AaVaJ~aO; KO, AaoR baWa KO P/VaH KO, AaoR AwRaO; KO AaKaR KO Sah P{RCY KRVaTO H]I YH UNKaO BaOLNO AaoR Px~NO KO {LI UšSa{HT KRTa Ho|YH Va$TV MO; {BLK]L M]fT H!o

APNO B@CaO; KaO {J~&DG}bR KO {LI PaXK BNaNO KO {LI JaO SBSO J~RR}BaT AaP KR SKTO HaO VH YH Ho {K AaP UNKaO {KTaBaO; KO Sah †YaR KRNa {Ska SKTO Ho;, AaoR YH KRNO KO {LI YH P]{$TKa UPYaOG}S\KOTaO; AaoR UDaHRnaO; SO bR}Pd~}Ho| YHa\{Di GYO {VCaR KHaN}KO {N{•CT SMY PR P/YaOG KRNO KO {LI NH}; Ho; - APN}{DNCY#a KO KaYaO#; MO; K]c SMY KO {LI Px~NO K}{K/Ya RkNa b}LabDa{YK HaO SKTa Ho| NHLaNO KO SMY Ya BS MO; APNO B@CO KaO Px~KR S]Nai;, KaR MO; KHa{NYaO; KaO kOLO; Ya GaNaO; K}tOP CLai;, Ya {KS}b}SMY UNKO Sah P/{T{DN HaONO VaL}gtNaYaO; KO BaRO MO; BaTC}T KR!O; Y{D KR SKTO Ho; TaO, Bd~O B@CaO; KaO Ya {R•TODaRaO; KaO APNO B@CO KO Sah Px~NO KO {LI {NM\pn DO;| YH SB IK PaXK K}PaLNa KRNO MO; SHaYTa KRTa Ho!

Y{D AaP APNO gR MO; A;G/OJ~}Ya F/o;C KO eLaVa KaOe AaOR baWa BaOLTO Ho; TaO, AaP {FR b}APNO B@CaO; KaO DaONaO; baWaYaO; MO; KHa{NYa\, G}T AaoR K{VTaYaO; S]Na KR PaXK K}TRH PaLNa KR SKTO Ho;| YH {K/Yai; KRKO DOk;O:

IK baWa K}P]{$TKa Ka P/YaOG KRO;, LO{KN Px~NO KO Sah-Sah USKa AN]VaD b}KRTO RHO;|DaONaO; baWaYaO; MO; ˜esaRa KRO; AaoR BTaYO;™ kOL kOLO;, Y{D HaO SKO TaO B@CO SO AN]VaD KRVaYO;|DaO baWaYaO; VaL}{KTaB Ka P/YaOG KRO;| APNO P{RVaR KO SD$YaO; SO Ya {KS}{VsOW SMY MO; A;G/OJ~}Ya KOVL MaTŸ-baWa BaOLNO AaoR Px~NO KO {VCaR KaO RD^D KR DO;;|

Now is the time to

Parents often ask: when should I start reading to my children? The answer is that early literacy should begin at birth, just like any other parenting responsibility. Sharing books, stories, songs, and rhymes from an early age has enormous benefits.

Stimulates their brains and helps them develop.Gives both of you quality time to bond and have fun together.Encourages them to speak and read by introducing them to the pleasure of stories, the sounds and rhythms of language, and the shapes of letters.Is virtually FREE!

The most important thing you can do to help your children become readers for life is to teach them to love books, and this booklet is full of useful tips and examples on how to do just that. The ideas here don't have to be used at a scheduled story time - a few minutes of reading activities in your daily routine each day can be beneficial. Read to your child at bath time or on the bus, play story or song tapes in the car, or just talk to them about daily events at any time! If you can, invite older children or relatives to read to your child. All of this helps to Raise a Reader!

If you speak a language in your house other than English or French, you can still raise your children as readers by sharing stories, songs and rhymes in both languages. Try these activities:

Use books in one language, but translate them as you go.Play “point and say” in both languages, perhaps having the child translate.Use dual-language books.Set aside certain times or family members to speak and read English, or your native language only.

Raise a Reader!

Reading to your children:!

!

!

!

Early Literacy in a two-language Household:

!

!

!

!

AB SMY Ho IK PaXK K} PaLNa KRNO Ka!

Ho| APNO B@CaO; KO {LI Px~Na:

!

!

!

!

DaO-baWa VaLO gR MO; JlD}H}AwR-jaN:

!

!

!

!

MaTa-{PTa P/aY: P[cTO Ho;: M]ZO APNO B@CO KO {LI PaXN KB SO s]R KRNa Ca{HI? UzR YH Ho {K MaTa-{PTa HaONO K}AaoR {JmMOVa{RYaO; K}TRH, AwR-jaN b}J&M SO s]R HaO JaNa Ca{HI| caOt}UMR MO; H}{KTaBO;, KHa{NYa\, GaNO AaoR K{VTaAaO; KaO AaPS MO; Ba\tNa BH]T LabDa{YK HaOTa

UNKO {DMaG KaO UTO{JT KRTa Ho AaoR UNKO {VKaS MO; SHaYTa KRTa Ho| AaPKaO DaONaO; KaO AaPS MO; IK Kd~}BNaNO KO {LI AaoR eKt^XO kOLNO-K[DNO KO {LI IK A@ca SMY DOTa Ho| KHa{NYaO; KO, AaVaJ~aO; KO, AaoR baWa KO P/VaH KO, AaoR AwRaO; KO AaKaR KO Sah P{RCY KRVaTO H]I YH UNKaO BaOLNO AaoR Px~NO KO {LI UšSa{HT KRTa Ho|YH Va$TV MO; {BLK]L M]fT H!o

APNO B@CaO; KaO {J~&DG}bR KO {LI PaXK BNaNO KO {LI JaO SBSO J~RR}BaT AaP KR SKTO HaO VH YH Ho {K AaP UNKaO {KTaBaO; KO Sah †YaR KRNa {Ska SKTO Ho;, AaoR YH KRNO KO {LI YH P]{$TKa UPYaOG}S\KOTaO; AaoR UDaHRnaO; SO bR}Pd~}Ho| YHa\{Di GYO {VCaR KHaN}KO {N{•CT SMY PR P/YaOG KRNO KO {LI NH}; Ho; - APN}{DNCY#a KO KaYaO#; MO; K]c SMY KO {LI Px~NO K}{K/Ya RkNa b}LabDa{YK HaO SKTa Ho| NHLaNO KO SMY Ya BS MO; APNO B@CO KaO Px~KR S]Nai;, KaR MO; KHa{NYaO; KaO kOLO; Ya GaNaO; K}tOP CLai;, Ya {KS}b}SMY UNKO Sah P/{T{DN HaONO VaL}gtNaYaO; KO BaRO MO; BaTC}T KR!O; Y{D KR SKTO Ho; TaO, Bd~O B@CaO; KaO Ya {R•TODaRaO; KaO APNO B@CO KO Sah Px~NO KO {LI {NM\pn DO;| YH SB IK PaXK K}PaLNa KRNO MO; SHaYTa KRTa Ho!

Y{D AaP APNO gR MO; A;G/OJ~}Ya F/o;C KO eLaVa KaOe AaOR baWa BaOLTO Ho; TaO, AaP {FR b}APNO B@CaO; KaO DaONaO; baWaYaO; MO; KHa{NYa\, G}T AaoR K{VTaYaO; S]Na KR PaXK K}TRH PaLNa KR SKTO Ho;| YH {K/Yai; KRKO DOk;O:

IK baWa K}P]{$TKa Ka P/YaOG KRO;, LO{KN Px~NO KO Sah-Sah USKa AN]VaD b}KRTO RHO;|DaONaO; baWaYaO; MO; ˜esaRa KRO; AaoR BTaYO;™ kOL kOLO;, Y{D HaO SKO TaO B@CO SO AN]VaD KRVaYO;|DaO baWaYaO; VaL}{KTaB Ka P/YaOG KRO;| APNO P{RVaR KO SD$YaO; SO Ya {KS}{VsOW SMY MO; A;G/OJ~}Ya KOVL MaTŸ-baWa BaOLNO AaoR Px~NO KO {VCaR KaO RD^D KR DO;;|

Active Book Sharing:

Stories

THE ENORMOUS POTATO

The best way to teach children to love books is by participating actively in stories, songs and rhymes. The more actively involved you are, the more involved they are and the more fun you will both have. Play point and say, imitate animal sounds, use actions, make it a guessing game, ask questions about the story, encourage the child to say the repeated parts and feel free to make it up as you go along.

Here's a great example of a story that can be shared actively, e.g. by pretending to pull on the potato. This is a “cumulative” tale - one that repeats the same pattern but adds something new each time. It's also a folktale - a story that has been handed down through the generations, like fairy tales; in this case, the story comes from Eastern Europe.

Once upon a time there was an old man who planted a potato. The potato grew....and it grew...and it grew, until it was a great big enormous potato! So the old man decided it was time to harvest it. He grabbed the potato and he pulled...and he pulled....and he pulled, but the potato was strong and it would not come out.

So he called the old lady. The old lady pulled on the old man, and the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato would not come out.

So they called the little girl. The little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato wouldn't come out.

So they called the dog. The dog said “woof, woof”. And the dog pulled on the little girl, the little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato wouldn't come out.

So they called the cat. The cat said “meow, meow”. And the cat pulled on the dog, the dog pulled on the little girl, the little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato wouldn't come out.

So they called the little mouse. The mouse? How could the mouse help them? But the little mouse came, and said “squeak, squeak”. And the little mouse pulled on the cat, the cat pulled on the dog, the dog pulled on the little girl, the little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, until POOF! The great big enormous potato came out!

So they cleaned it, and put it into a big pot, and they cooked it, and that night they had a great big enormous potato feast!

IK {VsaL AaL[

IK BaR IK B[x~a AaDM}ha {JSNO IK AaL[ Ka PaoQa LGaYa| AaL[ Bd~a H]Aa ....AaoR VH Bd~a

H]Aa... AaoR VH Bd~a H]Aa, JB TK {K VH IK BH]T {VsaL AaL[ BN GYa! TB B[x~O AaDM}NO

SaOCa {K ESKaO KatNO Ka SMY Aa GYa Ho| USNO AaL[ KaO BLP[V#K PKd~~a AaoR USKaO k};Ca...

AaoR {FR k};CTa RHa....AaoR k};CTa RHa, LO{KN AaL[ BH]T s{•TsaL}ha AaoR VH BaHR NH};

Aa RHa ha|

ES{LI USNO B]{x~Ya KaO B]LaYa| B]{x~Ya NO B[x~O AaDM}KaO k};Ca, AaoR B[x~O AaDM}NO AaL[ KaO

k};Ca, AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR k};Ca, PR AaL[ BaHR NH}; AaYa|

{FR U&HaO;NO caOt}S}Ld~K}KaO B]LaYa| caOt}S}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O

AaDM}KaO k};Ca, B[xO~ AaDM}NO AaL] KaO k};Ca AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR

k};Ca, PR AaL[ BaHR NH}; AaYa|

{FR U&HaO;NO K]zO KaO B]LaYa| K]za BaOLa ˜bao;, bao;™| AaoR K]zO NO caOt}Ld~K}KaO k};Ca,

caOt}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O AaDM}KaO k};Ca, B[xO~ AaDM}NO AaL] KaO

k};Ca AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR k};Ca, PR AaL[ BaHR NH}; AaYa|

{FR U&HaO;NO {BlL}KaO B]LaYa| {BlL}BaOL}˜{MAau\, {MAau\™| AaoR {BlL}NO K]zO KaO k};Ca, K]zO

NO caOt}Ld~K}KaO k};Ca, caOt}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O AaDM}KaO k};Ca,

B[xO~ AaDM}NO AaL] KaO k};Ca AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR k};Ca, PR AaL[ BaHR

NH}; AaYa|

{FR U&HaO;NO NO C[{HYa KaO B]LaYa| C[{HYa? IK C[{HYa KoSO MDD KR SKT}Ho? LO{KN

caOt}C[{HYa Aae, AaoR BaOL}˜C[\-C[\, C[\-C[\™| AaoR caOt}S}C[{HYa NO {BlL}KaO k};Ca, {BlL} NO

K]zO KaO k};Ca, K]zO NO caOt}Ld~K}KaO k};Ca, caOt}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O


k};Ca, JB TK {K uF! BH]T Bd~a {VsaL AaL[ BaHR Aa GYa|

AaoR U&HaO;NO USO SaF {KYa, AaoR USO IK Bd~O PT}LO MO; daLa, AaoR U&HaO; NO USO PKaYa, AaoR

US RaT U&HaO; NO IK BH]T Bd~O {VsaL AaL[ KO Sah saNDaR Pat}# K}!

{KTaBaO; KaO AaPS MO; SRGM}# SO Ba\tNa:

KHa{NYa\

B@CaO; KaO {KTaBaO; KO Sah †YaR KRNa {SkaNO Ka SB SO A@ca TR}Ka Ho KHa{NYaO;, G}TaO; AaoR K{VTaYaO; MO; SRGM}# SO baG LONa| {JTN}SRGM}# SO AaP sa{ML HaO;GO, UTN}H}SRGM}# SO VH sa{ML HaO;GO AaoR AaP DaONaO; KaO AaoR b}MJ~a AaIGa| esaRa KRO; AaoR BaOLO; kOL kOLO;, JaNVRaO; K}AaVaJ~O; {NKaLO;, {K/Ya Ka P/YaOG KRO;, ES KaO IK PHOL}VaLa kOL BNaYO, KHaN}KO BaRO MO; P/•N P[cO;, B@CO KO Sah DaOHRaYO JaNO VaLO {H$SO KaO BaOLNO KO {LI P/aOšSa{HT KRO; AaoR AaGO Bx~TO H]I AaJ~aD}KO Sah MN-gd;~T b}BNa SKTO Ho;|

IK KHaN}{JSKaO SRGM}# KO Sah S]NaYa Ja SKTa Ho, USKa IK BH]T H}A@ca UDaHRn Ho, IK AaL[ KaO k};CNO Ka {DkaVa KRKO| YH ˜ALG ALG baGaOO; KaO IKp™ KRKO BNae Ge IK KHaN}Ho JaO IK H}{MSaL KaOO DaOHRaT}Ho LO{KN HR BaR K]c NYa JaOd~ LOT}Ho| YH IK LaOK KHaN}b}Ho - {JS KaO P{RYaO; K}TRH S{DYaO; SO IK SO D[SRO KaO S]NaYa Ja RHa Ho, LO{KN YHa\PR YH UzR}YaORP SO Aae Ho|

Active Book Sharing:

Stories

THE ENORMOUS POTATO

The best way to teach children to love books is by participating actively in stories, songs and rhymes. The more actively involved you are, the more involved they are and the more fun you will both have. Play point and say, imitate animal sounds, use actions, make it a guessing game, ask questions about the story, encourage the child to say the repeated parts and feel free to make it up as you go along.

Here's a great example of a story that can be shared actively, e.g. by pretending to pull on the potato. This is a “cumulative” tale - one that repeats the same pattern but adds something new each time. It's also a folktale - a story that has been handed down through the generations, like fairy tales; in this case, the story comes from Eastern Europe.

Once upon a time there was an old man who planted a potato. The potato grew....and it grew...and it grew, until it was a great big enormous potato! So the old man decided it was time to harvest it. He grabbed the potato and he pulled...and he pulled....and he pulled, but the potato was strong and it would not come out.

So he called the old lady. The old lady pulled on the old man, and the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato would not come out.

So they called the little girl. The little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato wouldn't come out.

So they called the dog. The dog said “woof, woof”. And the dog pulled on the little girl, the little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato wouldn't come out.

So they called the cat. The cat said “meow, meow”. And the cat pulled on the dog, the dog pulled on the little girl, the little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, but the potato wouldn't come out.

So they called the little mouse. The mouse? How could the mouse help them? But the little mouse came, and said “squeak, squeak”. And the little mouse pulled on the cat, the cat pulled on the dog, the dog pulled on the little girl, the little girl pulled on the old lady, the old lady pulled on the old man, the old man pulled on the potato, and they pulled....and they pulled...and they pulled, until POOF! The great big enormous potato came out!

So they cleaned it, and put it into a big pot, and they cooked it, and that night they had a great big enormous potato feast!

IK {VsaL AaL[

IK BaR IK B[x~a AaDM}ha {JSNO IK AaL[ Ka PaoQa LGaYa| AaL[ Bd~a H]Aa ....AaoR VH Bd~a

H]Aa... AaoR VH Bd~a H]Aa, JB TK {K VH IK BH]T {VsaL AaL[ BN GYa! TB B[x~O AaDM}NO

SaOCa {K ESKaO KatNO Ka SMY Aa GYa Ho| USNO AaL[ KaO BLP[V#K PKd~~a AaoR USKaO k};Ca...

AaoR {FR k};CTa RHa....AaoR k};CTa RHa, LO{KN AaL[ BH]T s{•TsaL}ha AaoR VH BaHR NH};

Aa RHa ha|

ES{LI USNO B]{x~Ya KaO B]LaYa| B]{x~Ya NO B[x~O AaDM}KaO k};Ca, AaoR B[x~O AaDM}NO AaL[ KaO

k};Ca, AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR k};Ca, PR AaL[ BaHR NH}; AaYa|

{FR U&HaO;NO caOt}S}Ld~K}KaO B]LaYa| caOt}S}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O


k};Ca, PR AaL[ BaHR NH}; AaYa|

{FR U&HaO;NO K]zO KaO B]LaYa| K]za BaOLa ˜bao;, bao;™| AaoR K]zO NO caOt}Ld~K}KaO k};Ca,

caOt}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O AaDM}KaO k};Ca, B[xO~ AaDM}NO AaL] KaO

k};Ca AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR k};Ca, PR AaL[ BaHR NH}; AaYa|

{FR U&HaO;NO {BlL}KaO B]LaYa| {BlL}BaOL}˜{MAau\, {MAau\™| AaoR {BlL}NO K]zO KaO k};Ca, K]zO

NO caOt}Ld~K}KaO k};Ca, caOt}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O AaDM}KaO k};Ca,

B[xO~ AaDM}NO AaL] KaO k};Ca AaoR U&HaO;NO k};Ca..... AaoR k};Ca .....AaoR {FR k};Ca, PR AaL[ BaHR

NH}; AaYa|

{FR U&HaO;NO NO C[{HYa KaO B]LaYa| C[{HYa? IK C[{HYa KoSO MDD KR SKT}Ho? LO{KN

caOt}C[{HYa Aae, AaoR BaOL}˜C[\-C[\, C[\-C[\™| AaoR caOt}S}C[{HYa NO {BlL}KaO k};Ca, {BlL} NO

K]zO KaO k};Ca, K]zO NO caOt}Ld~K}KaO k};Ca, caOt}Ld~K}NO B[x~}AaoRT KaO k};Ca, B[x~}AaoRT NO B[x~O


k};Ca, JB TK {K uF! BH]T Bd~a {VsaL AaL[ BaHR Aa GYa|

AaoR U&HaO;NO USO SaF {KYa, AaoR USO IK Bd~O PT}LO MO; daLa, AaoR U&HaO; NO USO PKaYa, AaoR

US RaT U&HaO; NO IK BH]T Bd~O {VsaL AaL[ KO Sah saNDaR Pat}# K}!

{KTaBaO; KaO AaPS MO; SRGM}# SO Ba\tNa:

KHa{NYa\

B@CaO; KaO {KTaBaO; KO Sah †YaR KRNa {SkaNO Ka SB SO A@ca TR}Ka Ho KHa{NYaO;, G}TaO; AaoR K{VTaYaO; MO; SRGM}# SO baG LONa| {JTN}SRGM}# SO AaP sa{ML HaO;GO, UTN}H}SRGM}# SO VH sa{ML HaO;GO AaoR AaP DaONaO; KaO AaoR b}MJ~a AaIGa| esaRa KRO; AaoR BaOLO; kOL kOLO;, JaNVRaO; K}AaVaJ~O; {NKaLO;, {K/Ya Ka P/YaOG KRO;, ES KaO IK PHOL}VaLa kOL BNaYO, KHaN}KO BaRO MO; P/•N P[cO;, B@CO KO Sah DaOHRaYO JaNO VaLO {H$SO KaO BaOLNO KO {LI P/aOšSa{HT KRO; AaoR AaGO Bx~TO H]I AaJ~aD}KO Sah MN-gd;~T b}BNa SKTO Ho;|

IK KHaN}{JSKaO SRGM}# KO Sah S]NaYa Ja SKTa Ho, USKa IK BH]T H}A@ca UDaHRn Ho, IK AaL[ KaO k};CNO Ka {DkaVa KRKO| YH ˜ALG ALG baGaOO; KaO IKp™ KRKO BNae Ge IK KHaN}Ho JaO IK H}{MSaL KaOO DaOHRaT}Ho LO{KN HR BaR K]c NYa JaOd~ LOT}Ho| YH IK LaOK KHaN}b}Ho - {JS KaO P{RYaO; K}TRH S{DYaO; SO IK SO D[SRO KaO S]NaYa Ja RHa Ho, LO{KN YHa\PR YH UzR}YaORP SO Aae Ho|

Play Rhymes:

Examples:

For very young children, play or action rhymes can be used as an alternative to books. Rhymes are fun, and a wonderful way to hold their attention and expose children to rhythmic forms of language.

Five Little Monkeys Five little monkeys (Five fingers up) Jumping on the bed. (Bouncing up and down) One fell out (One finger down)And bumped his head (Hold your head)Mommy called the doctor (Pretend to use the telephone)And the doctor said, “No more monkeys jumping on the bed!” (Shake finger at monkeys)

Hickory Dickory DockHickory dickory dock (Swing arms like a pendulum)The mouse ran up the clock (Run two fingers up your arm)The clock struck one. (Hold up one finger)The mouse ran down. (Run two fingers back down your arm)Hickory, dickory, dock (Swing arm like a pendulum again)

Round and Round the Garden Round and round the garden (Have the child hold out their hand palm up and using your index finger)Like a teddy bear (Trace circles in the palm of their hand)Up one step, (Begin to walk your fingers up their arm)Up two steps, (Continue walking fingers up their arm)To tickle you under there!! (Tickle the child under their arm)

Humpty Dumpty Humpty Dumpty sat on a wall. (Bounce child on knee)Humpty Dumpty had a great fall; (Lean child to side)All the King's horses, and all the King's men, (Bounce child faster)Couldn't put Humpty together again. (Bounce child faster)

K{VTaYaO; KaO kOL KR S]Nai;:

UDaHRn:

BH]T caOtO B@CaO; KO {LI, kOLNO Ya {K/Ya KO Sah BaOL} JaNO VaL} K{VTaYaO; KaO {KTaBaO; KO BDLO P/YaOG {KYa Ja SKTa Ho| K{VTai; kOL-K[D K} TRH HaOT} Ho;, AaoR UNKa ˆYaN LGaNO Ka AaoR B@CaO; Ka baWa KO P/VaH K} TRF P/D#sN KRNO Ka IK BH]T A@ca x;G Ho|





Play Rhymes:

Examples:

For very young children, play or action rhymes can be used as an alternative to books. Rhymes are fun, and a wonderful way to hold their attention and expose children to rhythmic forms of language.





K{VTaYaO; KaO kOL KR S]Nai;:

UDaHRn:

BH]T caOtO B@CaO; KO {LI, kOLNO Ya {K/Ya KO Sah BaOL} JaNO VaL} K{VTaYaO; KaO {KTaBaO; KO BDLO P/YaOG {KYa Ja SKTa Ho| K{VTai; kOL-K[D K} TRH HaOT} Ho;, AaoR UNKa ˆYaN LGaNO Ka AaoR B@CaO; Ka baWa KO P/VaH K} TRF P/D#sN KRNO Ka IK BH]T A@ca x;G Ho|





Fun with Music

Song suggestions:

Songs, lullabies and quiet ballads can be sung to infants from birth, especially during feeding, bathing and changing times. As your baby grows, bouncing and action songs are very stimulating. Clapping, shaking noisy toys, and banging a pot are fun for toddlers. Music can help children to learn pre-reading, rhythm, memory and singing skills. Sing and dance with your child!

Head and Shoulders Head and shoulders (Touch the part of the body suggested)Knees and toes, knees and toes, knees and toesHead and shoulders, knees and toes,Eyes, ears, mouth and nose (Repeat twice, going faster each time)

Twinkle, TwinkleTwinkle, twinkle, little star (Raise hands, opening and closing fingers)How I wonder what you areUp above the world so high (Join hands above head)Like a diamond in the sky (Make a diamond shape with fingers)Twinkle, twinkle little starHow I wonder what you are.

Old MacdonaldOld Macdonald had a farm e-i-e-i-oAnd on his farm he had a cow e-i-e-i-oWith a moo-moo here and a moo-moo there,Here a moo, there a moo, everywhere a moo-mooOld Macdonald had a farm, e-i-e-i-o(Repeat with as many farm animals as you can think of!)

S;G}T KO Sah kOLNa-K[DNa

G}TaO; KO {LI S]ZaV:

G}T, LaO{RYa\, AaoR kaMaOs LaOK-{P/Y KhaYO; B@CaO; KaO J&M SO H} S]Nae Ja SKT} Ho;, {VsOWTaoR PR UNKaO {kLaTO, NHLaTO AaoR KPd~O BDLTO SMY| •;YaO •;YaO AaPKa B@Ca Bd~a HaOTa Ho TaO, K[DNO VaLO AaoR {K/Ya VaLO G}T b} USKaO BH]T UTO{JT KRTO Ho;| haOd~a haOd~a CLNO VaLO B@CaO; KO {LI TaL}Ya\ MaRNa, {HL {HL KR AaVaJ~ KRNa AaoR BT#N PR ktKa KRNa MJ~O K} BaT Ho| S;G}T B@CaO; KaO Pd~NO SO PHLO S}kNO, LY, YaDasT AaoR GaNO KO KaosL {SkaNO MO; SHaYTa KRTa Ho| APNO B@CaO; KO Sah NaCO; AaoR Ga;YO!




Fun with Music

Song suggestions:

Songs, lullabies and quiet ballads can be sung to infants from birth, especially during feeding, bathing and changing times. As your baby grows, bouncing and action songs are very stimulating. Clapping, shaking noisy toys, and banging a pot are fun for toddlers. Music can help children to learn pre-reading, rhythm, memory and singing skills. Sing and dance with your child!




S;G}T KO Sah kOLNa-K[DNa

G}TaO; KO {LI S]ZaV:

G}T, LaO{RYa\, AaoR kaMaOs LaOK-{P/Y KhaYO; B@CaO; KaO J&M SO H} S]Nae Ja SKT} Ho;, {VsOWTaoR PR UNKaO {kLaTO, NHLaTO AaoR KPd~O BDLTO SMY| •;YaO •;YaO AaPKa B@Ca Bd~a HaOTa Ho TaO, K[DNO VaLO AaoR {K/Ya VaLO G}T b} USKaO BH]T UTO{JT KRTO Ho;| haOd~a haOd~a CLNO VaLO B@CaO; KO {LI TaL}Ya\ MaRNa, {HL {HL KR AaVaJ~ KRNa AaoR BT#N PR ktKa KRNa MJ~O K} BaT Ho| S;G}T B@CaO; KaO Pd~NO SO PHLO S}kNO, LY, YaDasT AaoR GaNO KO KaosL {SkaNO MO; SHaYTa KRTa Ho| APNO B@CaO; KO Sah NaCO; AaoR Ga;YO!




Recommended Resources

The most important thing about choosing a book to read is to find something that both you and your child are excited about. Here are a few examples of books and recordings for various ages. There are many more. Ask at your local library.

Ages 0-18 months: The best books for this age are board, cloth and bath books. Books with rhymes, songs and simple words with clear pictures are most effective.

Collins, Heather Twinkle, Twinkle Little StarFleming, Denise Barnyard BanterFox, Mem Time for Bed

Ages 18 months 3 years: For this age, look for clear pictures and simple stories with one or two lines per page. Repetition and participation works well with this age group.

Brown, Margaret Goodnight MoonWilliams, Sue I went WalkingDavis, Aubrey The Enormous Potato

Ages 3-5 years: Books for this age group contain lots of action, e.g. cars moving, animals playing, children climbing in the pictures. The concepts and stories are more complex and usually longer with an expanded vocabulary.

Carle, Eric The Very Hungry CaterpillarLum, Kate What! Cried GrannyMartin, Bill Chicka, Chicka, Boom, Boom

Diamond, Charlotte My Bear GruffMcGrath, Bob and Katherine Smithrim Songs and Games for ToddlersPenner, Fred The Cat Came BackSharon, Lois and Bram Mainly Mother Goose

Chorao, Kay Baby's Lap BookFox, Mem Reading MagicRaffi The Raffi Singable Songbook

Books:

Music Cassettes and CD's:

Reading Resources for parents:

$V}KaR KRNO YaOŠY SaQN

Pd~NO KO {LI IK P]$TK C]NNO KO BaRO MO; SBSO J~RR}BaT Ho {K K]c iSa x[\xNa {JS KO {LI AaP AaoR AaPKa B@Ca DaONaO; UšS]K HaO;| {b&N {b&N AaY] KO {LI {KTaBO; AaoR {RKa{d#;G KO YH K]c UDaHRn Ho;| AaoR b}Ke SaQN Ho;| APNO $haN}Y P]$TKaLY SO P[cO;|

0-18 MH}NO K}AaY]: ES AaY] KO {LI SBSO A@c}{KTaBO; Ho; BaOd#, KPd~O AaoR NHLaNO KO SMY K}{KTaBO;| SaF T$V}RaO; VaL}K{VTa, G}T AaoR SaQaRn s!D SBSO A{QK P/ba{VT KRTO Ho;|


18 MH}NO SO - 3 SaL K}AaY]: ES AaY]: ES AaY] KO {LI, SaF T$V}RaO; VaL}AaoR SaQaRn KHa{NYaO; VaL}HR PŸ‰X PR IK Ya DaO LaENaO; VaL}KHaN}DOkO;| DaOHRaNa AaoR baG LONa ES AaY] KO B@CaO; KO {LI X}K RHTa Ho|


3-5 SaL K}AaY]: ES AaY] KO B@CaO; KO {LI {KTaBaO; MO; BH]T SaR}{K/Ya HaOT}Ho, JoSO {K T$V}RaO; MO; CL RH}KaRO;, kOL RHO JaNVR, uPR Cd~ RHO B@CO| EN MO; SO AaM TaoR PR QaRna AaoR KHa{NYa\AaoR b}M]{•KL AaoR IK FoL}H]e s!DaVL}KO Sah LmB}HaOT}Ho|


S\G}T K} KoSOt AaoR S} d}:Diamond, Charlotte My Bear GruffMcGrath, Bob and Katherine Smithrim Songs and Games for ToddlersPenner, Fred The Cat Came BackSharon, Lois and Bram Mainly Mother Goose

MaTa-{PTa KO {LI Px~NO KO SaQN:Chorao, Kay Baby's Lap BookFox, Mem Reading MagicRaffi The Raffi Singable Songbook

P]$TKO;;:

Recommended Resources

The most important thing about choosing a book to read is to find something that both you and your child are excited about. Here are a few examples of books and recordings for various ages. There are many more. Ask at your local library.

Ages 0-18 months: The best books for this age are board, cloth and bath books. Books with rhymes, songs and simple words with clear pictures are most effective.


Ages 18 months 3 years: For this age, look for clear pictures and simple stories with one or two lines per page. Repetition and participation works well with this age group.


Ages 3-5 years: Books for this age group contain lots of action, e.g. cars moving, animals playing, children climbing in the pictures. The concepts and stories are more complex and usually longer with an expanded vocabulary.


Diamond, Charlotte My Bear GruffMcGrath, Bob and Katherine Smithrim Songs and Games for ToddlersPenner, Fred The Cat Came BackSharon, Lois and Bram Mainly Mother Goose

Chorao, Kay Baby's Lap BookFox, Mem Reading MagicRaffi The Raffi Singable Songbook

Books:

Music Cassettes and CD's:

Reading Resources for parents:

$V}KaR KRNO YaOŠY SaQN

Pd~NO KO {LI IK P]$TK C]NNO KO BaRO MO; SBSO J~RR}BaT Ho {K K]c iSa x[\xNa {JS KO {LI AaP AaoR AaPKa B@Ca DaONaO; UšS]K HaO;| {b&N {b&N AaY] KO {LI {KTaBO; AaoR {RKa{d#;G KO YH K]c UDaHRn Ho;| AaoR b}Ke SaQN Ho;| APNO $haN}Y P]$TKaLY SO P[cO;|

0-18 MH}NO K}AaY]: ES AaY] KO {LI SBSO A@c}{KTaBO; Ho; BaOd#, KPd~O AaoR NHLaNO KO SMY K}{KTaBO;| SaF T$V}RaO; VaL}K{VTa, G}T AaoR SaQaRn s!D SBSO A{QK P/ba{VT KRTO Ho;|


18 MH}NO SO - 3 SaL K}AaY]: ES AaY]: ES AaY] KO {LI, SaF T$V}RaO; VaL}AaoR SaQaRn KHa{NYaO; VaL}HR PŸ‰X PR IK Ya DaO LaENaO; VaL}KHaN}DOkO;| DaOHRaNa AaoR baG LONa ES AaY] KO B@CaO; KO {LI X}K RHTa Ho|


3-5 SaL K}AaY]: ES AaY] KO B@CaO; KO {LI {KTaBaO; MO; BH]T SaR}{K/Ya HaOT}Ho, JoSO {K T$V}RaO; MO; CL RH}KaRO;, kOL RHO JaNVR, uPR Cd~ RHO B@CO| EN MO; SO AaM TaoR PR QaRna AaoR KHa{NYa\AaoR b}M]{•KL AaoR IK FoL}H]e s!DaVL}KO Sah LmB}HaOT}Ho|


S\G}T K} KoSOt AaoR S} d}:Diamond, Charlotte My Bear GruffMcGrath, Bob and Katherine Smithrim Songs and Games for ToddlersPenner, Fred The Cat Came BackSharon, Lois and Bram Mainly Mother Goose

MaTa-{PTa KO {LI Px~NO KO SaQN:Chorao, Kay Baby's Lap BookFox, Mem Reading MagicRaffi The Raffi Singable Songbook

P]$TKO;;:

Bolton Junior YBolton Welcome Wagon

Brampton Multicultural Community CentreBrampton Neighbourhood Resource Centre

Brampton YMCACaledon Parent Child Centre

Catholic Family Services of Peel DufferinDixie Bloor Neighbourhood Centre

Family Education Centre

Family Services of PeelIndia Rainbow Community Services of PeelLe Cercle de l'AmitiéMalton Neighbourhood ServicesMississauga Parent Child Resource CentresParents without Partners Inc, Peel Chapter 1054Region of Peel Health Department - Healthy Babies, Healthy Children Programme

HMaRO Sah sa{ML HaO;! caOtO B@CaO; KO {LI IK PaXK K} PaLNa KRNO PR VK#saP AaoR KHa{NYaO; KO SMY KO BaRO MO; AaoR JaNKaR} KO {LI S;mPK# KRO;|

SM]DaY KO AaoR baG}DaR:

IK PaXK K} PaLNa KO {LI SM]DaY K} {NmN{L{kT AaoR b} S;$hai; UPL!Q Ho;|

Sah {ML KR KaM KRNO VaLO baG}DaR:

Brampton Public Library (905) 793-4636 www.bramlib.on.caCaledon Public Library (905) 857-1400 www.caledon.library.on.ca

Mississauga Library System (905) 615-3500 www.city.mississauga.on.ca/library

Documents

IK PaXK K} PaLNa KRO;: PaXN SO ... - Mississauga.ca - … is the time to Parents often ask: when should I start reading to my children? The answer is that early literacy should begin