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This resource offers a photograph of a syllable identification activity. In this activity, teachers and parents can mark a number ladder on the ground. Child is to stand behind the first line. The leading adult is to hold up a picture card that is accompanied by a word in the bottom. The child is to identify the number of syllables in each word by reading the word and jumping forward once for each syllable. For example, “Ham-bur-ger.” The child eventually looks down to see what number he has landed on to know how many syllables the word has ( ).

This activty relates to developing phonological awareness in children, particularly to develop awareness of syllables.

This activity encourages the integration of two learning areas that include language and literacy and motor skills development. The movement of body parts allows children to stay hghly engaged in the activity. This is in line with the Nurturing Early Learners Framework (NEL) goal of integrated approach to learning to attain holistic development (Ministry of Education, 2003).

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This resource offers a link of 12 books that have been designed to teach children alliteration. This link can be assessed by teachers and parents. They can read aloud these books to children and encourage children to identify the similarities about the beginning sound in each word in a phrase, for example 'Billy's big ball'. Teachers, parents and children can then go onto designing their own alliteration storybooks by getting children ot brainstorm about objects or animals that begin with the same sound (Hill, 2012).

This activity relates to developing phonologial awareness in children, particulary to be aware of alliteration, beginning sounds in words (Hill, 2012)..

Reading books out aloud  helps children develop interest and positive attitudes towards reading. Research has shown that “the single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children” (Adams, 1990).

This ties in with the Nurturing Early Learners Framework (NEL) strategy of reading out aloud to children in order to improve their literacy skills (Ministry of Education, 2003).

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I always LOVED teaching alliteration to my students using these amazing alliteration books. They think they are hilarious and each student is always so engaged. Here are my 12 absolute favorite alliteration books for little learners.

12 Alliteration Books for Little Learners
The Absolutely Awful Alphabet by Mordicai Gerstein
You'll never look at the alphabet the same way again after reading this alliterative book that depicts the letters in such absolutely awful ways!
Dr. Seuss's ABC: An Amazing Alphabet Book by Dr. Seuss
With Dr. Seuss as your guide, learning the alphabet is as easy as A, B, C.
Four Famished Foxes and Fosdyke by Pamela Duncan Edwards
This story of Fosdyke the Fox is chock full of words that begin with the letter F! Super fun to read aloud, and perfect for building vocabulary with young readers.
Bootsie Barker Bites by Barbara Bottner
Bootsie Barker is a bully, and she's about to learn that being that way is not okay. Children will love to be read this book, waiting to find out what's going to happen!
Clara Caterpillar by Pamela Duncan Edwards
This story of a clever caterpillar is perfect for teaching alliteration, and also teaches self love and how to appreciate the differences in others. A great book for young children!
Jamberry by Bruce Degen
This bestselling classic features a berry-loving boy and an endearing rhyme-spouting bear. This book is sure to be a favorite!
Many Marvelous Monsters by Ed Heck
In this alliterative board book, silly monsters and their special talents will have children and parents alike laughing and smiling!
The Worrywarts by Pamela Duncan Edwards
Enjoy this wonderful and whimsical alliterative tale of Wombat, Weasel, and Woodchuck - the worrywarts of the forest.
Fox in Socks by Dr. Seuss
Dr. Suess loves a good tongue twister, and Fox in Socks is full of them! Challenging for even adults to read out loud, everyone will have fun with this book.
Bedhead by Margie Palatini
Oliver's hair is way out of control - and it's school picture day!! This fun book describes all of the things he tries to tame his unruly hair in a fun alliterative fashion.
If You Were Alliteration by Trisha Speed Shaskan
This book explains the concept of alliteration to children in ways that they can understand. A perfect learning book for grades K-4.
Animalia by Graeme Base
If you've never seen this book, you should check it out immediately! It is an incredibly detailed anthology of animals and more, starting with every letter. Kids and adults will love discovering surprises on every page.

Can you not find a resource that you would LOVE to have for your classroom? Contact me and I would be happy to make it for you.

Don't forget to check out all of the children's book lists featured on A Dab of Glue Will Do. Do you have any favorite children's alliteration books that are not on the list? If so, please share in the comments below.

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12 Alliteration Books for Little Learners -

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I always LOVED teaching alliteration to my students using these amazing alliteration books. They think they are hilarious and each student is always so engaged. Here are my 12 absolute favorite alliteration books for little learners. 12 Alliteration Books for Little Learners The Absolutely Awful Alphabet by Mordicai Gerstein You'll never look at the alphabet the ...

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Introducing lettersounds with music and movement 

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Introducing lettersounds with music and movement 

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This resource offers a video of songs that includes various letter sounds. The video also has a description of actions to go with each song.

This activity relates to developing phonological awareness in children, particularly to identify and memorize phonemes .

The success of incorporating music and movement into phonics is supported by a prelimary study held to see up to what extent does the Jolly Phonics strategy of incorporating music and movement into learning, enhance pupils reading skills. Children exposed to Jolly Phonics performed better than the children in the traditional classroom situation as seen in a post-test mean scores (Ekpo, Udosen, Afangideh, Ekukinam & Ikorok , 2007).

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This resource offers a print out of three-phoneme words. In this activity, teachers can get children to pair up and take turns to draw a word card from a feely bag. Child A with the word card then uses his/her body to mimic the action that signifies the first letter sound. When done, child B says out the name and letter sound of the letter. This is to be repeated for all letters in the word, until child B is able to blend all 3 phonemes together and say out the word. Child A is to show child B the word card for him/her to cross check their answer.

This activty relates to developing phonological awareness in children, particularly to practise blending phonemes together to read a short word.

When children do this activity in pairs, they enagge in authentic learning through quality intercations with one another (Ministry of Education, Singapore, 2003).

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This resource introduces a code breaker activity called word wheel that is used for building word from the same word family (Hill, 2012). Tecahers can create word wheels with word families that include 'ad', 'ab' and 'ut'. Children can eventually make their own word wheels of different word families.

This activity relates to reading and particulary involves blending and phonological awareness.

When the word wheel is accompanied by pictures, it enables children to cross-check their answers. This is part of the Nurturing Early Learners Framework (NEL)'s goal of creating a print rich environment or learning area for children ((Ministry of Education, Singapore, 2003).

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This resource includes a sample of a semantic web. Semantic webs can be used by teachers to develop and extend their vocabulary related to familiar topics (Hill, 2012). For example, the teacher can use a book that is familiar to children but still does contain new information. She can introduce the term 'mammals' and model the use of the term and make a semantic web of the features of mammals (Hill, 2012).

This activity relates to reading, particulary to identifying and reading new vocabulary words.

Stevens (1980) said that the possesion of prior knowledge significantly aided comprehension of children. Stevems (1982) also said that direct teaching of background of a topic resulted in significantly improved reading. The semantic web allows the sharing of prior knowledge and teaching of topic backgrounds which can lead to improved reading.

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Piaget's Genetic Approach to Reading and Language Development

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Piaget's Genetic Approach to Reading and Language Development

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This resource introduces the Genetic Approach to Reading and Language Development. It includes a diverse list of vocabulary concepts, appropriate storybooks, activity ideas, questioning techniques, ideas to represent inferential skills and critical skills tat can be used appropriately, by teachers, in the four progressive stages of Piaget's Genetic Approach to Reading and Language Development.

This list of activities, strategies and approach relates to reading, particulary to learning new vocabulary, ability to infering from questions/ language content and recognising words as symbols. It includes learning about antonyms, synonyms and word relationships (Vida, 1980).

The Genetic approach to Reading and Langauge Developemnt is supported by Susan Hill (Hill, 2012) as she too talks about the different stages of reading development such as emerent and early readers and about how in the emergnt stage, children can be introduced high-frequency words and words of familiar topics too just as when using a semantic web.

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Use of levelled books based on Reading Development

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Use of levelled books based on Reading Development

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This resource shows a picture of levelled books  called the Jolly Phonics Readers.  Both teachers and parents can use these books and guide children to read them according ot the different reading development level of various children.

Teachers can provide children with appropriate instructional reading books where a child is able to read 90% of a book, leaving them with some words to be a challenge to read (Hill, 2012). This ensures that children's reading development will be constantly challenaged and advanced (Hill, 2012)

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This resource includes a information abot taking a record of reading behaviour. The resource provides sample reord sheet, reading behaviour analysis sheet and videos which  teachers can use to practice doing a reading bevaiour record with a child.

This activity relates to reading fluency and reading stages of children.

Through the use of records and analysis sheets, teachers will be able to evaluate children's reading behaviour to know if they're at the emergent, early, tansitional or extendingl level (Hill, 2012).

When children are given levelled books to read, children grow to  read with understanding and for enjoyment without feeling pressured. This is in line with the Nurturing Early Learners Framework (Ministry of Education, Singapore, 2003), language and literacy learning goal 3, where children display print awareness.

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Take a record of reading behaviour as Charlotte reads and answers questions about Sebastian Learns to Swim (early). Completing a Reading behaviour analysis sheet will help analyse the results.

Before you watch the video

Watch the videos

The first video shows Charlotte reading the book and the second video shows Charlotte answering questions about the book. As you watch the videos, practise using the Record of reading behaviour sheet to record children's reading behaviour.

Use the Reading behaviour analysis sheet to analyse the results. You can practise many times and discuss your findings.

Videos acknowledgements
Thank you to the children who agreed to help us learn about early reading development and to Helen Bettes, Reading Recovery Tutor.

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second edition ofdeveloping early literacy: assessment and teaching

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developing early literacy: assessment and teaching

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10. Taking a record of reading behaviour - Charlotte -

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Take a record of reading behaviour as Charlotte reads and answers questions about Sebastian Learns to Swim (early). Completing a Reading behaviour analysis sheet will help analyse the results. Before you watch the video Watch the videos The first video shows Charlotte reading the book and the second video shows Charlotte answering questions about the book.

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This resource introduces a cooperative question and answer activity that can be based of any children's book, chapters and be playe with groups of 4. In this activity,
Q- Child 1 asks a question about the reading
A - Child 2 provides an answer
P - Child 3 paraphrases the answer by framing it in a new wa
X - Child 4 provides an extra information not given in the answers (Hill, 2012)

This activity relates to reading and comprehension in particular.

Comprehension is a process where readers have to pose questions, connect ideas, infer meanings, recall, summarise and ealuate information (Hill, 2012) . QPAX allows students to develop proficiency in exactly those activities.

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Adams, M. J. (1990). Beginning to read: Learning and thinking about print.

Ekpo, C. M., Udosen, A. E., Afangideh, M. E., Ekukinam, T. U., & Ikorok, M. M. (2007). Jolly phonics strategy and the ESL pupils’ reading development: A preliminary study. In 1st mid term conference held at the University of Ibadan, Ibadan, Oyo State, Nigeria. http://www. steppingstonesnigeria. org/files/Reading_Skills. doc.

Hill, S. (2012). Developing early literacy: Assessment and teaching.

Ministry of Education, Singapore. (2003). Nurturing early learners: A framework for a kindergarten curriculum in Singapore.

Stevens, K. C. (1982). Can we improve reading by teaching background information?. Journal of Reading, 25(4), 326-329.

Stevens, K. C. (1980). The effect of background knowledge on the reading comprehension of ninth graders. Journal of reading behavior, 12(2), 151-154.

Vida, L. K. (1980). Piaget's Genetic Approach to Reading and Language Development.

Additional Video Reference:
Logan, S., & Johnston, R. (2009). Gender differences in reading ability and attitudes: Examining where these differences lie. Journal of Research in Reading, 32(2), 199-214.

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Works when you enlarge the screen!