by Donna | May 13, 2010
“Right after lunch Josiah, Kara, and I picked out our stories for story time. We snuggled on the couch with Mommy and read them. I was so happy ‘coz it was my day, and I got to pick two stories today. I picked Curious George and a book about astronauts. Story time is my favorite time of the day.”
“Jonathan’s Journal”
Read Aloud Tips (continued)
6. Consider having an ongoing chapter book as part of your story time. At the end of story time, I almost always read a chapter or two out of a chapter book. By that time, the youngest listeners were often drifting off to sleep, so if they were not interested in the chapter book, they just started their naps. However, the older preschooler and elementary child was still alert and awake. (We call this the “bus stop approach” to teaching little kids—stay with us and we’ll introduce that concept more fully in the future.) If your little is “almost ready” for chapter books, but not quite, you can start the process by choosing some longer picture books (i.e. instead of “If You Give a Mouse a Cookie,” or “Curious George,” read “Kidderminster Tales” or picture books of “Black Beauty” or James Herriot stories for children (reviews forthcoming). Then after he is used to listening to longer picture books, choose short chapter books at first, such as “Three Cousins Detective,” “Boxcar Children,” or “American Girl Books.” These often have forty to eighty pages, so they are good introductions to chapter books for preschoolers. (Some of these shorter chapter books also have an occasional picture; this might help bridge the gap from picture books to chapter books.)
7. Use book and cd sets from the library to substitute for you when needed. My older kids used book and tape sets (Joshua’s favorites when he was three to six were these old “Stories That Live” Bible story books with accompanying cassettes.) However, Josiah and Jacob (our last two children) have used picture book and cd sets more than any of the others. With several children and the older kids’ needs and activities, story time has taken a drastic change in our home. I no longer stay home all the time; I no longer have one to two hours every afternoon to read; and, unfortunately, I no longer get to take naps! To offset my reduced story time, I have utilized book and cd sets for the younger children. Since we homeschool and our children have daily independent lists, the boys had “listen to book and cd set” on their list most days when they were younger (and Jakie still often does, though he is quickly outgrowing them). These sets are available in zip style bags at libraries and are really a great help for busy moms—if your children get in the habit of doing them. Like every other “quiet” or “less high-tech” activity, listening to book and cd sets, talking books, radio dramas, etc. is a learned art. It will probably not come naturally to children today. But, just like brushing his teeth and making his bed, it can become part of his daily routine if it is insisted upon by Mom and followed through on. (Book and cd sets and/or audio books are especially good for kids who are outgrowing naps to do while youngers sleep.)
8. Make story time a privilege. As with the toddler joining your story time, this special event should be a privilege for every child—and privileges are earned and are much different than rights (which should be greatly reduced in the lives of children—yes, our children have rights to safety, nourishment, love, etc. but the sense of entitlement that we give our children for everything causes a very me-focused approach to life that is inconsistent with genuine Christianity, which is the opposite of this “myopic” way of life). Our kids knew the rules for story time, and I seldom had problems with bad behavior during it. Why? Simply because they wanted Mom to read to them! The repercussion for not sitting still, not being kind to those around you, being loud, complaining, etc. during story time was no story time that day, period. As my husband has always reminded me: “Our children will behave just the way we want them to” (i.e. the way we allow them to)—annoying saying huh? But true.
9. Try to have a consistent story time. If you can have a set time, like right after lunch every afternoon you are home or right before bed three evenings a week, etc., it will make it more routine and will cause the children to look forward to it. Consistent story time (or consistent anything) causes children to have order and peace—and provides a small framework of accountability for Mom too.
10. Use story time for Bible and/or character training. In addition to an ongoing chapter book, I always had a Bible story book and/or a character book that we read through a little each story time. This gave me another opportunity to teach Bible stories and character lessons. (Reviews will follow for some suggestions for these over the next few days.)
Reviews, suggestions, and links coming up! Thanks for joining us.
*For the complete story of “Jonathan’s Journal, follow this link: https://positiveparenting3-6-5.blogspot.com/2010/03/day-seventy-eight-introducing-jonathans.ht
by Donna | May 12, 2010
“Right after lunch Josiah, Kara, and I picked out our stories for story time. We snuggled on the couch with Mommy and read them. I was so happy ‘coz it was my day, and I got to pick two stories today. I picked Curious George and a book about astronauts. Story time is my favorite time of the day.”
“Jonathan’s Journal” *
Read Aloud Tips
1. Make books a big part of your life from the beginning! Our kids knew that books were important to us. It isn’t uncommon for us to have forty to fifty books and talking books under our tree on Christmas morning. When our kids were babies and toddlers, they had little baskets with their baby books in them. These were their book baskets—and putting their books in them after play time was one of their first chores!
2. Make reading aloud a big deal from the beginning. As I said in some earlier posts, I started having a story time with our babies when they were several months old and were being weaned from one of their nursings. I would replace that afternoon feeding (after the baby had eaten food for lunch and had milk out of a sipper cup) with a story time. It was short—at first only two to four minutes—but it became an integral part of baby’s schedule.
3. Make joining into “older kids’ reading” a big deal—and a privilege that is earned. Once our toddlers became preschoolers, they got to join our regular “before nap” story time. This took the place of their short story time with Mom alone. We made a huge affair of the little joining us. The other kids were always so excited to have the toddler come into our snuggle and read time! However, if the toddler didn’t lie still and be quiet, he got taken to his crib early and missed the rest of story time. The toddler soon learned that joining regular afternoon story time was a privilege that was to be earned, not just something that he got to do at a certain age or time.
4. Let children choose story time books too. If you have enough time to really do a lengthy story time, go for it. I had long story times with my preschoolers and elementary children, so everybody got to pick one story, and the person who was “it” that day (see post two days ago) got to choose two stories. I had library books on a library shelf, then, of course, our huge collection of books to choose from. Choosing a story or two each day was really exciting for the kids. Sometimes they would talk about it or ponder it all day long!
5. You choose stories too. Kids will often pick the same books over and over again, so I always chose a couple or a few (depending on the length of the books that day) to read each day too. The children often found new favorites through my choosing of books—and oftentimes they were books that they maybe would not have picked themselves, etc. Sometimes I would choose stories that went along with what we were studying in homeschool (i.e. “You Wouldn’t Want to Be a Pioneer” when we were doing American History or “Hiawatha” when we were doing poetry, etc.). Other times I would choose something similar to what they were picking or by the same author, etc.
Continued……more reading tips coming—including suggestions and reviews!
*For the complete story of “Jonathan’s Journal, follow this link: https://positiveparenting3-6-5.blogspot.com/2010/03/day-seventy-eight-introducing-jonathans.html
by Donna | May 11, 2010
“Right after lunch Josiah, Kara, and I picked out our stories for story time. We snuggled on the couch with Mommy and read them. I was so happy ‘coz it was my day, and I got to pick two stories today. I picked Curious George and a book about astronauts. Story time is my favorite time of the day.”
“Jonathan’s Journal”
As my children were growing up, we had several read-aloud periods—often in one day. And we had various names for all of them through the years: morning read aloud, content reading, subject reading, history reading, devotional reading, character reading, breakfast reading, family read aloud, lunchtime reading, unit studies reading, story time, matching sweat suit day reading (corny, but we loved it!), read all day reading, story time, bedtime stories, and yes, even more.
Now we have just a few reading times. I will list these below and will detail them in the coming week, including some suggested titles for them and book reviews!
1. Morning reading—for us, this is like our “school devotional extended.” We have this morning reading time after morning routines and morning chores—three or four days a week (“more often than not”).
2. History read aloud—two or three days a week, I do history reading with the kids. I have never been one to get my pre-high school kids a bunch of science, social studies, health, etc. text books. I have always used our read-aloud times and assigned reading of real books as their primary sources for these subjects. We have been doing American history for the past couple of years, slowly making our way through various read aloud sources, audio books, assigned readers, and more.
3. Family read aloud books—We enjoy listening together as a family to radio dramas (especially Adventures in Odyssey!), audio books, Christian discipleship type books, biographies, and occasionally, fiction books. For example, we have recently read Mercy Ships (about the ministry of the medical/surgical ships that go around the world) and Being a Christian in a Brave New World by Joni Ereckson Tada. Unfortunately, the older the boys get, the harder it is to get us all together long enough to read lengthy books; however, audio books are something we can do while we do other things, so we try to utilize those whenever possible.
4. Story time—Jakie and I are the only ones who regularly enjoy story time nowadays (sniff, sniff). However, sometimes we can talk Josiah into joining us, and occasionally, if we are reading a chapter book, Jonathan will listen from the dining room as he does school or works on a project. Story time is one thing that I for sure do not regret spending the hours upon hours in over the past twenty-seven years of parenting. When I had several small children, we would get the babies to sleep then cuddle in Mommy’s bed and read for one to two hours, then drift off for afternoon naps (including Mom!). My first reaction to that is “How did I ever find time for that nearly every weekday afternoon?” And my answer is that I found the time because it was a priority to me. We find the time for everything that is truly important to us. (And I found the time for the nap because it was essential during the fourteen out of seventeen years that I was nursing and/or pregnant!) I stayed home most days and just invested in my kids and home—and I don’t regret it at all!
The next few days will include story time tips, suggested story time books, starting chapter books aloud, and more!
*For the complete story of “Jonathan’s Journal, follow this link: https://positiveparenting3-6-5.blogspot.com/2010/03/day-seventy-eight-introducing-jonathans.html
by Donna | May 7, 2010
(more…)
by Donna | May 6, 2010
“During lunch Mother read the older kids’ history book out loud. I kind of like it too. It’s about the Pilgrims who rode on the Mayflower. I like the Indians. She read more of it while we cleaned up lunch.
Right after lunch Josiah, Kara, and I picked out our stories for story time. We snuggled on the couch with Mommy and read them. I was so happy ‘coz it was my day, and I got to pick two stories today. I picked Curious George and a book about astronauts. Story time is my favorite time of the day.”
“Jonathan’s Journal”
This excerpt from “Jonathan’s Journal” demonstrates two important components of a preschooler’s day: structure/predictability and story time.
I have written at length about the importance of consistency and structure for the preschooler (well, really, for all of us!). One thing that I tried to do for my littles was to have each day as similar to every other one as much possible. Obviously, life happens; however, my young children knew, for the most part, what their days would hold as long as we were at home during the week. This provided structure and predictability for my kids. Rather than, “Are we going to read stories today?” It was, “Is it almost time for reading?” Rather than, “Can I eat cereal and watch a movie when I first get up?” It was, “Can I choose the lunch book today?”
I found that having structure keeps children from getting bored. They know what to look forward to during each part of the day. Children get bored easily if they have an entire day or large period of time to fill (thus, the popularity of video games and television programs).
Within this predictable schedule, I liked to alternate child-led activities, parent-led sessions, naps, sibling-shared times, and more. Every moment of every day was not booked (as evidenced when you take a look at “Jonathan’s Journal” as a whole), but our preschoolers definitely did not determine what they wanted to do all day long every day.
Story time always took place after lunch. Again, this provided predictability. But it also prepared the young child for his afternoon nap (more on that in a day or two). Story time signaled a change in pace. Time to slow down, settle down, prepare for rest.
Story time is several posts in itself. So stay next week as I give story time tips, followed by story time suggestions—Newberry winners, Caldecott winners, Gold Medal winners, and Reish winners!
by Donna | Apr 27, 2010
“Before I knew it, it was time to set the table for lunch. Josiah and I raced to see who could get done with our jobs first. I slowed down at the end so Josiah could catch up—then I let him win! Mommy took me into her room alone and gave me a million hugs. She said she was so happy that I was learning to see how others feel—and that I make Josiah feel important. I think she’ll probably tell Daddy, and he’ll say, “Jonathan, Mommy told me a good report about you!” I love it when he says that—he always has a big smile on his face and tears in his eyes when he does.”*
–All of the “Help” and “Chores on his Own” listed in yesterday’s post (toddler and preschool list)
-“Help”**:
1. Weekly cleaning of his bedroom (see daily cleaning under own chores below)
2. Weekly cleaning of toy room (let him help you develop systems—more on this later)
3. Put refrigerated grocery items away in proper places (again, with him knowing systems well after having worked with you)
4. Learn to run washing machine and dryer—with help and oversight
5. Help wash car
6. Help clean out car—gradually make this alone chore by end of sixth year
7. Help with baking, including rolling out his own dough (that room time play dough helped!), rolling balls of dough for rolls or cookies, stirring, chopping nuts (hit with rolling pin in zip lock bag)
8. Help with meal preparation, including learning to assemble salad with prepared ingredients, layering of ingredients for casseroles, etc., making more elaborate sandwiches like submarines,
9. Help prepare packed lunches
10. Start learning to cut and clean produce (with child’s safety knife—Pampered Chef used to carry these)—start with cutting lettuce with scissors, cleaning grapes, peeling potatoes as ready, slicing bananas for salad or smoothies, cutting and filling celery, etc. Work together on fresh food preparation, and you will be surprised what your six year old can do!
11. Work in yard with you—give small tasks and have child report back to you for you to check on them (weed certain area, water certain area, pick up yard, etc.)
-To Become His Own Chores (after proper teaching and direction):
1. Unload entire dishwasher
2. Clean table after simple meals—teach to do this alone after breakfast and/or lunch
3. Fold and put away fold up loads of laundry
4. Make simple microwave meals—oatmeal packets, reheating leftovers; hot meat and cheese sandwiches
5. Other simple food preparation—peanut butter and jelly; meat and cheese plate; stemming grapes to be washed; boiled egg peeling; layered salads for meals, simple lettuce salads and fruit salads, dishes that involve mixing things together in which you have opened the cans, etc.,
6. Make beds throughout house (if sheets are already on them; not changing of the bedding)
7. Straighten a room at end of day (i.e. “jurisdiction” in easy room, such as toy room (in which he knows where everything goes) or a seldom used room that does not require much daily upkeep)
8. Dust room entirely alone (again, after having it as a “Help” job for a while)
9. Gather laundry from baskets in each person’s room and put in correct bin in laundry room (i.e. whites, darks, hang ups, etc.)
10. Mop small rooms with water only
11. Pick up yard
12. Clean bathroom or kitchen sink each day
13. Weed small areas of flower beds or around shrubs
14. Water flowers and/or garden
–Notes
a. By the end of age six, you want the child to have a consistent routine of morning routine (room, groom, dress, mess)—all chores related to his own personal care, like hygiene, straightening bedroom, making bed, putting laundry in hamper, etc.
b. You will probably want to add to that daily routine one to three chore sessions in which he does the exact same daily work each day (or at least each week), such as folding and putting away fold up load, unloading dishwasher, setting lunch table, sweeping porch, etc. Or vary it some but have the same tasks each Monday, each Tuesday, etc.:
First Morning Session Daily: unload dishes and set table
Second Session: M: fold up laundry
T: sweep porch
W: fold up laundry
Th: simple lunch
F: fold up laundry
c. Do not neglect training in future chores! It is so nice when you have a six year old that has several tasks that he can do regularly on his own following your diligent training. However, you want to always be teaching him new tasks for the next “changing of the chores.” (I changed my charts two to four times a year.)
d. Be sure to start giving this age child things that are truly essential to the operating of the family. He will feel much more needed and much more mature if he has real daily tasks that help the family operate more smoothly.
e. Because of the above items, you might want to have two chore sessions in which this aged child does regular jobs that are “his” followed by one session in which you work together—this can be the time that you work in the kitchen together or do laundry together or any other “training tasks.” Of course, these can vary day by day. I almost always had a chore session in which a child just “worked with Mom.”
*For the complete story of “Jonathan’s Journal, follow this link: https://positiveparenting3-6-5.blogspot.com/2010/03/day-seventy-eight-introducing-jonathans.html
**If you have been reading PP 365 long, you probably remember that we focused on giving our children entire chores/areas rather than just having them “help” forever….this builds self-esteem, responsibility, and skills; however, in the toddler years, “helping” is what he will primarily do. Anything you can “give” your pre-k/k child (i.e. setting the table all by himself for breakfast and/or lunch) will help him towards more and more responsibility.
