Storybooks can be in the form of picture books (where the reader makes up the story) word-books (one word to one picture), simple graded readers, and ‘decodable’ readers, which are specifically created to teach early reading though simple, repeated words and sentence forms. Storybooks can also be creative, with interesting and enjoyable pictures and stories. Storybooks also follow a structure that supports children, making them want to turn the page to find out ‘what happens next’.
(We recommend that you spend about 20 minutes on this activity)
Make a list in your study notebook of the first books you remember reading yourself or that someone read to you – in school, at home or in another place, such as church. Even if you do not remember the titles of the books, try to remember what they were about.
These features may include, for instance:
When children read storybooks, they:
( Note: A collocation is two or more words that often go together and sound ‘right’. For example, we say ‘a fast train’, not a ‘quick train’; we say a ‘quick meal’, not a ‘fast meal’. High-frequency words occur most frequently in books; for example, ‘and’, ‘can, ‘put’ and ‘it’. Some high-frequency words do not follow the usual phonic rules and so they can be hard to read in the early stages. You may call these words tricky or sight words. They are words that children need to learn by sight; for example, ‘the’, ‘look’ and ‘to’.)
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