Programme for Ages 4-5

Objectives

• Make connections between literature and own life
• Develop phonological awareness
• Identify some sound-symbol correspondences (alphabetic principle)
• Explore characters in books using varied language
• Experience a range of genres, including narrative, informational, poetry
• Encounter new and unusual vocabulary
• Discuss how pictures convey meaning (visual literacy)
• Develop numeracy concepts through engagement with literature

What to expect

• Understand that print conveys meaning
• Begin to connect written letter with corresponding speech sound
• May write own name using mixture of upper and lower case letters
• Enjoy talking about picture books during shared reading
• Make connections between stories and own life
• Enjoy more detailed narratives and longer stories
• May have a particular interest eg trains and want as many books as possible about that topic
• Pretend to read to dolls and toys
• “Read” whole books from memory
• Act out scenes from popular TV shows
• Copy print and pictures from environmental signs, boxes, etc
• Produce nonsense rhymes and other language play
• Sing jingles from TV advertisements

Notes for parents: how you can help your child learn about reading

• Talk to your child
• During everyday activities, explain what you are doing and why
• Answer your child’s questions, or help them find out the answer themselves
• Always ensure that reading is an enjoyable and entertaining experience
• Ask child to make lists, write greeting cards
• Minimal TV and computer games
• Never have the TV on in the background
• Point out print when you are out and about
• Play word and matching games like Go Fish, Dominoes, I Spy
• Go on outings: discuss before, during and after the outing
• When reading together, allow your child to talk during the reading as much as they like
• When cooking, follow the recipe together
• Read out directions when putting things together or using appliances etc
• Buy books for presents
• Talk about books with enthusiasm and passion
• Let your child see you reading and writing often and for many purposes
• Respond to the meaning of their early writing efforts, don’t correct
• If child asks how to write a word, show them

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