Archive for July, 2009

How do Bob Books work?

Wednesday, July 29th, 2009

As you are most likely aware, there are a few, important steps and early literacy foundation skills that are necessary for reading. First, your child needs to know the alphabet and the sounds associated with each letter of the alphabet. And then, the ability to hear and identify different sounds in spoken words (otherwise known as phonemic awareness. If this sounds too technical, it doesn’t need to. Bob Books are exceedingly simple!  Once you’ve established that your child is ready for reading you will likely discover that the learning to read process becomes an organic, enjoyable and confidence-building experience for you and your child. This is the magic of Bob Books.

Bob Books work sequentially:

My First Bob Books build important pre-reading skills mentioned above like the alphabet and sequencing. My First Bob Books: Alphabet tunes your child’s ear to the sounds letters make and My First Bob Books: Pre-Reading Skills introduces shapes and patterns to build awareness of letter shapes and groups.

Next in the progression are the Bob Books Foundation sets, designed for beginning readers. Each set builds upon the previous set, with enough repetition (so reading becomes comfortable and easy) and new material (so the child stays interested.) The stories contain silly and mischievous characters and simple plotlines that will make children giggle. The illustrations are intentionally simple and childlike. The books themselves are sized perfectly for little hands. Numbering the books and boxes creates a sense of progress and accomplishment for your child.

And now, a bit of info about each foundation set:

Bob Books Set 1: Beginning Readers contains just four letters in the first book so your child can easily sound out all the words (Mat, Sam, cat, sat etc.). New sounds and letters are added gradually, until all the letters of the alphabet are introduced (except Q).

Next, Bob Books Set 2: Advancing Readers uses three-letter words and consistent vowel sounds in slightly longer stories. Again, repetition is used throughout as a way to continue building confidence.

Consonant blends, endings, and a few sight words mix things up and advance reading skills in Bob Books Set 3: Word Families. The use of word families help make longer stories more manageable.

Once you’ve found that your child has mastered Sets 1-3, longer books and more complex words will continue to engage and challenge your young reader in Bob Books Set 4: Complex Words. New word blends, more sight words and longer words advance their skills, while sound repetition still keeps reading easy.

The final set in the series, Bob Books Set 5: Long Vowels introduces the important new skills of long vowels and the magical silent E. Reading vocabularies will grow quickly as your child begins to master the longer stories. Upon completion of Bob Books Set 5, your emerging reader is now ready to move onto chapter books!

What’s next after graduating from Bob Books Set 5? We’ll cover this in an upcoming blog. In the meantime, be sure to let us know your favorites and recommendations.

What is Phonemic Awareness?

Wednesday, July 22nd, 2009

What is phonemic awareness, how does it work and what does it do? Why is it important? Perhaps this is a term you’ve heard before, perhaps not. In a nutshell, phonemic awareness is the ability to hear and identify different sounds in spoken words.

Because different letters of the alphabet are associated with different sounds (or phonemes), phonemic awareness is key to understanding how spoken words translate to words in print.

Therefore, phonemic awareness is a critical step towards reading readiness. Once children understand that letters make different sounds, they can begin segmenting each sound out separately, and then blending sounds together to sound out words.

The University of Oregon has some good examples of these concepts in action:

Examples of Phonemic Awareness Skills

* Blending: What word am I trying to say? Mmmmm oooooo  p.
* Segmentation (first sound isolation): What is the first sound in mop?
* Segmentation (last sound isolation): What is the last sound in mop?
* Segmentation (complete): What are all the sounds you hear in mop?

The Bob Books method is very much based on simple phonemic awareness skills. For example, the first page of Set 1, Book 1 is based on the letters: M-a-t. First, your child segments the sounds: “mmmmm, aaa, ttt.” Then, faster, blending the sounds together: “Mat.” And voila, your youngster has read his first word!  Each book in Set 1 contains simple sounds to make word blending as easy as possible for the reader, creating confidence and early success. Soon, your child will be saying “I read the whole book!” ™

You don’t need to understand all of the nuances or methods of phonemic awareness in order to experience reading success. Bob Books are meant to be fun, simple and low stress for you—and most importantly, your emerging reader.

A is for Alphabet Games

Wednesday, July 15th, 2009

The best thing for teaching preschool literacy skills is to have the “lessons” be part of every day activities, such as riding in the car, eating, reading, or playing with alphabet puzzles. Also, simply talking about letters, words and sounds in everyday conversation makes words and letters part of your world. This way reading becomes a natural extension of other play and the many different ways kids learn is respected; whether by imitation, puzzling out letter or word clues, or as a way to share loving attention with a parent.

We’ve come up with activities, below, that are geared towards children ages 3-6. Have a game or idea you’d like to share? Let us know.

Alphabet “Soup”
This is a fun activity that you can do with older preschool-age kids.  The “soup” is made from everyday items and objects you have around the house.

What you’ll need:
Magazines, newspapers, junk mail
Scissors
Bits of yarn or string (for “noodles”)
Miscellaneous objects (non choking hazard-size)
A bowl
Large spoon or ladle

What you’ll do (part 1):
Instruct your child(ren) to find all the letters of the alphabet within the magazines and newspapers. Larger print is best, although not necessary. Cut out each letter (smaller children will need assistance) and place inside the bowl. Your cut out letters can also be used for labeling household items, finding a match in a particular book you might be reading or spelling new words.

What you’ll do (part 2):
Next, spend some time going through the papers in search of food items they would like to include in the “soup.” Cut those out as well, and place in the bowl.  Now add the “noodles” by cutting up medium-sized pieces of yarn or string, and add anything else (miscellaneous household objects) your children would like to add to the soup. Mix everything together and stir. Now the soup is ready to serve!  You can either move onto part 3 or save the “soup” for a rainy day.

What you’ll do (part 3):
Give each child a large spoon or ladle and ask them questions about each spoonful: What are the letters in your spoon? What sound does each letter make? What else is in the soup? What letter does it start with?

R is for Road Trip: Are We There Yet?
This activity is great for would-be backseat drivers and/or bored kids in the back of the car.

What you’ll need:
Construction paper
Popsicle sticks (washed)
Crayons or pens
Glue or heavy-duty stapler

What you’ll do:
Prior to your trip, work with your kids to make the “road signs.”  Using construction paper and crayons or markers, create the correct shape and size for popular signs such as “stop,” “yield,” “merge,” etc.  Alternatively, each child could make a sign using a few of their favorite letter(s) of the alphabet. Glue or staple the signs onto the Popsicle sticks. While on the road, instruct your children to wave their signs every time they see a matching road sign, and have them say the name of the sign. For the next few miles, ask them to look for other signs that contain words with the same letter, i.e. Look for all of the signs with the letter S in them, such as State Park, Rest Stop, Museum, etc. Repeat the words back and talk about what sound the letter makes in each word. Don’t have time to make signs? Simply make a game out of looking for different letters on road signs or pointing out the words on signs that they know.

P is for Pool
Teach the alphabet and rhythmic breathing at the same time.

What you’ll need:
Access to swimming pool or other body of water
Swimsuit
Goggles (optional)
Supervision (mandatory)

What you’ll do:
Learning how to blow bubbles and hold one’s breath under water is a critical water safety skill. Swimming instructors will frequently have kids “bob up and down” in the water as a way to teach rhythmic breathing (and get their heads wet- also an important swimming skill.) Make it a game by adding in the alphabet. Every time your child comes up for air, have them say a letter of the alphabet. Older kids/advanced swimmers can recite the entire alphabet (in order) or spell out simple words, such as C-A-T, D-O-G or S-W-I-M.

The Magic of Bob Books

Wednesday, July 8th, 2009

“We had the first Bob book sitting on the bookshelf since my daughter was one. Shortly before she turned four she went over and picked it out, sat down and started sounding out the words. It was one of those moments as a parent I will never forget!”
-Elizabeth S., Davenport Iowa

“I had my son hold the book for me because I was tired and he matter-of-factly began to read from it.”
-Sue L., Australia

“My oldest son has a reading problem, he is in the 4th grade and reads below grade average. I have a younger son who has just started to read, he is in kindergarten. I had the older one read Bob Books Set 1 to the younger one and WOW WOW, both of my boys were happy.  I couldn’t get that 5 year old to stop reading.”
-Nedra M., Washington, D.C.

Have you experienced your own “aha” reading moment with your child, the pride, the smiles, the confidence that comes as they triumphantly grasp a difficult new concept? Welcome to the magic of Bob Books.

As is the case with most transformative experiences, what happens behind the scenes and the skills that are developed before hand are what pave the way for the that special moment.  Children don’t “magically” learn to read. An early foundation in skills such as speaking in full sentences, knowing the alphabet, understanding the sounds that letters make, sequencing and phonemic awareness are all key for reading readiness.

As a parent, you have already been developing these skills by playing games and interacting with your child in your everyday life. Alphabet magnets on the fridge, drawing letters in sand or modeling them in clay, various arts and crafts projects; all of them have been developing reading readiness in various ways. Reading to your child and talking about the story, helps build awareness of sequencing. Playing sound games, singing, rhyming – these all build phonemic awareness.

So, enjoy your time with your child and know that the minutes and hours you invest helping them learn about their world can be both fun and will build important reading and life skills.

Do you have a magical Bob Books moment you’d like to share? Let us know!

How Do I Know When My Child is Ready to Read?

Wednesday, July 1st, 2009

If you’re like many parents, you’ve likely been reading to your child for a long time: Bedtime stories, board books, activity books; cherished picture books. Perhaps you were even reading to your child in the womb. Now your child is older and is showing an increasing interest in reading and exercising more independence. Maybe he or she is repeating back certain words or phrases, anticipating simple plots or summarizing story lines. Is it now time to introduce your child to the world of reading?

As you may have seen on the Bob Books website, there are several comments from proud parents whose young children started reading Bob Books between the ages of 3 and 4. The question is… does this mean that your child will be reading at age 3? Not necessarily. All kids learn at different rates in terms of their child development. Some children excel at language early on; others hit the ground running (literally) and master their gross motor skills like jumping, climbing and balance. Others kids are quick to absorb key social skills. Therefore, it should be expected that some children will acquire reading skills more quickly than others.

Here are a few things to look for when assessing your child’s reading readiness:

-    Does s/he know all the letters of the alphabet?
-    Has s/he shown interest in reading?
-    Can your child spell his or her own name?
-    Does your child recognize signage and enjoy ‘reading’ words back to you, i.e. – “Stop,” “Open,” “Exit,” etc.?

Another important gauge to keep in mind when you start your child with Bob Books is to notice whether your child seems interested in what you are doing and wants to try. Bob Books believes that children learn to read at their own pace which could begin anywhere between the ages of 3-7 years-old.

A bad case of the wiggles, or a lot of frustration may mean it’s best to try again another time. Put the books away for a few months, continue building foundation skills like the alphabet, and try again in a few months.

Do you have a success story you’d like to share? Let us know!