Reading aloud is one of the most important activities that teachers, as well as parents and guardians can do with children. Reading aloud provides very important foundational skills, introduces and expands vocabulary, provides a model of fluency, helps children acquire early language skills, and helps children recognize the joy of reading. Storybook experiences also expand a child’s vocabulary and comprehension skills. Preschoolers enjoy books that contain colorful illustrations, repetitions, rhymes, and actions. These books include a variety of genres, such as fairy tales, picture books, predictable books, nursery rhymes, and wordless books. When selecting storybooks for children, it is important to keep student’s interest in mind and selecting…show more content… Seuss’s “Hop on Pop.” I would present this book, as well as a variety of Dr. Seuss’s other works, the week of Dr. Seuss’s birthday. Phonology is well-enhanced, as this storybook is filled with simple CVC rhymes, as well as more complex rhymes. Some of these simple CVC rhymes are pup, cup, red, bed, pat, sat, cat, bat, sad, dad, bad, and had. There are also CVCC rhymes, which include words such as ball, wall, long, song, jump, bump, fast, and past. The knowledge of syntax is enhanced by the format in which the words are arranged. For example, a line in the book reads “ALL BALL we all play ball.” The book introduces the two rhyming words, all and ball, and then those words are arranged in context to form the sentence “we all play ball.” Semantic knowledge is enhanced by the word labels represented in the story that specifies concepts. For example, the word ball references the idea of a round object that many children use descriptions such as round, bounce, or rolling. Children apply these concepts when hearing the word read aloud to them and other words mentioned in the story, such as the words play and bed. When hearing the word play, children think of a park, playing tag, or hide-and-go-seek. When hearing the word bed, children think of sleeping and night time. Morphemic knowledge is enhanced in the story as words are represented and used in different ways and have different structures. This is evident in the passage “JUMP BUMP He jumped. He bumped.” The words jump and bump are free morphemes, but the bound morpheme -ed, is added to the end of the word, changing the tense of the base word. Pragmatic knowledge can be enhanced by instructing students to converse about the ways words are used in the story and if all of them make sense. For instance the story’s ending states, “seehemewe patpup pop hethreetreebee tophopstop.” Language is used differently in this story, and an exercise involving children to
