Dinosaurs are often of interest to preschool and early elementary children. Dinosaurs introduce children to scientific inquiry and invite imaginative play. Children can memorize and connect information, categorize and sort dinosaurs, and envision imaginary prehistoric worlds. Some children develop confidence in focused research, learning the names and characteristics and recalling the information for friends and family.

Choosing books of your child's interests, such as dinosaurs, supports literacy. When the child is interested in the book, they are going to want you to read it to them over and over again. Repetition and reading aloud helps children develop comprehension and an understanding of plot structure while encouraging a love for reading. Techniques for reading together learned in the parent/caregiver education lesson such as making predictions and emphasizing sounds and letters can make the read aloud process more engaging and meaningful.

Flip through the pages of Catch Me If You Can! talking about the pictures rather than reading word for word. Allow children to touch the book and turn the pages. Point out features on the page such as a certain dinosaur and try to roar like they do. Although infants and toddlers may not be able to read the material, they can follow along.

After reviewing the book together, play hide and seek with your toddlers. Make sure the room is free of hazards and there is enough space to play and hide. For infants consider playing a round of peek-a-boo.

Playing and reading with toddlers and infants can provide a range of benefits for their development and well-being. It is an excellent way for parents and caregivers to connect with young children and to provide a positive and stimulating environment for them to grow and learn.

Build your infant's listening abilities by naming objects or reading short phrases. Provide some board books for your infant to manipulate and choose independently. Praise attempts to turn pages, jabber, and point to pictures.

Toddlers show an increasing understanding of their native language. To support this development, talk and hold conversations with your child. Use simple, short sentences, emphasizing important words, and have reading material available all throughout the day.

Remind parents/caregivers of the fun facts learned in the Adult Education Lesson and techniques shared in the Parent/CaregiversEducation activity (if possible, list on board or share Reading Together handout).

Circulate and listen as parents/caregivers read the story. Note if they are reading expressively (ACIRI I.2), pointing to the words (ACIRI II.2), or asking questions to encourage engagement (ACIRI II.1). Quietly praise parents/caregivers.

Ask children to recall what happened. Praise what the children have figured out—that the dinosaur wasn’t really scary but was actually a grandpa just playing pretend!

Suggest that the group play their own game of hide and seek. It can be done as a whole group or with a few families at a time. Children hide and parents/caregivers seek them. Encourage children to say, “Catch me if you can!” as they go to hide; and “I’m not afraid of your great BIG claws!” or “…great BIG teeth!” as they are found. Encourage parents/caregivers to give their children a “great big hug” and an “I love you” as they find their children.

Techniques for reading together:

1. Point to words while reading.
2. Emphasize sounds and letters.
3. Encourage active engagement.
4. Make predictions.
5. Expand knowledge.
6. Build vocabulary.

Remind parents/caregivers of the fun facts learned in the Adult Education Lesson and techniques shared in the Parent/Caregiver Education activity (if possible, list on board or share Reading Together handout).

Invite parents/caregivers to review the cover with the child and make predictions before reading. If reading to the child, pause before predictable words or phrases from the text to allow the child to complete the phrase is able (ACIRI II.2). If your child is reading aloud, focus on the child's efforts to make meaning, not the accuracy of each word.

Suggest that the group play their own game of hide and seek. It can be done as a whole group or with a few families at a time. Children hide and parents/caregivers seek them. Encourage children to say, “Catch me if you can!” as they go to hide; and “I’m not afraid of your great BIG claws!” or “…great BIG teeth!” as they are found. Encourage parents/caregivers to give their children a “great big hug” and an “I love you” as they find their children.

When reading for pleasure, accept approximations of words, especially those that don't change meaning (e.g., "grandad" instead of "grandpa," or "a" instead of "the"). Try to limit corrections. By creating an environment that is without the need for perfection, the early reader will learn to love the story. Accuracy and fluency come with increased practice and opportunity.