Gather participants in a circle and inform them that you are going to play/sing two songs, encouraging them to listen closely. Play/sing “Twinkle, Twinkle Little Star" and after a few moments, shift the song to "Baa, Baa Black Sheep." Ask the parents/caregivers if they noticed that the two songs have a very similar melody. Finally, sing the "alphabet song" and point out that it is also based on the same melody.

As an alternative, hum the tune. Then sing each song in succession, either together or as the instructor.

The repetition of the same melody makes these easy to remember. Once you know the tune, then you can focus on the words. Singing these songs over and over is great for early childhood literacy because they help children with recall, language development, and social skills. Many early nursery rhymes share common tunes or rhythm patterns.

“Twinkle, Twinkle Little Star,” “Baa, Baa Black Sheep,” and the “alphabet song” are all based on “Ah! Vous Dirai-Je, Maman.” “Ah! Vous Dirai-Je, Maman,” an old French melody, was originally featured without words in Paris in 1761. Roughly two decades later, when Mozart was in his mid-twenties, he created 12 improvisations utilizing the same melody.

The words to "Twinkle, Twinkle Little Star" are inspired by a poem entitled "The Star" by Jane Taylor, published in 1806 in England. "Baa, Baa, Black Sheep's" lyrics were first recorded in the 1744 book Tommy Thumb's Pretty Song Book. The use of the melody for the “alphabet song” can be traced back to the early 19th century in the United States, but its exact origin is uncertain.

There are many benefits to repetition and reading aloud with children. We will share and practice practical techniques for creating engaging and interactive reading experiences when rereading the same book. Today's lesson will also discuss why this regular repetition is important for early literacy.

• implement at least two techniques that encourage their children to recognize printed words and letters; and
• explain why it is important to read to children regularly and to reread favorite stories.

Ask parents/caregivers to listen to a reading of Catch Me If You Can!, thinking about how this story is similar to other popular children’s stories.

Point out how most of us remember words from those stories, because phrases are repeated (refrain), rhythmic, or said with great expression, and because the stories have been read and re-read to us.

• (Say while clapping.) “Run, run, as fast as you can! You can't catch me..." [pause for participants to recall: I'm the gingerbread man!].
• “Grandmother, what big teeth you have!”
• Or "I'll huff, and I'll puff, and I'll... [pause for participants to recall: blow your house down.]"

Read expressively: play with emphasis (BIGGEST, BIG), pausing between “great-big-teeth” and use facial gestures to reflect the emotions in the text (afraid), or physical gestures to echo the meaning of words (hid, tail, claws, feet, teeth).

Accept reasonable responses, and if necessary, prompt comparisons to The Gingerbread Man (the chase!) and Little Red Riding Hood (the great big teeth, great big claws, etc.). Some participants may not be familiar with the European folktales of The Gingerbread Man or Little Red Riding Hood.

Other fairytales with refrains: The Monkey & the Crocodile (If you let me go…), The Tortoise and the Hare (slow and steady wins the race), The Three Little Pigs (…not by the hair on my chinny-chin-chin), and Juan Bobo (¡Ay, Juan Bobo!).

Recall a time when you listened to a favorite song over and over again. In doing so, we often learn the melody first (can hum the tune), and then memorize the words to the chorus which were repeated throughout the song. Over time we could sing the full song, and finally we might have gained a deeper meaning by recounting the words to ourselves.

This same concept applies to early readers. Repetition, whether it is repeated readings of the same book or repeated phrases within a book, is a powerful tool for building readers. With each reading, children learn something new: first experiencing the book, then anticipating the sequence of the story and recalling words, and eventually connecting those words to the letters on the page.

As children become familiar with the story's phrases, they are better able to retell the story and build comprehension and understanding of plot structure. The predictability of repetitive stories provides comfort and builds confidence in children's ability to read, even if only by memory. By creating positive associations with reading, these books can help encourage a love of books and literacy.

This discussion about repetition and recall can be incorporated into lessons about nursery rhymes and folktales, as well.

Divide participants into pairs or small groups. Invite groups to begin by reading the first few pages of the book. Ask parents/caregivers to use their books and role play these techniques with one another. Circulate among them, encouraging and praising, answering questions.

At the conclusion of the role-play, share the successful use of techniques by participants. Review these techniques by engaging in a discussion about why it is important to read regularly and reread favorite stories – suggested questions provided.

During ILA, parents//caregivers of preschool and school age children are encouraged to use at least two of these techniques when reading together.

• How can repeated readings build comprehension skills?
• How can you vary your approach to repeated readings to keep it fun and engaging for both of you?
• After reading and rereading a story, how can asking your child to predict aid in their literacy?
• What is a technique for highlighting letter sounds?
• What are some ways that you can use facial expressions and gestures to bring engagement with a text?
• How can you encourage your child to draw connections to their own experiences while reading?
• How can pausing to think aloud or provide additional information extend learning while reading?

Reading regularly is important to developing literacy; and rereading favorite stories is a fun way to help build reading readiness and confidence in young readers. Just as we enjoy listening to and eventually singing along with our favorite songs, children love to hear repeated stories. Through repeated readings, adults can assist children in recognizing printed words and letters, building vocabulary and comprehension skills, and increasing connections to their own experiences while reading.

• implement at least two techniques that encourage their children to recognize printed words and letters; and
• explain why it is important to read to children regularly and to reread favorite stories.

The next time your child reaches for the same book, don't be discouraged. Rereading is an important literacy strategy. Share the Reading Together handout with a list of the techniques shared in the lesson. Encourage parents/caregivers to apply the techniques demonstrated to other storybooks that their children enjoy.