The Little Old Lady Who Was Not Afraid of Anything is a cute, repetitive tale about an old lady and a scarecrow. Use these phonological awareness, vocabulary building, and sequencing no prep worksheets and interactive, no print activities (great for teletherapy) with emergent readers.
For Reading Specialists and Speech-Language Pathologists working with students in preschool – 1st grade targeting pre-literacy and language goals:
✔ initial sounds – n, p, h, k, g, sk
✔ spatial concepts
✔ sequence events
✔ temporal terms – First, Next
Bluebird Speech Pre-Literacy Storybook Companions
incorporate phonological awareness and vocabulary building in the context of whole-language storybook intervention.
Research shows that this hybrid approach has positive effects on emergent literacy skills and spoken language (Munro, Lee, & Baker, 2008).
Use 40 NO PREP worksheets related to the story to supplement your awesome whole-language reading approaches! BONUS 32 pages of interactive, no print activities on your iPad or tablet.
•This is a 40 printable page download (109 total pages with interactive versions, black and white versions, instructions, and credits).
•4 phonological and language activities to be used with The Little Old Lady Who Was Not Afraid of Anything by Linda D. Williams.
•This product is designed to be used as a companion to the book, not as a stand-alone product. Book not included.
Fall, Autumn, Halloween.
Where and How:
Use in individual or small group pre-literacy circles, reading intervention and speech sessions. Does not include book reading time.
Students color objects while practicing rhyme words, initial sounds, and syllables. Target pre-literacy skills of letter-sound knowledge.
Blend and segment onsets and rimes of single-syllable spoken words.
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
Students circle the correct prepositions by answering the WH question “where”. Students practice simple sentences using the visual cues (color and black and white). A BONUS interactive, no print PDF is also included for students to interact with on a computer (e.g. Adobe Reader) or tablet (e.g. iBooks).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Use frequently occurring prepositions (e.g., during, beyond, toward).
With prompting and support, ask and answer questions about key details in a text.
Ask and answer questions about key details in a text.
Students draw a line from the event that happened FIRST to the event that happened NEXT in the story. They must choose from 3 picture choices (color and black and white). A BONUS interactive, no print PDF is also included for students to interact with on a computer (e.g. Adobe Reader) or tablet (e.g. iBooks).
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Students color the items that match the category, function, or attribute. Students practice simple sentences using the visual cues (e.g. clothing, things that wiggle, tall objects, etc.). Students practice simple sentences using the visual cues.
Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
Use frequently occurring nouns and verbs.
Produce and expand complete sentences in shared language activities.
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
THE GIGANTIC TURNIP: Speech Companion
THE LITTLE RED HEN: Speech Companion
STUCK: Speech Companion
Munro, N., Lee, K., & Baker, E. (2008). Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: A feasibility study. Int J Lang Commun Disord International Journal of Language & Communication Disorders, 43(6), 662-682.