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From YouTube: Well Read | Early Literacy Reading
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A
What
is
that?
What
is
it
that
we
need
to
do
that
with
me
today?
I
have
our
expert
in
reading
and
you
will
probably
know
recognize
her
from
being
here
in
the
Youth
Services
Department.
She
also
does
some
story
times
for
us,
for
you
and
as
my
expert
in
reading
right
yeah,
so
tell
us
a
little
bit
about
yourself
Jill
and
what
our
audience
see,
who
you're.
B
I'm
Jill,
Philby
and
I'm,
a
library
assistant
here
at
Ames,
Public,
Library
I,
have
a
background
in
education
and
so
I've
always
had
an
interest
with
children
and
reading
all
the
way
through
teens
I
learned
to
read,
probably
when
I
was
in
kindergarten
only
because
I
was
so
afraid
that
I
needed
to
know
how
to
read
before
I
got
to
school.
So
I
have
a
very
distinct
memory
of
sitting
on
the
front
porch.
With
my
sister
currently
she's
older
than
I
am
and
her
trying
to
help.
B
A
B
When
reading
is
probably
the
single
most
important
thing,
you
can
do
for
a
child
to
set
them
up
for
success
in
school,
and
so
with
Pam
doing
that
and
my
mom
and
dad
doing
that
I
was
set
up
at
a
very
young
age.
Reading
is
what
brings
every
subject
together
and
it
helps
build
empathy
for
other
people.
It
expands
your
world,
it
enriches
your
vocabulary,
so
it's
probably
it
is
the
most
important
thing
you
can
do
to
be
ready
and.
B
A
So
you
talked
about
upside
down
forward
backwards.
There
is
a
terminology
for
that
print
awareness
so
tell
me
that
that's
one
of
the
early
literacy
skills
of
the
six.
That
is
also
important
with
learning
the
six
practices
it
enables
us
or
empowers
us
to
do
those
six
practices
tell
me
a
little
bit
about
what
that
means.
Print
awareness,
print.
B
Awareness
there's
kind
of
two
different
parts
to
it:
there's
environmental
print
awareness
and
then
there's
what
we
think
of
here
at
the
library
with
print
awareness,
environmental
print
awareness
is
that
you
see
text
everywhere
around
you,
the
the
labels
on
a
can
of
food,
the
signs
out
in
the
streets,
some
parents,
even
in
schools,
also
like
to
just
put
up
the
sign
chair
above
the
chair.
That
would
be
print
awareness.
You
see
it
all
around
you
or
environmental
print
awareness,
regular
print
awareness
that
we
refer
to
is
more.
B
A
B
Introduced
the
book-
and
we
say
the
tight,
the
title-
the
doorbell
ring
and
I
might
take
my
finger
and
run
along
the
bottom
and
say
the
doorbell
rang,
and
why
is
that
important?
It's
just
pointing
out
that
these
are
symbols
right
here
on
the
page
and
when
I
say
the
word,
it's
identifying
that
the
word
is
matched
to
the
symbol
or
if
I
say
the
letter,
that's
what
that
letter
is
and
I
might
even
say
the
sound
with
it
a
little
bit.
So
like
Pat,
that's
a
very
simple.
This
is
Pat
Hutchins
and
she's.
B
A
I
know
that
children
especially
preschool
children,
not
so
much
toddlers
well
toddlers
too,
but
they
believe
that
we're
reading
the
pictures
in
not
those
words
and
so
pointing
those
out
like
that,
is
a
very
important
part
too.
But
those
sounds.
Would
you
do
that?
Every
time
you
would
read
a
book,
No
yeah
or
every.
B
Book
that
you
read
no,
and
certainly
not
even
if
your
page
or
anything
like
that,
it's
just
a
few
select
times
maybe
throughout
if
your
child
seems
ready
for
it
and
open
for
it
and
maybe
even
looks
a
little
bit
curious
or
asks
you
about
it.
That's
when
you
might
bring
something
like
that
up.
So
what
happens.
B
You
might
talk
about
how
you
have
to
have
the
book
turned
the
other
direction,
but
no
keep
turning
sucks
I
like
that
I
move
and
then
show
how
the
book
opens
yeah
and
how
we
read
from
left
to
right.
So
we
would
read
the
left
page
and
then
the
right
page
or
no
opposite,
because
I'm
okay
opposite
at,
but
then
we
would
start
at
the
top
of
the
page,
go
across
and
go
back
and
keep
tracking,
because
learning
how
to
track
is
another
important
skill
that
you'll
do
with
print
awareness.
So.
B
A
Grows
and
climax
is
and
all
those
wonderful
things,
but
even
within
those
pages
there's
some
times
that
we
can
do
print
awareness
mm-hmm
as
far
as
the
signs
and
things
that
are
in
in
our
story,
books
that
are
labeling
mm-hmm,
the
items
that
are
in
so
every
time
when
the
doorbell
rings-
or
you
know,
on
the
cupboard,
there's
lots
of
different
things
that
you
can
find.
And/Or
identify
right
with
that
and
with
these
little
words,
so
one
of
the
things
that
I
you
talked
about
the
environmental
awareness.
A
B
A
Point
out
the
signs,
the
street
signs
and
that
type
of
thing,
or
even,
if
you're,
the
passenger,
the
adult
passenger
in
the
car
talking
about
those
with
your
children
in
the
backseat
aisle
seat,
belted
in
and
have
conversations
with
them
talking
about
what
they
can
see.
I,
you
shared
your
story
about
your
sister
I.
A
Don't
I
can't
remember
MOT,
that
far
back
for
me,
but
for
my
son
by
all
the
son,
he
could
identify
the
pepsi
symbol
and
that's
what
I
always
told
my
mom
that
look
he's
reading
he's
reading
and
she
would
go
shake
her
head
in
like
no
cherry,
he
is
not
reading,
but
he
was
just
not
the
reading
that
we
read
word
for
word
yeah,
making
that
awareness
or
have
being
aware
of
what
is
around
us
and
what
symbols
mean.
What
because
that's
all
that's
all
letters
are
or
symbols
that
are
on
the
page.
A
B
A
Print
awareness
is
also
for
our
English
as
second
language
learners.
You
know
another
way.
We
always
say
that
we
read
left
to
right,
but
not
all
languages
do
that
so
print
awareness
is
also
what
your
child,
or
what
your
home
language
is
choose
to.
Share
that
that
way
of
reading
left
to
right
up
and
down
back
to
front
I
have
to
remember
how
to
say
that,
so
it
isn't
we're
making
the
assumption
that
we're
all
reading
English.
B
A
A
You
mentioned
the
bit
about
reading
out
loud
and
learning
to
read
and
I
kind
of
put
those
two
things
together,
because
sometimes
parents
are
coming
in
here
and
saying:
I
want
to
teach
my
child
how
to
read
and
do
you
know
what
what
teachers
are
taught
to
do
and
have
gone
to
school,
so
parents
are
their
first
teachers.
But
how
do
we
work
that
in
and
what
kind
of
conversation
should
we
have
with
our
parents
that
are
trying
to
teach
their
child?
How
to
read.
B
The
best
thing
they
can
do
is
talk
to
their
child
and
read,
and
so
pick
up
a
book
and
talk
to
read
the
book,
but
also
talk
to
your
child.
While
you're
reading
the
book
and
it's
it's,
this
is
the
dialogical
dialogic.
Reading
that
you're
going
to
be
doing
ask
questions
throughout
the
book.
You
don't
have
to
ask
a
question
on
every
little
detail,
but
you
can
ask
questions
to
find
out.
Does
your
child
know
how
that
there's
10
cookie
on
that
page?
Can
you
count
to
ten?
Can
you
count
to
three?
B
B
It's
it's
by
talking
to
your
child
with
the
book
that
you
find
out
that
what
is
going
on
in
his
brain
and
if
he's
absorbing,
what's
going
on
in
the
book
and
if
he
shows
an
interest,
then
in
learning
a
little
bit
more
depth,
you
can
go
ahead
and
start
with
those
letters.
You
don't
need
to
push
it,
it
will
happen.
Yes,
it
definitely
happens
all.
A
B
A
I
think
and
I
firmly
believe
that
our
parents
are
their
first
teachers,
but
they
get
to
teach
their
child
the
love
of
reading
and
how
to
enjoy
it
and
to
like
diversify
the
different
types
of
reading,
because
we'll
all
be
reading
in
school,
certain
things.
So
we
can
learn,
or
so
they
can
learn.
So.
But
this
is
that
love
of
reading
that
you're
teaching
a
child.
And
you
do
that
not
by
forcing
the
sounds
or
forcing
reading
from
page
one
to
the
end
of
the
book,
which.
A
B
Very
much
so
yeah
and
if
your
child,
if
you
notice
halfway
through
the
book,
this
is
not
an
interesting
book
to
your
child.
It's
perfectly
okay!
To
abandon
a
book.
You
never
have
to
finish
a
book
right
and
we'll
tell
that
to
the
older
kids
who
come
in
you
don't
like
it.
You
don't
have
to
finish
it
and
we
as.
B
B
A
B
A
Even
I
still
enjoy
being
read
aloud
too,
because
when
I
walk
by
the
storytime
room
and
stuff
I
areas
like
this
stand
there
and
and
listen
to
this
story,
because
there's
some
magic
when
it
comes
reading
it
alone.
So
tell
me
a
little
bit
about
your
experiences
and
what
that
makes
you
feel
like
when
you
read
aloud
to
the
groups
of
children
that
you
do.
B
They
you,
if
you
use
a
lot
of
expression
when
you
read
especially
the
kids
just
really
hone
in
on
that
book
and
in
on
that
story,
and
they
want
to
know
what's
going
on
with
it
and
then,
when
you
ask
a
question
about
it:
oh
they're
all
shouting
out
answers
and
some
of
them,
it's
just
amazing
that
they
come
up
with
some
of
them
immediately
know
what
the
right
answer
is
and
other
ones
just
let
their
imaginations
go
like
wow.
I
never
would
have
made
that
connection
with
this
whatsoever.
B
So
it's
so
much
fun
and
it's
it's
a
great
way
to
expand
their
vocabulary
too,
because
the
books
have
a
much
richer
language
than
what
we
do
when
we
speak
typically,
so
you
can
ask
those
questions
about
the
vocabulary
and
see
what
they
think
it
might
be
and
help
guide
them
toward
what
that
reward
really
means.
And
then
these
little
brains
start
going
off
and
you
can
just
see
their
little
brains
working
and
sometimes
you
get
a
question.
Oh
miss
Jill,
miss
Jill.
What
does
that
mean?
B
A
B
Can
be,
they
can
be
that
there's
a
sort
of
a
main
level
of
questions
where
you
might
ask
what
is
the?
What
is
that
man
wearing
on
his
head
and
they
can
answer
hat
or
does
he
have
a
monkey
on
a
tail
with
his
on
his
leash
and
they
could
say
yes
or
no,
and
you
might
even
say
a
picture
that
you
see
and
you
know
it's
a
dog,
but
you
might
say:
oh
look
at
that
kitty
cat
and
they'll
go.
B
Oh,
that's,
not
a
man,
that's
that
dog
and
they
have
a
lot
of
fun
with
those
kinds
of
jokes.
So
it's
very
simple
questions
for
level.
One
level:
two!
You
get
more
into
the
connections.
What
do
you
you
know?
Have
you
ever
had
something
like
that
happened
to
you
and
let
them
think
about
that.
You
are
they
making
connection
with?
What's
going
on
on
the
story
with
who
the
character
might
be,
with
what
the
characters
feeling
that
kind
of
a
thing
and
then
there's
a
higher
level
skill
where
you
ask
them
more
about
what?
B
How
does
this
make
you
feel?
And
what
do
you
learn
from
the
story?
If
anything,
you
know
what
is
the
story
about?
You
can
have
them
repeat:
what's
what
the
sequencing
is,
because
patterning
is
so
important
in
our
language.
So
if
you
can
get
them
to
learn
some
patterns
and
to
say
first,
this
happened
in
the
story.
B
Then
what
happened
next
and
they're
very
often
when
they're
younger
they'll
skip
over
things,
but
then
later
on,
they'll
come
back
and
and
then,
when
you
repeat
the
story
over
and
over
which
you
will,
because
they'll
find
a
book
that
they
love.
That's
how
that's
one
of
those
really
important
pre-reading
skills,
so
they
can
tell
you
what
the
sequences
they
know
what
happens,
and
then
they
read
the
book
that
they
have
memorized
and.
A
Those
types
of
feelings
that
we
have
reading
should
be
an
enjoyable
time
for
you
and
for
your
child
and
children,
so
you
know,
sit
down,
relax,
grab
a
chair,
grab
a
book
and
kind
of
just
talk
about
the
book.
If
you
and
talk
about
the
pictures,
if
that's
where
you
want
to
go,
see
what
your
child
is
interested
in,
but
the
best
thing
and
the
most
thing
most
important
thing
is
that
you
have
some
time
with
your
child.