Interactive Story Time & Printable Prompt Cards

Blocks Book Cover

Here's your Book Prompt Card for Blocks!

What's a Book Prompt Card? A card designed to be cut out and placed inside your Anywhere Pocket.

What's an Anywhere Pocket? A self-adhesive, clear pocket that can be placed on the end pages at the beginning of a book.

Side A

Blocks Book Cover
Before the Story

The title of the story is Blocks.  What do you see on the cover?  The big blocks are cut out so you can feel them. Let’s name the colors. The girl is holding a ___ block and the boy is holding a ____ block.
To the teacher: Since the letters are printed so big, it might be useful to point to each one and name the letter and then repeat the word.

During the Story

Encourage the children to think about how Ruby and Benji feel on each page. Look at their facial expressions. How do you feel when you are playing? How do you feel when someone takes one of your toys? Show me a sad face. Show me a happy face.

After the Story

The author gives us something to think about at the end of this story. What will Ruby and Benji do when Guy shows up with his green blocks?

Becker's School Supplies,, Blocks, Item # 686567

Side B

Vocabulary Boosters
  • This book uses very simple language which is perfectly appropriate for toddlers. It might be more instructive to introduce words that will come up in conversation during this story though they’re not on the printed pages.
    • Serious– Ruby looks serious when she’s building with her blocks. She’s concentrating hard on her play.
    • Surprised – Ruby looks surprised when Benji takes her red block. Sometimes surprised is a happy response; sometimes it causes someone to be startled and not happy.
    • Angry – Ruby and Benji look angry when they are fighting over the same block. Show me an angry face. What makes you feel angry? The opposite of angry is calm. What makes you feel calm?
    • Happy – Happy is a good feeling. Find a page in the book when Ruby and Benji look happy. What makes you feel happy?

Your Notes

Your Notes
Becker's School Supplies,, Blocks, Item # 686567

Interactive and Dialogic Reading

Interactive and Dialogic Reading are two approaches to reading aloud that are based on the belief that children can and should be active participants in the experience. Teachers take on an expanded role, as well and employ strategies to engage their audience with more than just the story itself! These methods which involve children asking and answering questions at designated intervals throughout a story have shown promising results in research studies. We know that actively involving children before, during, and after a story, is an effective way to build critically important reading skills. For more information on these approaches, visit these links:

In Becker's Book Corner, we'll feature different books each month and always provide a Book Prompt Card that can be printed, adhered to a 4 x 6 index card and placed inside your book for easy reference.

The Book Prompt Card offers prompts to use before, during, and after the story is read.

Before the Story

  • Story Prompts - This is your opportunity to pose intentional questions to build some intrigue about what’s to come!
  • Vocabulary Boosters - The trick here is to select a handful of key words or phrases from the story that you think children should hear before you read aloud but not to “teach” the words until you come across them in the story. Be dramatic and creative as you introduce new words.

During the Story

  • Talk Times - Typically during a story, we’ll suggest you stop and make comments to help children comprehend story events and understand the actions of the characters.

After the Story

  • Make it Stick - Children who have an opportunity to talk about books after a shared reading experience make a smoother transition into becoming independent readers. Be prepared with follow up “why” questions that require a thoughtful response. If there’s a topic that captures their attention, run with it!
  • Follow-Up Activities – Try to think outside the box here. Think of one element, one new vocabulary word, one new concept, or anything else worthy that was introduced and prepare an activity to reinforce that learning.
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