Interactive Story Time & Printable Prompt Cards

I'm New Here

Here's your Book Prompt Card for I'm New Here!

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

I'm New Here
Before the Story

The title of the story is I’m New Here.  What does it mean to be new? In this story, we meet Maria, Jin, and Fatimah who just moved to the United States and started at a new school.  In this story, they look a little scared and sad when they start school. Let’s find out why.

During the Story

Children might be unfamiliar with the concept of different languages, and different ways to make letters. You might need to stop and check children’s understanding before reading the rest of the story. On some of the pages, the new children are struggling to learn new things. Fatimah says, “I am scared I will make a mistake.” What could you say to Fatimah to make her feel better?

After the Story

On the last page, Fatimah shouts, “Here is a new home.” How do you think she feels now? Let’s look at the last 2 pages again. Find Fatimah, Maria, and Jin in the picture. They look the same, they have the same names and they still come from different countries. What’s different?

Becker's School Supplies,, I'm New Here, Item # 9781580896122

Side B

Vocabulary Boosters
  • Alone–By yourself; not with anyone else.  In this story, “alone” is how Maria feels. For some people, feeling alone makes them sad. 
  • Confused – Don’t understand; don’t know how to act or what to say.
  • Tremble – Shake; Fatimah is so scared in the story that her knees tremble. 
Similes –

The author uses similes to describe some of the children’s experiences more vividly. Young children might not understand the meanings and that’s ok. Just hearing the pattern of words in similes enriches the reading experience. Here are some from the story:

  • Our voices flowed like water and flew between us like birds. 
  • The words opened like windows and doors into a story.
  • They lie on the page like scribbles and scratches. 
  • I fit in like one of many stars in the night sky.
Your Notes
Becker's School Supplies,, I'm New Here, Item # 9781580896122

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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