That's one BIG puddle.

This evening, Libby read a book to me before she went to bed.






She doesn't necessarily know all the words, but she is able to sound out most of them.

For those that she's unable to sound out, she'll look at the picture, and try to figure it out, using context clues. (which happens to be a very good strategy for reading) For example, she didn't know that M-O-U-S-E spelled 'mouse'.

Me: What's the first sound?

Libby: "Mmm.."

Me: Good... what could that say?

Libby: Mouse! Mouse jumps in a puddle.









I'm not sure if you can tell, but this is a book about 'Mouse'. Mouse has a bad habit of jumping in puddles, and getting his clothes all wet. I think Mouse has met Davis. Anyway... it's incredibly repetitive (which is perfect for early readers, albeit insanely... um... repetitive for the listener). Don't worry, I have not included a picture of EVERY page. I skipped Mouse getting his knickers wet. ;)



Libby: Mouse got (gets) his uh... pants... wet.
(The 'p' sound plus the picture... it's all clicking with her. She's getting excited... she's reading!)



Libby: Mouse jumps in a... buh... is that an 'L'?

Me: No, it's an i. (making the short 'i' sound for her)

Libby: BIG! Mouse jumps in a big puddle!

Me: Yes!




And sometimes? Well, sometimes you have to just *try* to sound it out, even if you know what is going on in the picture. If not, it can really change the outcome of a story.






Libby: Mouse drowns.