There’s a Dog on the Dining Room Table
What would you do if you found a dog on your dining room table? Would you try to figure out what he’s doing there? That’s what happens in There’s a Dog on the Dining Room Table, a short and silly rhyming story about a dog’s mysterious appearance on top of a child’s dining room table.
For ages 0-5.
The National Early Literacy Panel has identified certain characteristics of the very young that lead to later literacy success. They include oral language development and phonological/phonemic awareness. Additionally, P.E. Bryant, M. Maclean, L. Bradley, and J. Crossland (1990.Rhyme and alliteration, phoneme alliteration, phoneme detection, and learning to read. Developmental Psychology 26: 429-438.) and M. Maclean, P. Bryant, & L. Bradley (1987. Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly 33: 255-81.) address the importance of nursery rhymes, rhyming, singing, and word games to the development of linguistic and phonemic awareness.
I wrote There’s a Dog on the Dining Room Table completely in rhyme purposely to introduce very young children to the magic of language. Teachers will find it relates to certain of the New York State Common Core prekindergarten learning standards in English Language Arts and Literacy:
Reading Standards for Informational Text, No. 3: Children will learn to connect the dog on the table with the reason for his sudden appearance.
Reading Standards: Foundational Skills, Phonological Awareness, No. 2 (a) Engage in language play (e.g., alliterative language, rhyming, sound patterns), and No. 2(b) Recognize and match words that rhyme: The cadence and rhyming patterns I utilize purposely lend a sing-song nature to the text to make the reading and learning experience fun for the child.
Here’s a link to the Amazon page for There’s a Dog on the Dining Room Table:
Here’s a link to my interview with picture book author and illustrator Dani Duck:
Photos from my November 19, 2014 school visit: