photo by Abigail Doyle

Cultural traditions are a part of families, big or small. Let’s start sharing.

1. Talk to your child about your culture. Describe the things that you love best about your culture. Tell them about your family’s cultural traditions that you continued. Maybe you have changed things slightly, to create parts of your own culture, if so discuss those. Is there a part of your culture that you don’t like? If so explain why.

2. Discuss other cultures and some of their traditions. Do friends have different cultures? Co-workers? Describe some of the well-known cultural traditions with regards to holidays and religion.

3. Talk about how different cultures came to be in different parts of the world because of immigration to and from other countries.

Questions for Your Child:

1. What are your favorite cultural traditions during holidays?

2. What cultures are your friends from?

3. What other culture would you like to experience?

Key Words: culture, traditions, immigration, countries, holidays, religion, cultural traditions, family culture.

Turn scary moments into understanding and growth.

1. Talk to your child about what the word scare/scary means. Describe the way scary can make people feel.

2. Describe a scary moment you had. Explain how you handled the scariest moment. Tell your child if you would have handled it differently.

3. Tell your child about the things that would be the scariest to you in life. Do other family members have scary moments? If you have a family pet is it scared of anything?

Questions for Your Child:

1. What things scare you? Snakes? Spiders? The dark?

2. What do you do when you’re scared?

3. What are some ways you can overcome your fears?

Key Words: scare, scary moment, scariest, frightened, afraid, handling scary moments.

from Wikipedia Commons

Waves, seashells, and seaweed. Let’s have fun talking about the ocean!

1. Describe the waves, the sound they make as they crash onto the shore. Talk to your child about all the oceans that cover 71% of the earth; Atlantic, Pacific, Indian, Southern and Arctic.

2. Discuss with your child why you would or would not live by the ocean (coast). If you currently do, tell them why. If you have ever taken a trip out in the ocean explain your experience.

3. Talk about the ecosystem of the ocean. Discuss how the ecosystem is made of living and non-living organisms. What animals live in the ocean—from the splashing gray whale to a pinching crab.

4. Name some reasons that families, people, and friends go to the ocean. What items might they take with them? Discuss what things you might find near and in the ocean.

Questions for Your Child:

1. What do you think is the best part about the ocean?

2. What do you think it looks like below the ocean?

3. If you visited the ocean, what would you do there?

Key Words: ocean, beach, coast, water, ocean ecosystem, Atlantic, Pacific, Indian, Southern, Arctic, ocean animals, waves, seashells, seaweed.

from Wikipedia Commons

This world has many different climates that make Earth one of a kind. Let’s explore!

1. Describe to your child the current climate you live in. Explain to them what you like about your climate and what you don’t like. Talk to your child about what your favorite climate would be if you could make one all your own.

2. Explain the different climates across the United States and the rest of the world. Describe how the climate of each area affects what animals and plants can live there. Explain how people in different climates must dress to keep warm or cool.

3. Describe the five different climates (Tropical, Temperate, Dry, Cold, Polar). Explain the equator and the northern and southern hemisphere. Talk about the three basic climate groups, low latitude, high latitude, and middle latitude.

Questions for Your Child:

1. How many different climates have you visited? What was your favorite?

2. What climate would you like to experience?

3. How could you create different climates at home?

Key Words: climate, hot, cold, tropical, temperate, dry, cold, polar, equator, hemisphere, clothing for climates, climate talk.

Hot Springs National Park - Hot Springs, AR

Time to talk about the fun of parks.

1. Talk to your child about the different types of parks. National, local, hiking, beach, dog, amusement, and water parks.

2. Describe the activities that happen at a park. Talk about picnics, finding bugs, looking for items, playing games, camping, barbeques, walks and hikes, animals playing, water slides, rides, food,  and fun.

3. Tell your child about your favorite park or parks and describe why you enjoy them so much. If you have taken your child to a park tell them about that experience.

Questions for Your Child:

1. What do you like to do at the park?

2. What type of park would you like to visit?

3. What would have in your own park if you could create one?

Key Words: parks, national parks, water parks, beach, local parks, hiking parks, dog parks, amusement parks.

from Wikipedia Commons

1, 2, 3…let us count the ways to count numbers.

1. Grab objects from around the house and count them in front of your child. If you are making dinner or doing laundry and your child is near, count aloud as you add each piece of clothing to the washer or each potato to the pot. Use everyday chores as ways to count aloud to your child.

2. Use everyday activities as an opportunity to count with them, such as while dressing your child or walking down the hall. Count in different ways, such as in sets of 5’s, 10’s, 100’s. Count backwards from 20.

3. Count on your fingers and your child’s. Try out “This Little Piggy.” Then try singing as a way to count, connect it to your favorite rhythm. Count your child’s age in months.

Questions for Your Child:

1. How high can you count?

2. What kinds of objects can you use to count with?

3. Why is counting important?

Key Words: numbers, counting, counting in sets, This Little Piggy, months, days, pieces, counting aloud, rhythm.

from Wikipedia Commons

Instruments can come in traditional and non-traditional forms to make music. Bang Bang, Toot Toot!

1. What instruments in school did you play? Discuss what you liked or didn’t like about the instrument. If you didn’t play an instrument explain why.

2. Discuss the different instruments, brass/woodwinds, stringed, and electric. Talk about what makes them different or similar.

3. Have fun with making noises with your mouth or hands and explain how those can be instruments too. Discuss how Tupperware and other items such as paper towel rolls or spoons can be used to make music.

4. Discuss bands and orchestras and how instruments come together to make music. Talk about a conductor and how a conductor makes sure the instruments flow together to the music.

Questions for Your Child:

1. What instruments have you played?

2. What things in the house could you use as instruments?

3. If you could play any instrument, what would it be?

Key Words: drum, violin, tuba, accordion, brass, cello, flute, piano, keyboard, electric guitar, guitar, music, instruments, homemade instruments, woodwinds, orchestra, conductor.

Cuddly and cozy on a cold day, comforting and soft when a child is scared. Let’s talk blankets.

1. Did you have a favorite blanket as a child? If so describe to your child what it looked like, how it made you feel, and what you liked about it. Tell your child where that blanket is now.

2. If your child has a special blanket explain to them how you went about picking out or making the blanket. Maybe the blanket was a gift from a family member or friend, talk about how that makes it important.

3. Discuss the different textures and types of blankets. Hand sewn, quilt, knit, store bought, fleece, thick or thin, fuzzy, wool, comforters, small blankets, big blankets, colors and patterns. Discuss how a blanket keeps you warm when you cover up in it.

4. Talk about how you can use blankets on a bed, on the couch, or to make a fort.

Questions for Your Child:

1. Where do you use blankets?

2. If you didn’t have a blanket, what could you use instead?

3. What do animals in the wild use as blankets?

Key Words: blanket, textures, comforter, colors, warmth, comfort, bed, hand sewn, quilt, knit, fleece, fuzzy, wool, soft, cozy, cover.

One eye, two eyes. Let’s explore our eyes!

1. Describe the color of your eyes to your child, and then describe the color of your child’s eye and other family member’s eye colors. Then talk about the shape of an eye.

2. Discuss the parts of an eye. Describe how dark and light affect the pupil. Talk about the iris, whites of the eye, eye lid, and eye lashes. Talk about the importance of putting on sunglasses to protect our eyes from the bright sunlight.

3. Explain how animals, insects, and mammals have eyes and how they are different from human eyes. If you have family pets talk about the color and shape of the pets eyes. Discuss why animals have a third eye (nictitating membrane) and humans do not.

4. Describe the things you see with your eyes that make you happy. Talk about how when it’s time to sleep you close your eyes. Then talk about how when you wake you open your eyes.

Questions for Your Child:

1. What color eyes do your friends have?

2. Why do some people wear eye glasses?

3. What are some ways you can protect your eyes?

Key Words: eyes, eye color, eye shape, animal eyes, human eyes, pupil, sunglasses, nictitating membrane, eye lid, eye lashes, whites of eyes.

Once upon a time…what are you reading?

1. Tell your child the title and author of the book you are reading. Describe to them the meaning of the words in the title. Talk to them about the author of the book and if this is the first book you have read by this author.

2. Describe the book’s genre and what it is about. Let your child know what you think about the book so far. What do you think will happen next? Can you guess the ending? Do you like the characters?

3. Describe to your child why you picked the book. Was it the cover that caught your eye, a recommendation, sale, a movie based on it, author, subject? Read to your child from your book (if appropriate).

Questions for Your Child:

1. What book are you currently reading?

2. What do you like about the book?

3. Why did you decide to read that book?

Key Words: book, genre, author, title, subject, characters, cover, currently reading, endings, beginnings.

from Wikipedia Commons

Whether it’s Seaworld, aquariums, or the ocean, dolphins jump and splash in the water. Let’s explore them.

1. Describe the color of a dolphin and its different body parts (dorsal fin, pectoral fins). Talk about how a dolphin swims through the water and whistles and clicks to make noise.

2. Explain that a group of dolphins is called a pod. List other items that come in groups, such as a school of fish or a gaggle of geese.

3. Talk about some dolphin facts. Discuss how dolphins are marine mammals, and the most common dolphins are spotted, common, and bottle nose. The biggest form of a dolphin is an orca whale.

4. If you have ever been to see a dolphin or have taken your child to see a dolphin, describe how it went and what you saw.

Questions for Your Child:

1. What do you like about dolphins?

2. What do you think a dolphin’s skin feels like?

3. What do you think dolphins communicate to each other about?

Key Words: Seaworld, aquariums, ocean, dolphin, water, splash, orca whale, bottle nose, spotted, pods, whistles, swim, dorsal fin, pectoral fin.

ABC’s…XYZ’s. Let’s have fun with the alphabet!

1. Say the alphabet to your child from A to Z and then from Z to A. Review the vowel letters in the alphabet.

2. For each letter give the sounds that the letter makes. Next talk about an animal or object that starts with each letter of the alphabet.

3. Spell your name out for your child, and then do your child’s name and any other members of the family.

4. Point out a few simple items in the room and as you hold that item spell it. You can even do this with a body part. Take your child’s foot, hold it and spell FOOT.

Questions For Your Child:

1. What words can you spell using the letters in your name?

2. Can you name all the vowels?

3. What is your favorite letter of the alphabet?

Key Words: ABC’s, alphabet, vowels, letters, spelling, sounds of letters, names, A to Z.

photo by Abigail Doyle

When we think about leaves we usually think about the fall. And while this is a major part of discussion regarding leaves let’s not forget the important part of re-growth in the spring.

1. Discuss what it’s like to collect leaves. Discuss their shape, texture, and color. If you didn’t collect leaves as a child share your thoughts on fall leaves. Maybe there was a favorite story from your childhood that had leaves in it.

2. Discuss why leaves fall from the trees. Talk about how this happens when the weather cools. Explain how some trees change colors and lose their leaves and other trees do not.

3. If you have ever run, jumped, or hopped though a pile of leaves describe how this felt for you as a child. Describe the noise it made or how you had to help rake them up.

4. Did you ever make craft projects for fallen leaves? Leaf rubbings with crayons and paper, paint the leaves and used them as stamps for a collage.

5. Discuss how new leaves grow on tree branches when the weather warms up in the spring.

Questions:

1. What is your favorite thing about leaves?

2. Can you name something that is smaller than a leaf and bigger than a leaf?

3. Does a leaf fall fast or slow from the tree branch?

Words: fall, leaf, tree, rake, colors, spring, growth, foliage

photo by Abigail Doyle

Road signs are something that we see every time we leave the driveway, whether we are walking or driving.

1. Road signs come in all different shapes and colors. Discuss the red of a stop sign in the shape of an octagon, a yellow caution sign in the shape of a diamond, black and white signs for one-way, and blue for traveler’s information.

2. Talk about how road signs give us the location we are going by telling us which exits to get off at, when to merge, and what is coming up head. Discuss how those help you as you drive.

3. Discuss the stop-light and the meaning behind red, yellow and green. Go on to discuss train-crossing lights and road construction signs.

4. Talk about the other signs of the road, such as one-way, animal crossing, farm machinery crossing, road-closed, and cautionary signs for ice and rocks. Explain their meanings and how they are used to keep you safe.

Questions:

1. What color do you think road signs should be?

2. What road signs would you make for your house or bedroom?

3. What does red, yellow, and green mean on a stop light?

Words: road signs, yield, stop sign, green, red, yellow, stop light, road closed, railroad crossing, construction, caution lights, octagon, exit signs.

Everywhere we look we can see many kinds of fences. They come made out of all different types of material. The material used to make fences is often dependent on the weather of a certain state. This is a great opportunity for children to learn about the man-made or natural materials used around someone’s home. Mark Twain’s “Tom Sawyer” is the ultimate book on fence painting trickery.

1. Concrete fences can be found in states like Arizona and California due to the extreme heat. These types of fences last a very long time over other types of fences. When discussing with your child about concrete fences bring up how these fences are made and how the ability to see through them is not possible. Also discuss how concrete can be painted different colors. Tell your child what type of fence you had in your backyard growing up. If you didn’t have a fence tell them why.

2. Wood fences are most common in other states. Discuss how trees are cut down and made into lumber for fences. Discuss knots and other ways that each piece of wood fencing is different. Talk to your child about how measurements make the top of the fence level. Also mention what the sun can do to a wood fence over time.

3. Chain link fences can still be found in many older neighborhoods. Discuss with your children if they think these types of fences are good or bad. It can be good because you could always see if your friends are outside playing in the backyard or it could be bad if you’re trying to play hide and seek.

4. Discuss with your children natural fences or no fences at all. Talk about how trees can make a fence line or bushes can make a fence line. Also mention how some people don’t have any type of fence.

Questions:

1. What type of fence do you have?

2. If you could build a fence out of anything, what would it be?

3. How tall (how many feet high) are fences?

Words: fence, concrete, wood, backyard, Mark Twain, painted, trees, measuring, posts, chain link, Tom Sawyer, knots.

For those people who live in the Southwest, the desert is common to them. But for most people the desert is only a destination. The desert can hold many interesting things that involve sight, touch, and smell.

1. Describe to your child the plants that grow in the desert. You can discuss different cactus to Joshua trees. Tell your child about how desert plants survive on very little water.

2. Explain to your child all the different types of insects, reptiles, and animals that live in the desert—scorpions, snakes, lizards, and javelinas.

3. Talk to your child about monsoons and how these dust storms and heavy rains play an important role in the desert. If you have ever been in a desert storm tell your child about what happened.

4. Describe the weather in the desert. Talk about the heat during the day and often times at night, but also the fact that it can still get very cold.

5. Discuss how people and animals stay cool living in the desert. Mention how house animals like dogs stay inside when it is hot and are given plenty of water. Talk about how people also need to stay hydrated.

Questions:

1. Would you live in the desert? If you do, do you like it?

2. What dangers do you need to watch for in the desert (insects, reptiles)?

3. How hot do you think it can get in the desert?  How cold?

Words: desert, rattle snakes, desert life, cactus, dehydration, scorpions, lizards, javelinas, monsoons, Joshua trees, dust, sun, heat, desert flowers.

photo by Cecilia Doyle

Smells are very important to people of all ages. They can bring certain memories to light.

1. Share with your child some favorite smells of yours. When you describe these favorite smells help your child feel that these smells are important to you because they are linked to important memories.

2. Talk to your child about smells that you do not like whether it is food or something environmental, maybe even man-made. Discuss with your child why you do not like the smells and what might possibly make others not like the smells. Maybe they could be dangerous smells, smells that alert us when something is wrong.

3. Explain to your child the different senses that might affect smells. You can do this by talking about sight, touch, and hearing.

4. Talk to your child about how plants, trees, and things of nature have many different smells and how man-made items may not smell at all.

Questions:

1. What is your favorite and least favorite smell?

2. What does your parent or caregiver smell like?

3. If you close your eyes, can you smell things that you can’t see?

Words: smells, nature smells, food smells, dangerous smells, sweet smells, sour smells, senses.

photo by Abigail Doyle

There are many different types of bodies of water all around us. But a lake has properties that other bodies of water do not. Let’s explore!

1. Discuss the difference between a lake and other bodies of water. Talk about an ocean and its currant, a river and its rapids, a puddle and its splash.

2. Talk with your child about what grows and lives in lakes. Describe algae, submerged, and floating plants. Talk about frogs and fish living in lakes.

3. Tell your child what you like about lakes. Do you/did you enjoy swimming, fishing, or going out on a boat? Tell your child about any memories of yours at a lake. Maybe you have never been or don’t like lakes, talk to your child about why that is.

4. Talk to your child about different activities that happen in lakes. Boat races, water skiing, jet skiing, sailboat adventures.

5.  Discuss that a lake can be all different sizes from small enough to walk all the way around to big enough that you can’t see all the way around it. Talk to your child about the state of Minnesota being known for ten-thousand lakes.

Questions:

1. Do you have a favorite lake or lake activity?

2. Would you like to live on a house boat on a lake?

3. Have you ever skipped rocks on a lake?

Words: lake, Minnesota, boats, sailboat, water ski, jet skis, water, fishing, swimming, algae, plants, fish, skipping rocks, house boat.

Laila sucked a deep breath of frigid air into her lungs. She loved the Arctic Tundra’s stark landscape and temperatures so cold your nose hairs froze together when you sniffed.

Her family had just returned from a research trip to Montana. Her parents were habitat conservationists and took the family south for half the year to observe the natural relocation of the snowy owl during a population spike.

While she was away, Laila longed for uninterrupted skylines and suffered the heat of above freezing temperatures. She had also missed her best friend Finn, a Laplander boy whom she only saw a few months of the year since he and his family were nomadic reindeer herders. Reindeer is another name for caribou. Laila was in luck. She returned only two weeks after Finn and his family.

“What is Montana like?” Finn asked.

“Hot,” said Laila.

Finn chuckled.

“It’s not funny. The coldest the temperature ever got while we were there was the warmest it gets here. I thought I was going to burst into flames.”

Finn browsed through the photos Laila had on her iPod. “It’s pretty. So many trees.”

“It was weird. We learned that people build things out of wood, but to see it in person was crazy. Houses, signs, so many fences, everything was made of wood. It was hard to get used to.” Laila frowned. “It seemed so wasteful.”

Finn handed Laila her iPod. “Hot, huh? Was it hot enough to swim in a lake?”

Laila shook her head. “Not while we were there. If we stayed a couple more months it would be.”

“So even though you were born in the states, you prefer permafrost, huh?” Finn asked.

“There’s nothing like bogs in the summer and miles of frozen landscape in the winter,” Laila said. “The colder the better.”

“I’ll just call you Queensicle, Ruler of the Arctic Tundra…”

About the Story

Laila returns to her home in the Arctic and is given a special gift by her best friend, befitting of a queen.

You can read the full version of “Queensicle” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

by Adelaide B. Shaw

Shooz and Sox had lived together since they were new born kittens. Shooz was white with black paws, and Sox was black with white paws. They were always together and were as close as a pair of shoes and socks worn on human feet.

They lived in an apartment on the second floor of a big white house with a kind young lady.  Every morning, when the young lady left for work, Shooz and Sox watched from the window.

One morning as she was getting ready to leave, Shooz said, “As comfortable and desirable as our home may be, I would enjoy a sojourn into the outside world.”

“Yes, indeed,” replied Sox. “It would be of considerable amusement to explore the environs outside.”

That’s the way Shooz and Sox spoke all the time. They understood each other perfectly, of course, but the young lady couldn’t understand a word.

Shooz and Sox had never been outside. Every time they tried to go, the young lady sent them back inside the apartment. Shooz and Sox tried to go through the open door now, but the young lady gently nudged them back. “It’s too dangerous outside. You must stay here.”

Shooz and Sox ran to the large window which overlooked the street. Shooz jumped on his black pillow, and Sox jumped on his white one. They watched the young lady get into her car and drive away. It looked exciting and interesting outside. There were trees and birds, people and cars, dogs and flowers, and even other cats.

About the Story

Shoes and Sox are cats who want adventure but soon realize nothing beats the comforts of home.

You can read the full version of “The Adventures of Shooz and Sox” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

One day, Grandma decided to go to the store. “I need galoshes.” Grandma pointed to her feet.

“Oh!” I said. “You mean rain boots.”

Grandma smiled. “No, I mean galoshes. Let’s take Buttermilk. She needs exercise.”

“Buttermilk, the horse?” I asked. “To the store?”

Grandma wrapped a thin yellow scarf over her grey curls. “It’s only a mile down the road,” Grandma said matter-of-factly. She smoothed her brown plaid dress and slipped on her old cowboy boots. She picked up her red patent-leather purse and waited.

I jumped up and followed her outside. Grandma had a little stall and a fenced in area just behind the house.

Buttermilk was a white horse with small brown spots. She turned her ears as we walked toward her. As we saddled her, Buttermilk shimmied to the left and right. I think she knew Grandma was up to something…

About the Story

Find out what happens when Grandma, Gracie, and their horse Buttermilk gallop into the store for a pair of galoshes!

You can read the full version of “Galloping Galoshes Grandma!” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

Mr. Xavery was a chocolatier – a maker of chocolate. He wasn’t a rich chocolatier (few of them are) but he was a good one, the best in the city. The Great Wave—this was the name of his shop – was forever busy, for the taste of Xavery Chocolate was beyond delicious. It was like a vacation that took only a minute.

He had a daughter named Dochais. A child with hair the very color of chocolate and skin the color of cream. She was lovely. Her duty was to help prepare the chocolate and to stir it as it cooked. She did this in the kitchen, which was in the rear of the shop.

One day Dochais was preparing a small batch of chocolate. She had cooked together the sugar and cream and was just adding cocoa to the pot, when too much fell in—a little too much.

“This chocolate will be too dark to use,” said her father. “You will have to dump it out.” Then he left her to help someone in the shop.

Dochais was going to throw out the chocolate when she noticed something. It looked like a face. In the chocolate. A dark face that for an instant appeared and then vanished…

About the Story

When Dochais puts too much cocoa in the chocolate and doesn’t tell her father, strange things start to happen.

You can read the full version of “Dark Chocolate” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

Lucinda studied the poster taped to the window. “Become a Tooth Fairy,” she read. “Travel! Adventure! Excellent pay. Great benefits.”

The tooth fairy on the poster wore shiny gold wings and a big smile. In each hand she held a red velvet pouch, one labeled “Teeth,” and the other “Quarters.”

“That’s the job for me!” said Lucinda, and she walked through the door marked “Tooth Fairy School” to apply.

Three months later, Lucinda stood proudly as her teacher, Ms. Moeller, called on the new tooth fairies to recite the tooth fairy’s oath:

Be not seen where e’re you go,

Be silent as the falling snow,

Leave one shiny quarter, each child’s prize,

Return before the sun begins to rise.

Ms. Moeller handed each tooth fairy a set of temporary wings and two standard burlap pouches.

Next, Ms. Moeller gave each tooth fairy a Lost Tooth List and a map of their first night’s assignment. Finally, Ms. Moeller gave each new tooth fairy a slip of paper with the name of her sandman. It was the sandman’s job to put sleep in the child’s eyes. Only after a child was sound asleep could the tooth fairy enter the room to collect the tooth. If the sandman didn’t do his job, then the tooth fairy couldn’t do hers. And a tooth fairy that didn’t do her job was not going to get her permanent wings…

About the Story

Lucinda the tooth fairy must help her troubled sandman or else she won’t get her permanent fairy wings.

You can read the full version of “The Tooth Fairy and the Sandman” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

Mei Ling Kyndall had a nose for adventure. And today she couldn’t wait to use her smell-errific, super-sniffer at the most adventurous place of all—the gigantic, titanic store that has everything. Rows and aisles, departments and shelves, stocked and chocked full of adventure.

So when her daddy opened the car door, Mei Ling took a deep snuffly sniff. “Ooooooo, I smell adventure.”  She closed her eyes, took another sniffly snuff and said, “Yes! My smell-errific nose tells me there’s a wild blossomy rainforest adventure filled with monkeys and parrots and more.”

But when Mei Ling jumped from the car onto the hard black pavement she said, “Ugh. Greasy, gasoliney, stinky car smells.” So she plugged her smell-errific nose with one hand and grabbed onto her daddy’s big hand with the other. “No time to waste. This is the most fabulous place. I must find my wild blossomy rainforest adventure filled with monkeys and parrots and more,” she said through her pinched-up nostrils.

She skidded through the sliding doors, un-pinched her smell-errific nose, and rose on her toes. “Ooooooooo. Can’t you just smell the adventures?”

But then her daddy pushed over a steely, cagey shopping cart.

Mei Ling frowned. “Riding in shopping carts is for babies. I’m all grown up and ready for adventure.” So she waved and set off, following her smell-errific nose…

About the Story

Mei Ling’s super sniffer leads her to a series of nosy adventures!

You can read the full version of “Mei Ling’s Scents of Adventure” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

I was so happy to see my cave-friend that I just about tapped on the glass – but then I remembered that the whole point of snooping is not to be seen. After all, I still wanted to find out what Kabungo was up to. So I crouched there, watching, and listening.

The old man started talking again, but his voice was so low that I still couldn’t make it out. I had no trouble, though, making out what Kabungo said.

“Ha ha, Grandpa!” she laughed, slapping her knees. “Funny!”

If my friend had looked out the window just then, she’d have seen me looking stunned. Because I didn’t know Kabungo even had a sense of humor. But then, I didn’t know she had a Grandpa, either. Before that, if someone had told me cavegirls could be secretive, I’d have never believed them.

The old man said something else, now, and my friend tipped backwards with laughter, right into the basket. The big dog growled at her – but all she did was put her arm around him and guffaw.

The big dog growled again (a bit louder, this time). At first, I thought there’d be a fight – but no, it wasn’t Kabungo he was growling at. He lifted his head up. He sniffed the air.

“Hmm?” said Kabungo. “Hmm, dog? Meat? Meat?” Now Kabungo lifted her head and started sniffing.

The big dog barked – and looked right at the window.

Uh-oh, I thought, ducking down. A few seconds later, I heard the front door open…

About the Story

Beverly discovers Kabungo’s unusual grandpa has a very unusual pet.

You can read the full version of “Kabungo’s Grandpa, Part II” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

Mysterious. It’s not a word I thought I’d ever use to describe Kabungo (she’s normally as mysterious as a rhino). Lately, though, my cave-friend had been acting – well, mysterious. Half the time, when I stopped by her place, there was no sign of her, and the one time I did catch her at home and brought her a biscuit with butter on it – a biscuit with butter on it is her favorite thing in life – she just burped and said, “Oh too fully Belly.” That’s when I knew she was up to something.

So when I saw Kabungo sneaking out of her cave on my way to Gobshaw’s Drug Shop (I really needed some toffee), I automatically spun around and followed her. I know it wasn’t any of my business, and I probably shouldn’t have gone after her, but my feet did anyway. Feet aren’t always reasonable.

Following Kabungo, though, was a major challenge. She’s naturally suspicious and never took three steps that day without looking over her shoulder at least once. Luckily, there was always a mailbox or a friendly person I could duck behind when I needed to. Now, if it was Kabungo following me – she’s like a bloodhound – all she’d have to do is follow my scent. My sense of smell may not be that great, but my sense of snooping is amazing.

Pretty soon, Kabungo was on the outskirts of town – and I was close behind her. At first, I thought she might be heading to the garbage dump (Kabungo loves garbage), but she trotted right past the gate without even stopping to sniff. I followed her for another mile down the road and then she turned onto another road – a dusty little path, really – looked slyly all around her (I jumped into the ditch), and slipped into the trees…

About the Story

Beverly follows Kabungo into the woods and meets her cavegirl friend’s unusual grandpa.

You can read the full version of “Kabungo’s Grandpa, Part I” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

It had been two years since the great detective Sherwood House had last seen his good friend Doctor Waters. So, when the two men finally met again at the Doctor’s home for a backyard barbeque, they heartily shook hands with one another.

“And you remember my sons, Travis, Tyler, and Timothy?” Dr. Waters said, gesturing at the three boys lined up in the living room.

“Of course I do!” Sherwood exclaimed, startling the boys. “But, my, how they have grown since I saw them last!”

Sherwood proceeded to solemnly shake hands with each of the Doctor’s sons, grimacing only slightly when he gripped the dirt-stained hands tipped by dirt-laden fingernails of Travis and Tyler.

“They’ve all been recently playing in the woods out back,” Dr. Waters explained.

“Ah!” Sherwood nodded and then smiled when he gripped and shook Timothy’s hand. “But here’s a lad who values cleanliness, eh?” He turned Timothy’s hand over in his own, admiring the scrubbed cleanliness of it. “You’ll be a doctor like your father, no doubt,” he joked.

“And where is your fourth son, Thomas?” the great detective inquired.

“Oh, I suppose he’s out in the backyard or the woods somewhere,” Dr. Waters replied. “Come, I have hot dogs grilling on the barbeque as we speak.”

Sherwood clapped and rubbed his hands together with gustatory delight and to freshen them up a bit.

The two men were just stepping out onto the backyard patio when Dr. Waters’ youngest son, Thomas, raced around the back of the garage, over the lawn, and up to his father. “Someone’s stolen my bag of candy!” the boy wailed.

Sherwood’s eyes glowed like the coals in the barbeque. “Show me!”

About the Story

Detective Sherwood House gets his hands dirty solving another mystery–the case of the stolen candy!

You can read the full version of “He Digs Candy” and 30 other fantastic read-aloud stories inside Herman’s Horrible Day – Volume 4 in our Story-A-Day Literacy Initiative. The book is a collection of 31 stories (one for each day!) that promotes early childhood literacy through daily reading.

About the Collection

The Volume 4 collection featuring “Herman’s Horrible Day” contains 31 fun, adventurous stories written by professional children’s authors. From hamsters to hippos and mysteries to magic, this collection is filled with stories that will create lasting memories of quality reading time for kids.

Buy the book here:  Physical Copy  |  Kindle version

About the Story-A-Day Literacy Initiative

Reading to your child every single day from birth is the single-m0st important thing a parent can do to ensure that child’s success in school and in life.

The knowonder! Story-A-Day Literacy initiative supports those parents who have made that commitment by giving them a new story every single day, by making it accessible, and by keeping it affordable.

Click here to learn more.

Camping is a time to get away and explore the wilderness and other vacation spots.

1. Discuss the things that you enjoy most about camping. Is it the trip to reach the camping destination or is it the camping itself? Talk about going someplace new and meeting new people. Tell your child about your most memorable camping trip experience.

2. Talk about the foods that you eat when you go camping. Roasting marshmallows and making s’mores, grilling fresh fish from the lake, hot dogs, and hamburgers.

3. Discuss the places where you have been camping and where you hope to go camping in the future. Is it in the backyard, at parks, campgrounds, beach, lake, or in the woods?

4. Discuss the animals or bugs that you heard or saw while you were camping. Talk about the clothing you have to wear for camping.

5. Discuss funny stories about setting up a tent, dealing with a sleeping bag zipper that got stuck, or adventures with the flashlight in the middle of the night.

Questions for the Child:

1.  Where is your favorite place to camp?

2.  What is your favorite activity to do while camping?

3.  How can everyone help out on a camping trip?

4.  How can you help nature and animals while camping?

Words:

camping, tent, pitch, nature, campfire, s’more, hiking, trail, flashlight, zipper, sleeping bag, destination, experience, grilling

Beds are a cozy comfort of blankets and pillows. They are a place for cuddling, story time, stuffed animals, and sleep. But what other things make up a bed.

1. Discuss how a bed has four sides. Explain that in order for a bed to be stable it needs four corners. Talk about the square shape it makes.

2. Talk about the items that make up a bed. The box spring, mattress, fitted sheet, flat sheet, pillow cases, and comforter or blankets.

3. Discuss the different types of bed. Bunk bed, small bed, big bed, high bed, low bed, pull out bed. Talk about mattress sizes from twin to California king.

4. Discuss with your child what makes your bed special to you. It is the blankets or pillows, sheets, the size, how it is positioned in the room?

5. Talk about the different beds animals might have. Are there dogs or cats in the family home that have beds? Describe how wild animals make their beds such as birds sleep in a nest and bears sleep in caves.

Questions for the Child:

1.  What makes your bed special to you?

2.  How do you feel when you crawl into your bed at night?

3.  How many different types of animal beds can you name?

4.  What types of beds have you slept in?

Words:

bed, blanket, mattress, box spring, head board, fitted sheet, flat sheet, comforter, pillow, positioned, twin, king, nest, cave,

“Once upon a time” stories often started with a character in a castle. Yet a castle is not as common in stories as they once were. Let’s explore castles!

1.  Tell your child about where castles can be found. England, Germany, and Ireland are just a few places castles can be found. Castles can even be found in the United States.

2.  Explain the massive size of a castle. Describe characteristics of a castle such as moats, stone construction, small windows, high walls, battlements, draw bridges, towers, and gateways.

3.  Talk about stories that feature castles in them, such as Rapunzel. Discuss how she had let her long hair down from the castle window.

4.  Discuss that castles were built to protect the surrounding villages and hence used as defensive structures. Tell your child that castles started to appear in the world in the early 10^th century.

Questions for Your Child:

1. What castles can you name?

2. What would your castle look like if you could build one?

3. Do you think castles are dark and scary?

Words:

castle, 10^th century, Rapunzel, moats, stone construction, battlements, draw bridges, towers, gateways, England, Germany, Ireland, United States castles.