AT Tool Kit Activity: Reading with Props
Purpose: To provide children with a tangible object that relates to
part of a story. Objects can be a great way to help children interact with a
story even if they are unable to follow along with the story.
Materials needed: Select a book to be read to the child; use props that
relate to the story (i.e. stuffed animals, clothing, glasses…). The materials
are only limited by your imagination.
Environment: Home/School/ Community
Preparation: Select a book that is appropriate for the child, classroom teachers can assist
on recommending reading materials. Once a book is selected, read the book to yourself
and find materials that can be used to help children interact with a story.
During the activity: Read the story to the child and pause throughout the story when you
want to introduce an object for the student to interact with in the story. (Example: Select
the book Froggie Gets Dressed in this story the main character dresses in clothes to go
outside and play in the snow. Props for this story can be the same items of clothing
Froggie wears in the story. Froggie wears mittens, a coat, a hat, and a scarf… these are
the item the child should wear and get ready like the main character in the story.)
Extending the activity to check for reading comprehension: The child can use
reading props from the story to respond to comprehension questions. This allows students
who are non-verbal to participate and children who need extra support in the vocabulary
from the story.
Extending the activity to work on life skills of getting dressed: Use books that deal
with the characters dressing for events. The use of books into the instruction of getting
dressed allows children to interact with literature and allows the child to use visual
supports to learn the skills of getting dressed.
Extend the activity to sequencing events from stories: Choose books that have a
sequential theme to the story. Have the child organize the props in sequential order that
matches the order the characters in the story interacted with the objects (First Froggie put
on his mittens, next his coat, next his hat…).
Extending the activity into writing a new story: Take photographs of the child
interacting with the objects from the story and rewrite the story with the child (Froggie
Gets Dressed turns into Miguel Gets Dressed). Now the child has a book of their own
that is meaningful to the child.