Every Child Ready to Read @ Your Library ® Early Literacy Workshop For Newborn to Two-Year-Olds.

Every Child Every Child Ready to Read Ready to Read

@ Your @ Your LibraryLibrary®®

Early Literacy Early Literacy WorkshopWorkshop

For Newborn For Newborn to Two-Year-Oldsto Two-Year-Olds

For the Presenter

This powerpoint presentation has been developed to serve two purposes:– To help you, the presenter in developing your presentation, to see how it

flows – To use with participants in your workshop if you feel it is appropriate.

In some settings a powerpoint presentation can be overwhelming or off-putting. Know your group; use your judgment.

• You are encouraged to change examples of books and rhymes to ones that illustrate the point and are comfortable to you.

• [ ] = note to presenter• “Supplemental Information” noted in the Notes Area of the presentation.

You’ll find additional ideas and information which you may include if you have time, or if the participants show particular interest in that area.

• Supplemental slides can be hidden. Then they will not be seen during the presentation, but remain in the file.

Equipment• VCR• Computer and Projector (optional)• Overhead (optional)• Flipchart or something to record responses

• Video: Born to Succeed (12 minutes)La llave del éxito (10 minutes)Order from: Early Childhood ResourcesMultnomah County Public Library205 NE Russell StreetPortland, OR 97212Phone: 503.988.5458 Fax: 503.988.5441

www.multcolib.org/about/mcl-ecrvideos.html ORReady to Learn (available English and Spanish)Order from: I AM YOUR CHILDP. O. BOX 811246Los Angeles, CA 90081Phone: 888-447-3400 FAX: 213-477-2230www.iamyourchild.org/shop.asp

• Handouts:Every Child Ready to Read: Parent Guide to Early Literacy—Newborn to Two YearsFive Easy Steps for Sharing Books with

Your BabyRight From Birth Rethinking the Brain (S)Bibliography on Early Literacy (optional)Handouts on your library services/programs

• Posters/Powerpoint (optional)Definition of Early LiteracyDefinition of each skill poster

• MaterialsOpening rhymeEensy Weensy Spider and Little Flea (Wee Sing for Babies) or other rhymes for Phonological AwarenessBlack on White or White on Black by Tana Hoban (S)Baby Duck board book or other for exampleAlphabet books for young children

Materials Needed

Peek a Boo Song(tune of Frere

Jaques)

Peekaboo! Peekaboo (Cover your face with hands)

I see you! I see you! (Open hands to uncover face)

I see your button nose.(Point to your nose or child’s nose)

I see your tiny toes. (Point to child’s feet)

I see you! Peekaboo! (Cover and uncover face

with hands)

YOU are your child’s first teacher

• Children begin to get ready to read long before they start school.

• You know your children best.• Children learn best by doing things, and love to do

things with YOU.• Young children often have short attention spans and

enjoy repeating favorite activities. • YOU know your children well and can take

advantage of times when the child is “in the mood,” ready to learn.

• When children see their parents reading they are more likely to become readers themselves. Seeing you reading is very powerful!

What DoBabies and

Toddlers Do?

Supplemental Information:

Synaptic Density

From Rethinking the Brain: New Insights into Early Development by Rima Shore (NY: Families and Work Institute, 1997)

Synaptic Density: Synapses are created with astonishing speed in the first three years of life. For the rest of the first decade, children’s brains have twice as many synapses as adults’ brains. (Drawing supplied by H.T. Chugani)

Permission to use for PLA?ALSC Early Literacy Project granted by Dr. Harry Chugani

Rethinking the Brain

OLD THINKING NEW THINKING

How a brain develops depends on the genes you are born with.

How a brain develops hinges on a complex interplay between genes you are born with and the experiences you have.

The experiences you have before age three have a limited impact on later development.

Early experiences have a decisive impact on the architecture of the brain, and on the nature and extent of adult capacities.

A secure relationship with a primary caregiver creates a favorable context for early development and learning.

Early interactions don’t just create a context; they directly affect the way the brain is “wired.”

Brain development is linear: the brain’s capacity to learn and change grows steadily as an infant progresses toward adulthood.

Brain development is non-linear: there are prime times for acquiring different kinds of knowledge and skills.

A toddler’s brain is much less active than the brain of a college student.

By the time children reach age three, their brains are twice as active as those of adults. Activity levels drop during adolescence.

WHAT IS EARLY LITERACY?

EARLY LITERACY

Early literacy is what children know about reading and writing before they can actually read or write.

SIX SKILLS TO GET READY TO READ

•Print Motivation•Phonological Awareness•Vocabulary•Narrative Skills•Print Awareness•Letter Knowledge

Print Motivation

child’s interest in and enjoyment of books Children who enjoy

books and reading will read

more. Children become good

readers by practicing.

Supplemental Information:

Phonological Awareness the ability to hear

and play with the smaller sounds in words helps children sound

out words as they begin to read

Language of LiteracyPhonemeThe smallest part of spoken language that makes a difference in the meaning of words. English has about 41 phonemes. The word “if” has two phonemes (/i/ /f/).The word “check” has three phonemes (/ch/ /e/ /ck/). Sometimes one phoneme is represented by more than one letter.

Phonemic AwarenessThe ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words.

Phonological AwarenessThe understanding that spoken language is made up of individual and separate sounds. A broad term that includes phonemic awareness in addition to work with rhymes, words, syllables, and beginning sounds.

GraphemeThe smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b, f, p, s, or several letters such as ch, sh, ea, igh.

PhonicsThe understanding that there is a predictable relationship between phonemes (the sounds of the spoken language) and graphemes (the letters and spellings that represent those sounds in written language).

SyllableA word part that contains a vowel or, in spoken language, a vowel sound.

From Put Reading First: The Research Building Blocks for Teaching Children to Read , U.S. Department of Education, 2001. Downloadable at National Institute for Literacy www.nifl.gov

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Vocabulary knowing the names

of things helps children

understand what they read helps children

recognize words when they try to sound them out

ALA granted permission from Janellen Huttenlocher.

Narrative Skills

the ability to describe things and events, and

to tell stories will help children

understand what they read

Supplemental Information:

Print Awareness

noticing print everywhere knowing how we follow the words on a page, knowing how to handle a book helps children feel

comfortable with books so they can concentrate on reading

Letter Knowledge knowing that letters are

different from each other, that they

have different names and sounds helps children understand

that words are made of smaller

parts, and to know the names of

those parts

Phonological Awarenessthe ability to

hear and play with the smaller

sounds in words.

Narrative Skillsthe ability to

describe things and events and to tell stories.

Letter Knowledge

learning to name letters, knowing

they have sounds, and recognizing

them everywhere.

PrintAwarenessnoticing print,

knowing how to handle a book, and how to follow the

written words on a page.

Vocabulary

knowing the names of things.

PrintMotivation

a child’s interest in and

enjoyment of books.

What you do helps your child get ready to

read.

Five Easy Steps for Sharing Books With Your Baby

Pick the best timeChoose a time when you and your baby are in a good mood

and ready to enjoy each other.

Show Baby the bookPoint to the pictures, and talk naturally and cheerfully.

Talk and have funRemember to touch and love your baby the whole time.

Watch what Baby doesLet your baby play with the book if he wants to;

and stop for now if he gets upset.

Share a book with your baby every dayEven just a few minutes a day is important

Infants Focusing on Patterns

What books are good for this age?

How do I know what to choose?

What books are good for this age?

How do I know what to choose?• Thick study cover and pages

• Small size, for little hands

• Bright colorful pictures

• Simple geometric shapes

• Clear pictures

• Pictures of human faces

• Few words

• Nursery rhymes

Have fun together!

Supplemental Information: