LANGUAGE RICH PRESCHOOL ENVIRONMENTS: An Essential in Learning to Read Alabama Early Intervention & Preschool Conference November 20, 2008 Mobile, Alabama.

LANGUAGE RICH PRESCHOOL ENVIRONMENTS:An Essential in Learning to ReadAlabama Early Intervention & Preschool ConferenceNovember 20, 2008Mobile, Alabama

Todays Workshop The abilities to listen, speak, read and write emerge interdependentlyLanguage DevelopmentPhonological AwarenessPrint Awareness and ConceptsEarly WritingAlphabet Knowledge

And these are essential pre-requisites in learning to read and to having a successful K-12 educational experience.

A study funded by the National Institutes of Health and other federal agencies shows that it's possible to teach preschoolers the pre-reading skills they need for later school success, while at the same time fostering the socials skills necessary for making friends and avoiding conflicts with their peers. The findings address long standing concerns on whether preschool education programs should emphasize academic achievement or social and emotional development.

The new program is known as the REDI (Research-Based, Developmentally Informed) Head Start program. The researchers developed the REDI curriculum by combining a program that fosters social and emotional development (Preschool PATHS) with curriculum components that promote language development and pre-reading skills. Children in the REDI program also scored higher than children in the traditional program on several tests of pre-reading skills: vocabulary, blending letter sounds together to form words, separating words into their component letter sounds, and in naming the letters of the alphabet. Embargoed for Release Friday, November 14, 2008 12:01 a.m. EST

Our Focus.Getting children ready to read

Your GuidelinesALSDE Continuums

LANGUAGE AND LITERACYReceptive LanguageStudents will:LL.P.1 Follow two-step directions Objective LL.P.1.1Respond verbally to a one-step direction such as tell me your nameObjective LL.P.1.2Point to/choose picture of object when directed Objective LL.P.1.3Point to body part or object when directedObjective LL.P.1.3Turn head toward adult when directedObjective LL.P.1.4Sustain eye contact when directed look at meLL.P.2 Listen attentively to stories or group conversations Objective LL.P.2.1Show interest in stories or conversations by facial expressionObjective LL.P.2.2Turn head toward speaker to indicate interest in story, conversationExpressive LanguageStudents will:LL.P.3 Express wants and needs Objective LL.P.3.1Verbally request drink/food/activityObjective LL.P.3.2Verbally express need to pottyObjective LL.P.3.3Verbally respond to simple yes/no questionsLL.P.4 Respond to questions using verbal communication Objective LL.P.4.1Answer simple wh questions verballyObjective LL.P.4.2Respond to questions verbally with yes /noLL.P.5 Name a variety of pictures/objects and actions Objective LL.P.5.1Point to and name simple actions (run)Objective LL.P.5.2Point to and name pictures/objectsObjective LL.P.5.3Point to picture/object when requested by nameLL.P.6 Initiate conversations with peers and adults Objective LL.P.6.1Participate in conversations with others Objective LL.P.6.2Deliver simple messagesObjective LL.P.6.3Express wants/needsObjective LL.P.6.4Use jargon as if talkingLL.P.7 Speak in 3-4 word sentences LL.P.8 Imitates simple songs/nursery rhymes/finger playsLL.P.9 Retell simple stories

CONTINUUM GUIDE: Developmental Standards for Preschool Children With Disabilities ALSDE

Phonological AwarenessStudents will:LL.P.10 Discriminate and identify sounds in spoken language Objective LL.P.10.1Identify target sounds in wordsObjective LL.P.10.2Correctly produce sounds [p,m,h,n,w] by age three and correctly produce sounds [b,k,g,d,f,y] by age fourObjective LL.P.10.3Produce sounds in wordsObjective LL.P.10.4Identify environmental sounds (bell, clock) spontaneouslyObjective LL.P.10.5Imitate sounds in vocal play (say ma-ma)Objective LL.P.10.6Imitate non speech sounds Objective LL.P.10.7Respond to sounds by turning headObjective LL.P.10.8Make coos and gurglesLL.P.11 Identify rhyming words Objective LL.P.11.1Identify two words that rhymeObjective LL.P.11.2Identify by pointing two objects that start with the same sound Objective LL.P.11.3Make up nonsense words and silly namesObjective LL.P.11.4Imitate rhyming soundsObjective LL.P.11.5Listen to rhymes LL.P.12 Recognize common sounds at the beginning of a series of words Objective LL.P.12.1Identify two objects that start with the same sound when requestedObjective LL.P.12.2Identify two sounds as being alike or different Objective LL.P.12.3Imitate sounds such as b while being shown picture of a ballLL.P.13 Identify syllables in words Objective LL.P.13.1Clap to 2-syllable words with assistanceObjective LL.P.13.2Imitate clapping of syllables

CONTINUUM GUIDE: Developmental Standards for Preschool Children With Disabilities ALSDE

Print Awareness and Concepts

Students will:LL.P.14 Use emerging reading skills to explore the use of print and to construct meaning Objective LL.P.14.1State name of food container/wrapperObjective LL.P.14.2Match item to associated containerObjective LL.P.14.3Recognize common commercial environmental symbolsObjective LL.P.14.4 Point to letters upon requestObjective LL.P.14.5 Put picture in finished box on daily scheduleObjective LL.P.14.6Sit in circle during story time

LL.P.15 Understand that writing is a form of communication for a variety of purposes Objective LL.P.15.1 Recognize own name on bulletin boardObjective LL.P.15.2 Pretend to read by looking at pictures in booksObjective LL.P.15.3 Identify sign symbols (i.e., stop sign, boys/girls restroom)Objective LL.P.15.4 Turn pages in books

LL.P.16 Orients picture book correctly and turns pages one by one Objective LL.P.16.1Choose a book for teacherObjective LL.P.16.2Choose a book and look at the pictures while adult turns pagesObjective LL.P.16.3Choose a book and orient with assistance from adult

CONTINUUM GUIDE: Developmental Standards for Preschool Children With Disabilities ALSDE

Early WritingStudent will:LL.P.17 Experiment with a variety of writing tools and materials Objective LL.P.17.1Use writing tools appropriatelyObjective LL.P.17.2 Imitate vertical/horizontal lines, circles, cross and XObjective LL.P.17.3 Color a simple picture in the linesObjective LL.P.17.4 Draw a picture that is meaningful to the childObjective LL.P.17.5 Scribble on paper seldom going off paperObjective LL.P.17.6 Make marks on paperObjective LL.P.17.7 Hold writing tool in a fisted or immature gripLL.P.18 Write some recognizable letters, especially those in own nameObjective LL.P.18.1Print name without visual cueObjective LL.P.18.2Copy uppercase lettersObjective LL.P.18.3Trace uppercase lettersObjective LL.P.18.4Recognize and name letters of alphabetObjective LL.P.18.5Recognize and name letters of own name

CONTINUUM GUIDE: Developmental Standards for Preschool Children With Disabilities ALSDE

Alphabet Knowledge Students will:LL.P.19 Demonstrate awareness of letters in printObjective LL.P.19.1Name letters upon requestObjective LL.P.19.2Point to letters when directedObjective LL.P.19.3Match lettersObjective LL.P.19.4 Turn book right side upObjective LL.P.19.5Look at a bookLL.P.20 Relate at least 10 letters to the specific sounds they represent Objective LL.P.20.1Identify the sounds of 10 lettersObjective LL.P.20.2Imitate the sounds of 10 lettersObjective LL.P.20.3 Point to the letter of the sound made by teacherObjective LL.P.20.4Look at letter of sound made by teacher from choice to twoCONTINUUM GUIDE: Developmental Standards for Preschool Children With Disabilities ALSDE

There are Many Players Involved in Helping Students Learn to Readthe likelihood that a child will succeed in the first grade depends most of all on how much she or he has already learned about reading before getting thereDr. Marilyn Adams, from Beginning to Read

Some people there are who, being grown, forget the horrible task of learning to read. It is perhaps the greatest single effort that the human undertakes, and he must do it as a child.

- John Steinbeck, 1982 Nobel Prize Winner for Literature

What isEARLY LITERACY?Early literacy is what children know about reading before they can actually read.Early literacy is pre-reading skills.Early literacy is reading readiness.

Why Starting Early?Learning to read is essential for school successChildren should get ready to read long before they start to schoolResearch shows that children who are read to from an early age have a larger vocabulary and better language skills when they start schoolChildren who struggle with Phonological Awarenessa pre-reading skilloften struggle learning to read.

What do they do?Babble, Explore, Listen, UnderstandImitate adults & siblings, Play with toys, Begin to say wordsListen to rhymes & music

All of these are part of EARLY LITERACY!2 and 3 Year-OldsTalk, Scribble, Color, ShapesSing songsTurn pages in a bookTalk about picturesPretend to readAsk lots of questionsFour & Five Year OldsPlay, talk a lot, imitateCurious and ask lots of questionsPretend to read books, Read booksLike to build things, play make-believeLike to know how things workBabies and Toddlers

L a n g u a g eandV o c a b u l a r y D e v e l o p m e n t

The Importance of the Early Years in Vocabulary and Language Development

How early does a child begin to learn language?

From the day of birth, a childs brain is receptive to learning language

Children learn to speak by being surrounded by speech

The size of a toddlers vocabulary is strongly correlated with how much parents talk to the child

Your habits of talking and listening will make a difference in your childs language development

Babies & Toddlers

What do they do?BabbleExploreImitatePlayUnderstandListenBegin to say words

What do you do?Read! Read! ReadModelSingTalk

All of these are a part ofEARLY LITERACY!

2 and 3 Year-OldsWhat do they do?TalkScribbleColorShapesSing songsTurn pages in a bookTalk about picturesPretend to readAsk lots of questionsWhat do you do?Read! Read! Read!TalkModelAsk questions

All of these are part ofEARLY LITERACY!

Four & Five Year OldsWhat do they do?PlayTalkCuriousAsk lots of questionsImitatePretend to readReadBuildMake-believe

What do you do?Read! Read! ReadTalk! Talk! TalkPlay ModelAsk lots of questions

All of these are part of EARLY LITERACY!

Receptive LanguageFollow DirectionsListen Attentively

The Importance of the Early YearsHow early does a child begin to learn language?

From the day of birth, a childs brain is receptive to learning language.

Children learn to speak by being surrounded by speechThe size of a toddlers vocabulary is strongly correlated with how much a mother talks to the child.Habits of talking and listening will make a difference of in a childs language development

Expressive LanguageExpresses wants and needsResponds to questionsNames pictures/objectsInitiates conversationsSpeaks in sentencesImitates songs/rhymes/finger playsRetells simple stories

Phonological AwarenessDiscriminate and identify sounds in spoken languageIdentify rhyming wordsRecognize common sounds at the beginning of a series of wordsIdentify syllables in words

Our children begin the process of reading EARLY

by climbing the ladder of Phonemic Awareness skills.Pre-First Grade Skills

Phonemic Awareness SkillsSubstitutionDeletionAdditionSegmentationBlendingIsolationCategorizationIdentificationOnset/RimeSyllables in a wordWords in a sentence

P h o n e m i c A w a r e n e s sActivities

How to help your child with Phonemic AwarenessDirect teaching of specific soundsClapping gamesRhyming gamesWhat do you hear? gamesStretching and shrinking

Activity 1What you needObjects that make interesting, distinctive sounds.Examples:Banging on wall/table/lapSnapping fingersBlowing a whistleCrumbling paperBlowing nose Drumming with fingersClappingEating an appleClicking with tongueNoisy chewingPouring liquid Tearing paperRubbing hands togetherStirring with a teaspoonSlamming a bookHammeringSharpening a pencilCoughingCutting with scissorsWriting on blackboardActivity 2Listening to Sequences of Sounds

Listening to Sequences of SoundsActivity 2What do your do?Ask the children to cover their eyes and listen to and identify the sound they hearOnce the children have caught on to the game, make two noises, one after the other. Without peeking, the children are to guess the two sounds in sequence saying, There are two sounds. First we heard a _______, and then we heard a _______.After the children can identify a sequence of two sounds, increase the number of sounds in sequence.

Activity 3Counting Words in a SentenceWhat You Need5-7 objects-blocks, coins, fruit loops, M&MsWhat Do You DoYou say a sentenceAsk the child to repeat the sentence. As she says each word, show her how to move one object for each word to position the objects in a line. Then ask her to count the objects. That is the number of words in this sentence.Increase the number of words in the sentence as she understands the task.

The dog barks.A cat scratches.The brown dog sleepsSample SentencesThe big horse jumps.A fish can swim fast.A cow jumps over the moon.

Activity 4Un-Compound That WordWhat You DoYou say a compound word.Ask the child to repeat it.Then ask the child to say what word remind if you omit one portion.The child pronounces the word that is left.

Examples:CowboySay it again without the boycowOutsideSay it again without the out.sideGrasshopperSay it again without the grass.hopperJellyfishSay it again without the fishjellyZookeeperSay it again without the zoo.keeperRattlesnakeSay it again without the snakerattleCupcakeSay it again without the cake.cupDishwasherSay it again without the dishwasherHorseflySay it again without the horseflyBaseballSay it again without the baseballCampgroundSay it again without the groundcamp

Activity 5Hearing Rhyming WordsWhat You DoSay each pair or words below and ask the child to repeat them and tell you if the words rhyme. They rhyme if all the sounds are the same except the beginning sound.Start down the first column for the easiest pairs, followed by the middle, and then the right columnDo a few at a time - not all at once.

go/toptip/lipnose/rosein/laplamp/campsock/soupyes/myrest/testtie/bymad/sadfox/boxspoon/mooncat/ratshoe/sitman/moprip/bagred/randress/messout/pigmy/byround/poundhit/sitfix/mixrain/trainhim/butnow/naplike/lickhop/mopsad/sheepinch/itch

Whew! Now the Phonics Ladder of Skills!

Pre-First Grade Skills

Phonics SkillsPrefixes & SuffixesMulti-syllabic WordsComplex ConsonantsVowel +rVowel DiphthongsVowel TeamsSilent -eConsonant DigraphsConsonant BlendsShort vowels (VC & CVC)Letters and Sounds

Print Awareness & ConceptsExplore the use of print and to construct meaningUnderstand that writing is a form of communication for a variety of purposesOrient picture books correctly and turn pages one by one

What is Print Awareness?Knowledge that people read the text, not just look at the pictures

Awareness of how to read a book-right side up, starting with the first page and continuing to the end; the left page is read first, and the text is read from left to right

Understanding that words are units separated by white spaces

Ways to Help Children Develop Print Awareness

What Child Needs to Know What You Can Do to Help

Words are read, not the picturesPoint to the printed words as you read aloudWords are read across the page from left to right.Follow along with your finger as you readA book is read turned right side up, and pages are turned from right to left.Ask child to open the book to the first page for you. Ask her to turn the pagesWords are composed of letters.Make a sign for childs desk with her name. Show child the letters in her name. In books show child that the white space separates the word.Each letter has a capital and small letter form and be written in many fontsAlthough children are generally taught the capital letters first, it helps if they have an awareness that there are two forms for each letter. Take one letter (for example, an A) and pint out all the different sizes and shapes of As.

Early WritingExperiment with a variety of writing tools and materialsWrite some recognizable letters, especially those in own name

http://www.handwritingforkids.comBasic strokes for handwritingEarly Writing

Alphabet KnowledgeDemonstrate awareness of letters in printRelate at least 10 letters to the specific sounds they represent

What Do Children Need to Know to Be Ready to Read?

Knowledgeof the

APLAHBET

What is Knowledge of the Alphabet?Being able to recognize and name all the letters of the alphabet

How Important is It to Teach Children the Alphabet?The importance of being able to name and recognize the letters has long been misunderstood by parents.

For many years parents have believed that thy had to do two things to prepare their child for school:Teach their child the alphabetRead, read, read to their child

Knowing the alphabet is necessary, but not sufficient to learning to read.

One of the most important things your child needs to accomplish during kindergarten is to learn the sounds associated with letters. Knowing the alphabet can make learning the sounds easier.

The Recommended Order of Skills Most educators recommend teaching the skills in the following order:

NAMESRecite/Sing the ABCs

SHAPESThis is a B

SOUNDSThis is a B and it says /b/

Should We Teach 4 Year Olds to Write Letters?YesIf you teach correct letter formation

If your child has good control of their finger muscles

NoIf your teach them incorrectly and they develop bad habits

If they have not developed finger strength and dexterity

Alphabet Knowledge

Ways to Help Children Develop Alphabet Skills

AGE SKILL ACTIVITY

2-4Letter namingSing ABC songsRead ABC books 4-5Letter recognitionUse plastic lettersRead ABC booksForm letters in clay, paper-mache, bubbles, sand, etc. 5-6Letter soundsRead rhyming booksDo word activities involving recognition of beginning, ending, and rhyming sounds.Match pictures of objects to letters

Activity 1 Counting, Matching, and Naming Letters

FGPWhat You NeedSet of plastic alphabet letters-preferable capital lettersMat that you make on an 11 x 17 piece of firm paper. Trace the plastic letters and fill them in, in an arc shape, so that the plastic letters will fit over the letters written on the arc. The arc should extend from the lower left to the lower right corner. What You DoAsk you child to count how many letters there are.Then ask your child to place the plastic letters on the matching letters on the arc of the mat.Teach her the name of each letter, introducing about four new letters per day. For example, This is the letter A.After she can differentiate the letter shapes and has been taught the names of each letter, ask her to say the name of the letter as she places it in the position on the arc.Repeat often, until your child can recognize each letter, place it over the corresponding symbol on the arc on the mat, and say the name of each letter. Generally, it takes several weeks for a child to master all the letters.

A

Activity 2 Learning The Sequence of the AlphabetWhat You NeedSet of plastic alphabet lettersA slightly different mat made on an 11 x 17 piece of firm paper. List the letters in order in a straight line across the top to provide a reference for the child. This time, instead of the letters composing the arc, draw a line to form the arc. Then provide three anchors by writing the letter A at the lower left corner of the arc, the letter Z at the lower right, and M and N at the midway point at the top of the arc.

What You DoAsk your child to take the plastic letters out of the container and place them right side up in the center of the arc.Then ask her to find the A and place it.Next find the Z and place it, followed by the M and N.The child then begins with B, Then C, and so on, placing all the letters in order along the arc.When your child has finished sequencing the letters, ask her to check it by touching and naming each letter, starting with A and moving to Z. The alphabet across the top of the mat can serve as an additional reminder.Repeat this activity frequently until the child can place all the letters in the proper order within two minutes. Generally, it takes several weeks for a child to master this task.ABCDEFGHIJKLMNOPQRSTUVWXYZCEACXGFP

Activity 3Guess the LetterWhat You NeedTwo sets of plastic alphabet letters-preferably capital lettersTwo 11 c 17 mats with or without the letters filled in on the arcTwo brown paper bags, or cloth bags, big enough to hold the lettersWhat You DoThis is a game that two children can play together or you can play with your child. The object is to try to correctly identify and name the letters based on felling them without looking. The winner is the first player to fill in all the letters on her arc.The first player reaches into a brown paper bag and feels a plastic letter without looking at it. If she can correctly name it, then she gets to place it on the arc on her mat and choose another letter. She continues choosing letters until she makes a mistake.Once a mistake is made, the turn rotates to the next playerThe player who successfully identifies and places all the letters on her arc is the winner.

Activity 4Snakey LettersWhat You NeedModeling clay or cookie doughWhat You DoRoll the pieces of clay or dough into snake-shaped pieces for your child to use.Help your child form the pieces into the shapes of letters.If you cookie dough, make sure the letters with enclosed circles (i.e., o, b, d, q) have plenty of space inside the circle before baking. This will assure that the circles will not close up when baked.

Vocabulary What is it?

to know the meanings of words readto know the meanings of words heardto use a variety of words in spoken and written language

What does the research tell us we need to do about language development & vocabulary?So

Research EvidenceChildren enter school with a listening vocabulary ranging between 2500 to 5000Vocabulary differences at grade 2 may last throughout elementary school (Biemiller & Slonin, 2001)Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge ( Baker, Simmons & Kameenui 1997)86-98% of the words recorded in each childs vocabulary consisted of words also recorded in their parents vocabularies ( Hart & Risley, 2000)

Vocabulary Gap Average child from a welfare family hears about 3 million words a year vs. 11 million from a professional family (Hart & Risley, 1995)

Per hour100-hr week5,200-hr week3 yearsWELFARE62062,0003 million10 millionWORKING CLASS1,250125,0006 million20 millionPROFESSIONAL2,150215,00011 million30, 000 million

Use High-Quality Oral LanguageModel good language useEngage in daily oral languageRead aloud good literatureUse less business talk Use descriptive wordsLots of shared reading and conversations about words

Less Business TalkMore Conversations!Business TalkCome here!Stop that!Be quiet!Sit down and eat!Go watch TV!Clean your room!Go to sleep!Get in the tub!ConversationsTell me aboutHow was .?What do you think about?Why is ..?Do you think ..?Who is ..?What do you like?

Other Ways to Help Your Childs Language Development

Recommended HabitExampleRephrase & extend the childs words.Child: Thats a doggie.Parent: Yes, its a Doberman pinscher!Ask a clarifying question.Child: Thats a man.Parent: Tell me more about the man you saw.Model more complex vocabulary or sentence structureChild: See my buildingParent: Yes, I see the tall skyscraper you built with lots of windows so people can see the view of the city.Ask open-ended questionsChild: I like that story.Parent: What was your favorite part of the story?

What does the research tell us we need to do about language development & vocabulary in preschool students?So

ReadAloudChildren!to

Curious George Gets a Medal

Curiousshed professorFountain pen loop signal Funnel hurled space suit Blotter grunting parachute

Things You Can Do To Create a Reading EnvironmentFill you classroom with booksRead Aloud to Your Children OFTEN!!!Read Alouds are one of the BEST WAYS to teach vocabulary!

What do Kindergarteners have to learn?Are we sending them ready for Kindergarten??

DIBELSDynamic Indicators of Basic Early Literacy SkillsQuick one minute assessments that let us know if our students are on track to be readers. Help schools provide enough instruction to get students back on track as readers.

Helps schools see where they need to focus to help our children learn to read at each gradeHelps us see where we as parents can help at home to help our children learn to read

Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency (PSF)Nonsense Word Fluency (NWF)Oral Reading Fluency (ORF)Word Use Fluency (WUF)Oral Reading Fluency & Retell Fluency (RTF)What Big Ideas are Being Assessed?Edward J. Kameenui, Ph. D. et al

Big IdeaDIBELS MeasurePhonemic Awareness

PhonicsFluency and AccuracyVocabularyComprehension

What is Letter Naming Fluency (LNF)?It is a one minute assessmentIt is an indicator of risk of reading problemsIt is not one of the 5 areas identified by the National Reading Panel and Reading First as one of the critical areas of readingIt is tested in fall, winter, spring of K also fall of first gradeStudents should be able to name 25 random letter names in one minute by the end of K

LetterNaming FluencyTarget goal of at least 40 by spring of Kindergarten

Student identifies upper- and lower-case letters for 1 minute

Probe 1

c

c

N

u

Q

M

u

h

S

i

n

b

e

N

F

f

o

a

K

k

g

p

k

p

a

H

C

e

G

D

b

w

F

i

h

O

x

j

I

K

x

t

Y

q

L

d

f

T

g

v

T

V

Q

o

w

P

J

t

B

X

Z

v

U

P

R

l

V

C

l

W

R

J

m

O

z

D

G

y

U

Y

Z

y

A

m

X

z

H

S

M

E

q

n

j

s

W

r

d

s

B

I

r

A

E

L

c

c

N

u

Q

M

Total: ____/110

What is Initial Sound Fluency (ISF)? One minute assessment given at beginning and middle of KOutcome goal of identifying 25 first sounds in words in one minute by middle of K.Example: Shown four pictures and told the picture names, the student can point to the one that begins with the correct sound given. Point to the one that begins with mmmm

ExampleThis is mouse, flowers, pillow, letters (point to each picture while saying its name).Mouse begins with the sound /m/ (point to the mouse). Listen: /m/, mouse. Which one begins with the sounds /fl/?

What is Phoneme Segmentation Fluency (PSF)?One minute assessment given middle of K, end of K and in beginning, middle, and end of first gradeOutcome goal is to be able to separate words into individual sounds by the end of K and to be able to do at the rate of 35 sounds per minuteReaching outcome goal critical skill for becoming a good reader and spellerContinue to test through first grade, goal doesnt go up

Say these specific directions to the student:I am going to say a word. After I say the word, you tell me all the sounds in the word. So, if I say, sam, you would say /s//a/ /m/.

Lets try one (one-second pause). Tell me the sounds in mop. If the student says /m/ /o/ /p/, you say, very good. The sounds in mop are /m/ /o/ /p/.Example

Administration DirectionsLook at this word (point to the first word on the practice probe). Its a make-believe word. Watch me read the word: /s/ /i/ /m/ sim (point to each letter then run your finger fast beneath the whole word). I can say the sounds of the letters, /s/ /i/ /m/ (point to each letter), or I can read the whole word sim (run your finger fast beneath the whole word). Your turn to read a make-believe word. Read this word the best you can (point to the word lut). Make sure you say any sounds you know.

simlutPractice Items

What is Nonsense Word Fluency (NWF)?One minute assessment of alphabetic principle (phonics)Students identify non words either by sounding out the non words or reading the whole word phonetically example:students can read the word sim either s-i-m or simStudents are tested starting midyear K, year end K, beginning first, and the outcome goal is 50 letter sounds by midyear first gradeNWF is tested at year end first and beginning second because it is such a critical reading skillStudents who have not acquired NWF regardless of grade or age have significant problems with decoding unknown words and becoming fluent readers

What is Oral Reading Fluency (ORF)?ORF is the ability to accurately, rapidly, and fluently decode grade level text and to keep in memory what you have read so that you can retell itIt is tested starting midyear and year end first grade and tested three times a year in second and third gradeThe goals change and increase as students get older and progress in their readingMore is always better, but students have to listen and think about their reading (you have to read with your ears on)

What to expectKindergarten25 crpm ISF by mid-year35 crpm PSF by end of year25 crpm LNF by end of year 50 crpm NWF by end of year

What to expect1st grade35 crpm PSF start of year50 crpm NWF by mid-year40-60 wpm ORF by end-of-year

What to expect2nd grade90 wpm ORF by end of year3rd grade110 wpm ORF by end of year4th grade118 wpm by end of year5th grade125 wpm by end of year6th grade and after135+ wpm by end of year

In Summary

Lets nail down these readiness skills!!

Resources

Picture Books to Read Aloud to an Infant or Toddler

AUTHORTITLEAhlberg, Janet & AllenEach Peach Pear PlumArnold, TeddNo Jumping on the BedBarton, ByronTrucksBrown, Margaret WiseGoodnight MoonBruna, DickMiffyCarlstrom, Nancy WhiteJesse Bear, What Will You WearGibbons, GailTrainsHill, EricWheres Spot?Martin, Bill Jr., & John ArchambaultChicka Chicka Boom BoomMartin, Bill, Jr., & Eric CarleBrown, Brown Bear, What Do You See?Numeroff, Laura JoffeIf you Give a Mouse a CookieOxenbury, HelenTom and Pippo Make a Friend

Books for a First-Grade StudentBeginning Reader-First Stage

AuthorTitleBrown, Laura KrasnyRex and Lilly: PlaytimeRex and Lilly :Family TimeEastman, P.D.Go, Dog Go!Seuss, Dr.Hop on PopZiefert, HarrietCat GamesHarry Goes to Fun LandA New House for Mole and Mouse

Books for a First-Grade Student Beginning Reader-Second Stage

AuthorTitleBonsall, CrosbyWhos Afraid of the Dark?Cocca-Leffler, MaryannIce-Cold BirthdayEdwards, RobertaFive Silly FishermenHerman, GailWhat a Hungry Puppy!Hoff, SydDanny and the DinosaurParish, PeggyBe Ready at EightSeuss, Dr.The Cat in the Hat; Green Eggs and HamOne Fish, Two Fish, Red Fish, Blue FishBridwell, NormanClifford the Big Red DogBrown, Margaret WiseGoodnight MoonBourgeois, PauletteFranklin in BossyFranklin is MessyCarle, EricThe Very Hungry CaterpillarThe Very Busy SpiderDo You Want to Be My Friend?

Straight Talk AboutReadingSusan L. Hall Ed.DLouisa C. Moats, Ed.D

P a r e n t i n ga S t r u g g l i n gR e a d e r Susan L. Hall, Ed.DLouisa C. Moats, Ed.D

Road totheCodeBenita A. Blachman, Ph.DEileen Wynne Ball, Ph.DRochella Black, M.S.Darlene M. Tangel, Ph. D.

P H O N E M I CA W A R E N E S Sin Young ChildrenMarilyn Jager AdamsBarbara R. FoormanIngvar LundbergTerri Beeler

Bringing WordsTo Isabel L. BeckMargaret G. McKeownLinda KucanLife

Overcoming DYSLEXIASally Shaywitz, M.D.July 28, 2003

Other BooksBeginning to Read: Thinking and Learning about Print- A Summary by Marilyn Jager AdamsHelp Me Help My Child: A Sourcebook for Parents of Learning Disabled Children by Jill BloomYour Childs Growing Mind: A Practical Guide to Brain Development and Learning from Birth to Adolescence by Jane M. Healy, PhD.About Dyslexia: Unraveling the Myth by Priscilla L. VailThe Educated Child by Bennett, Finn, & Cribb

EAROBICS

Websiteswww.proactiveparent.com http://www.ldonline.orghttp://www.interdys.orghttp://ggg.umn.edu/http://www.seacparentassistancecenter.com/www.kpirc.orgwww.colorincolorado.comhttp://www.readingrockets.org

What We Know Now About Helping All Children Learn to ReadThere are five big ideas in learning to readPhonemic AwarenessPhonicsVocabularyFluencyComprehension

These are critical foundational expectations of early preschool programs!!

Ensure Early Literacy Competency Mastery!

Contact Information Julie Colley Lowery, Education SpecialistAlabama Department of [email protected]

Cathy Jones, Education SpecialistAlabama Department of [email protected] Teresa Nichols, Education ConsultantNichols Education Services, [email protected]@hotmail.comwww.nicholseducationservices.com

***********So, you might ask yourself after reading this quote- What is my role in teaching my child to read?But, we do want to say that we believe as many do that teaching a child to read is a shared responsibility between the school and parents-*Learning to read is an amazing feat, performed by an amazingly complex organ, the brain. As Dr. Sally Shaywitz, author of "Overcoming Dyslexia" and co-director of the Yale Center for the Study of Learning and Attention, often states, "Reading is peculiarly human and yet distinctly unnatural." Reading has been described by neuroscientists as a "high wire balancing act for the brain."

Learning to read is one of the most complex things a human being does. Humans could speak for about thirty thousand years before they devised systems to write and read, and literacy continues to be an elusive goal for most of the worlds people.To read, we must translate a visual symbol system into speech and translate speech into meaning, and all of this must take place very rapidly so that we have mental space to think about and learn what we are reading.*One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing. The early years-from birth through age eight are the most important period for literacy development.The development of early literacy skills through early experiences with books & stories is linked to a childs success in learning to readThe earlier you begin to read to children, the better language and reading skills they will develop.Failure to give children literacy experiences until they are school age can severely limit the reading and writing levels they can attain.

**In the first few months of life, children begin to expreiment with language. Young babies make sounds that imitate the tones and rhythms of adult talk; they read gestures and facial expressions, and they begin to associate sound sequences frequently heard-words- with their referents. Young babies love listening to familiar jingles and rhymes, plany peek-a-boo and pat-a-cake. Stress again that we start early!**Children learn to speak by being surrounded by speechChildren learn to speak by being surrounded by speech. They just naturally absorb it. 1st bday she begins to name a few things like ball, doggie, bottle, or cup.18 mo. Most children have a vocab of at least 20 words 2 yrs. they have a vocab of more than 200 words and are speaking two-word phrases3 years a child should be speaking three-four word sentences containing verbs and pronouns (i.e. I, me)

The size of a toddlers vocabulary is strongly correlated with how much parents talk to the childScientists tell us that the brain develops through experiences. The effect of early experiences on language development is explained in Newsweeks 1997 Special Report on the Child: it said that the size of a toddlers vocab is correlated with how much parents talk to the child

At 20 months, children of chatty mothers averaged 131 more words than children of less talkative mothers; at age 2 years the gap had more than doubled to 295 words.

Your habits of talking and listening will make a difference in your childs language developmentBy conversing with your child throughout the day while you are together, you are helping her learn language.These discussions can occur during the simple experiences of your everyday life.Fancy toys and field trips are not necessary to stimulate language. You can enrich your childs understanding of the world by talking to her about what your are doing-while in the grocery store shopping, measuring ingredients to prepare dinner.Even the experience of watching TV can be a good source of discussion instead of a replacement for conversation

********************Beginning at an early age children are exposed to print in their everyday lifePrint awareness concepts are learned when an adult reads- while reading the adult will show the child the book and interact with the child as the story is being read aloudWhile your child is strapped in the car seat on the way to the grocery store, she see the stop sign, a McDonalds sign, and in the grocery story will see Life, Total written on cereal boxes or may notice Pepsi, Coke on a billboardWhile watching Sesame Street on TV she/he may see letters and words. Print is everywhere in your childs environment-on signs, t-shirts, food boxes, books, televisionAll of this exposure to print provides your child the opportunity to begin studying letters well before receiving any instruction for adults in his/her life.

*A child not only needs to be aware of the print surrounding her, a child need to understand some concrete concepts about how a book is read before beginning to read.

Expose children to different types of printed materials,-books, magazines, newspapers, and menusLabel objects in the classroom or home- Read big books and point to the words and follow the print with your finger as you read aloud, this way children can begin to understand that the story is read from the words, not the pictures, and that short spaces separate words

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*The importance of a child being able to name and recognize the letters has long been misunderstood by parentsFor many years parents have believed that they had to do two things to prepare their child for school:Teach their child the alphabet Read, Read, Read to their childIt is important for your child to know the alphabet as accurately as possible before she enters school. She needs to instantly and effortlessly recognize all the letters so that she is prepared to dedicate all her attention to other tasks, such as learning the sound associated with each letter or how to write it correctly.Although she may know the alphabet and you have read to her, she may not jive the precursor skills to be able to read easily.Knowing the alphabet and being read to are necessary, but not sufficient, conditions to learn to read. Also important is phonemic awareness, the ability to recognize and manipulate the separate speech sounds in words- we will talk about this later.Knowing the alphabet can help make learning the sounds easier for your child when they enter preschool or kindergartenIt is much easier to associate a sound with a letter if you already know the name of the letter. Knowing the alphabet is almost like having an anchor for each sound.

*Most educators recommend teaching the skills in the following order:Names, Shapes, SoundsTherefore, before you begin working with magnetic letters on the refrigerator door or blocks with letters, it is best to start by singing the alphabet song together.The name of the letter is the one thing that never changes; the letter shapes come in upper and lowercase and many different fonts, and the letters can make different sounds depending upon which letters surround them. The letter name stays constant.The next step after singing the alphabet song is to introduce the printed letters.Here are some activities you can do to help your child Read ABC Books- Chicka Chicka Boom BoomPlastic letterssalt, sand, or cornmeal in tray and have them trace the lettersskywrite the letters with big sweeping arm motions.Sculpt letters in the bathtub bubbles or with clay

It is best to teach the capital letters first because they are more distinguishable than lowercase letters. Capital letters are harder to confuse or reverse.

*Child is physically ready- has good control of finger muscles so they will develop good habits

Many children will not be ready to control a pencil until kindergarten.

To help with finger strength and dexterity many children will benefit from writing large on surfaces that are fun to touch-finger painting, chalkboards, or sand trays.*Teaching a child the alphabet is a process that usually takes a couple of years. You will need to proceed at whatever pace is appropriate for you child.

On the next slide you will see general guideline you can follow as you begin to teach the alphabet to your child.*Preschool children can begin to explore letters by playing with alphabet puzzles, magnetic upper-and lower-case letters, sandpaper letters, and alphabet lotto games.Post an alphabet chart at the childs eye level.

*************The most obvious things you can do to with children is to read aloud.Young Children learn about the world around them through experiences, conversation, exploration, and play. Lack of background knowledge makes reading more difficult in elementary school, especially in the later grades when reading to learn replaces learning to read. A child who has listened to a book about glaciers will have an easier time understanding a story about climbing Mt. EverestYou may not realize the importance of reading aloud- and all that a child can learn from simply listening. The most critical benefit is that the child gains knowledge of things, people and places.BENEFITS FROM READING ALOUD TO YOUR CHILDIncrease speaking and listening vocabulary- a child with a large listening and speaking vocab has an enormous advantage in learning to read.Develops background knowledge about a variety of topicsBecomes familiar with rich language patterns

Think about what all a child can learn from just being read aloud: books are read: from left to right, front to back, letters correspond with words in our speaking vocabulary,

SOOOO Continue reading to your child every day!!!!!!!!!!*****The DIBELS is aligned with the 5 critical skills identified by the National Reading Panel 2000 as the 5 essential skills student must learn to be on track to be a reader. Our curriculum should be focusing on the essential areas of reading for all children. Who do we want to learn to read? ALL CHILDREN*********************This is one of several effective interventions for phonemic awareness and phonics..very inexpensive. Lessons do not have to be done in order but can be pulled out to respond to specifically identified skills children need.*********