SPONSORED BY READ TO ME, A PROGRAM OF THE IDAHO COMMISSION FOR LIBRARIES.

SPONSORED BY READ TO ME, A PROGRAM OF THE IDAHO COMMISSION FOR LIBRARIES

Your Presenters

Staci Shaw Julie Armstrong

[email protected] [email protected]

Training information

IdahoSTARS credit is available if this workshop is facilitated by an Approved Trainer

http://idahostars.org/

IdahoSTARSIdahoSTARS

The Child Care Provider Registry for the state of Idaho

The Professional Development System Registry (PDS) is a voluntary system

Idaho’s State Training and Registry System for child care providers

www.idahostars.org

Agenda

IntroductionsResearchImportance of reading to childrenSix Early Literacy SkillsLibrary resourcesEvaluation

Key Points

The access to quality books, along with reading to children daily, is crucial to children’s literacy later in life.

There are six early literacy skills that can greatly increase the ease at which children learn to read later in life. These will be discussed today.

The public library is the very best place to access free resources for adults working with children. Idaho Commission for Libraries support materials and resources will be introduced.

Early Learning eGuidelines

Provide detailed guidelines and strategies for early childhood development

Are for parents, child caregivers, educators, etc.

Is an electronic resource, allowing for individualized searches

http://healthandwelfare.idaho.gov/Children/InfantToddlerProgram/EarlyLearningeGuidelines/tabid/2280/Default.aspx

Research Outcomes

Children who have access to a variety of books and are regularly read to early in life have significant advantages over those who are not read to.

Reading to a child is the most effective way to increase a child’s knowledge.

Children who have mastered six literacy skills have an easier time learning to read when formal instruction was given to them. These skills are the foundation for reading.

Six Early Literacy Skills

Phonological Awareness

Being able to hear and play with the smaller sounds in words

Precursor to phonics

Animal sounds

Hear syllables in words

Children’s songs and nursery rhymes

Children who know at least 4 nursery rhymes by age four are better readers at age eight

Rhyming songs and games

Say it, clap it,

1-2-3

Can you clap the word with me?

Ap-ple (clap twice)

(to the tune of London Bridge)Cat and hat are rhyming words,Rhyming words, rhyming words.Cat and hat are rhyming words, Say them with me: Cat (point to cat picture and say “cat”)Hat (point to hat picture and say “hat”)

Things You Can Do in the Classroom

Read books with animal sounds

Clap/tap syllables of words and child’s name

Sing children’s songs

Read rhyming books & nursery rhymes

Play word games

Support Materials

Idaho Early Learning Guideline for Phonological Awareness

Goal 56-Children develop phonological awareness.

Vocabulary

Knowing a word and what the word means. Children learn concrete words first then begin to

learn abstract words.

Children need exposure to words several times before they understand them, up to 12 exposures.

Should be taught both directly and indirectly.

Children who listen to good picture books can increase their vocabulary by 4,000-12,000 words a year.

List of Dances

Tall SlideSmall SleepHop CreepStop SlumpSlow JumpTiptoe Sway Curl StayTwirlHide

Early Learning Guideline

Goal 51- Children use receptive vocabulary and

Goal 52- Children use expressive vocabulary.

Things you can do in the classroom

Explain an unfamiliar word (don’t replace the word)

Add descriptive words

Use non-fiction books

Talk about a word’s other meanings

Show real items when possible (coconut)

Narrative Skills

Being able to describe things and tell what happened

Expressive and verbal part of language-- helps children later understand what they read

Sharing books that ask questions and give answers

Dialogic reading:

Adult helps child become teller of the story

Adult is listener and questioner

Adult is audience for child

Things You Can Do in the Classroom

Talk about books; ask “open-ended” questions.

Retell stories with puppets, flannel boards, props, or creative dramatics.

Use Dialogic Reading to help children expand their descriptions of things.

Ask children to make predictions about the story.

Read cumulative stories that build on themselves or repeat phrases.

Early Learning Guideline

Goal 59- Children demonstrate comprehension of printed materials and oral stories.

Support materials

Print Awareness

Understanding that print has meaning Knowing how to handle a book

Seeing print all around us

Writing: grocery lists, notes, to-do lists, etc.

Point out words as you are saying them

Label objects in the room

Point out environmental print

Things You Can Do in the Classroom

Model that reading is importantStart with book facing upside downRun finger under title and/or repeated

phrasesTalk about environmental print (road signs,

exit signs, food labels)Write out songs/rhymes on flip charts or

postersProvide writing opportunities: kits, shopping

lists, cards, handmade books

Early Learning Guideline

Goal 58- Children demonstrate awareness of print concepts.

Support Materials

Letter Knowledge

Knowing that letters have names and associated sounds, as well as knowing that

some letters look very similarLetter knowledge is not simply being able

to sing the “alphabet song”First step is to introduce children to shapesVisual discrimination is a necessary skill

for use with lettersAlmost any book can be used to reinforce

these skills

Things You Can Do in the Classroom

Help children see and feel different shapes

Point out letters in books and environmental print

Play matching games (alike and different)

Read alphabet books

Have children make letters with fingers, bodies, scarves

Early Learning Guideline

Goal 57- Reading- Children make connections between sounds, symbols, and letters.

Print Motivation

The enjoyment of reading and booksWays to encourage positive reading experiences:Let children pick out a story they want to hearLet children “read” books to each other while

you are busy with lunch duties or helping a childUse choral reading activitiesMake a comfy area for readingHave a variety of print materials- catalogs, ad

inserts, magazines, phone books, different types of books

Things You Can Do in the Classroom

Read books you enjoyModel the fun of reading and of

playing with languageHave children join in during

appropriate parts of the storyUse non-fiction, too!Encourage parents to refrain from

using reading/books as a disciplinary tool

Create a Culture of Reading in your classroom!

Summing things up…

Summing things up…

SingTalk

ReadWrite

PlayEvery Day!

Library Resources

Your library can be a great partner for you (books, CDs, programs)

Be sure to get a library card if you don’t have one already

Resources on Read to Me website:DayByDayID.org

Idaho Early Learning e-learning guidelines http://healthandwelfare.idaho.gov/Children/InfantToddlerProgram/EarlyLearningeGuidelines/tabid/2280/Default.aspx

SAME-DAY EVALUATION

REFLECTIVE EVALUATION

LITERACY KITS

Thank you for sharing your time with us today!