Instructor: Kathleen Evans

katsevans@aol.com

Fostering Emergent Literacy in LibrariesAn Infopeople WorkshopSummer 2004

This Workshop Is Brought to You By the Infopeople Project

Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis.

For a complete list of workshops, and for other information about the Project, go to the Infopeople Web site at infopeople.org.

Introductions

Name

Library

Position

A favorite memory from childhood of

being read to or about reading

Agenda

Promoting early literacy behaviors The components of the reading

process Selecting books Planning and practicing read alouds Successful strategies to use with groups of

young children

Goals for Today1. An understanding of the roots of literacy in early

childhood

2. Suggestions for ways to make library story hours more powerful influences in developing early literacy

3. A set of criteria for selecting books which promote early literacy

4. Methods for promoting primary and second language literacy

5. Ways to support parents as children’s first literacy teachers

What Age Are We Talking About?

ToddlersPreschool childrenChildren in the primary grades (K-2)Struggling readers of all agesReaders who love stories

The Development of Literacy

“As children hear more and more stories, and they become aware of people reading and responding to print, they are motivated to do likewise. “

Reading to, with and by Children

Margaret Mooney (p. 8)

Literacy Develops in Young Children…

Through conversation

Through play

Through interactions with text

Discussion Question

What behaviors in infants

and toddlers are the

foundations of literacy?

Observable Literate Behaviors Pretend reading or writing

Scribbling and reading

Pointing at pictures and talking about them

Book Handling holding a book right side up

turning pages one by one

beginning at the front of book

Reading signs and labels

Manipulation of letters (magnetic etc.)

Why Read Out Loud to Children?

Children enter school with a larger vocabulary Have had extensive experience discussing

books Have incorporated early reading strategies Have greater phonemic and phonological

awareness

Evaluating Books For Read Aloud

Age appropriateness Quality and size of illustrations Connections to children’s lives

people that look like them events that they relate to cultural issues

More Criteria for Selecting Read Alouds

Language at children’s receptive language level

Repetitive pattern Rhyme Engaging theme

Criteria for Selecting Books for English Language Learners

Simple and clear illustrationsSimple grammatical structuresHigh interest contentRefrains and repetitionOpportunities to practice through oral

participation

Exercise #1

Evaluating Books for

Read Alouds

Discussion

What challenges have you experienced in selecting books for read alouds or in helping parents

select books to check out?

Helping Parents Select

Know the interests of the child Choose “just right” topics, text Use books focused on child’s needs Help child gain appreciation of literature Books of poetry and songs Readable non-fiction Remember favorite authors Repeated readings of old favorites

Group storytime a warm, relaxed interlude

forPreschoolers

participation adding sound effects

chiming in

Joining the community of readers

Foundations of Reading

Oral language proficiency

Phonemic and phonological awareness

Visual Acuity

Aural Skill

Adequate motor skills

Cues Good Readers Use

Good readers coordinate use one or more cues to

read accurately and to comprehend text. Graphophonic-letters/letter clusters blended into

words Syntactical-Structure/grammar of language Meaning-Sense of particular text

Examples of Reading Miscues

The boy was/sat on the log.The children is/are on the log.The children swing/swim at the lake.The child w-a-s in the w-a-t-e-r.The children r-a-t/n to the water.

Common DifficultiesSeen in Struggling Readers

Decoding Word knowledge Phrasing and fluency Monitoring Poor coordination of cues Poor Comprehension Stamina Motivation

Comprehension

Based on prior knowledge Involves making predictions Realized through connections to text Requires making inferences Includes summarizing Occurs with visualizations or mental models

Mechanics of Learning to Read

Book handling skillsLeft to right directionalityOne to one matchingSound symbol awarenessKnowledge of high frequency wordsAwareness of punctuation

“Children learn to read by being surrounded by talk and print. They see how the printed word can be used to tell new stories and bring new meanings to their lives. They learn that many events and ideas they hear read to them are similar to those they have experienced and reflect the way they feel about their experiences. “

(p.8) Margaret Mooney

Book Handling Skills

Show the front and back of book Indicate location of author’s and illustrator’s

name Read title clearly, while pointing at each word Model left to right directionality Point out punctuation Show features of text, captions, table of contents

Demonstration and Practice of Book Handling Skills

Use the book selected In pairs practice book handling skills. Be sure to

point to and say: Author Title Illustrator Front and back Any challenges presented in this text

Parts of a Read Aloud

Book introduction

Stopping points

Connections

Questions

Introducing a Book

Provides overview of the book

Allows children to make predictions by looking at the cover.

Taps their prior knowledge of the topic, genre, author

Highlights potentially difficult concepts or words

Challenges to Understanding the Book

Difficult genre

Difficult content

Lack of prior knowledge

Using Questions

Before the story to determine prior knowledge about topic, setting,

genre to help child create connections

During the story to create connections to generate predictions to elicit possible solutions

After the story to generate connections to evaluate predictions and solutions

Supporting English Language Learners

Use props, photos, doodles to demonstrate difficult words or concepts

Use simple language to describeAccept non-verbal responsesPractice vocabulary using illustrationsPractice grammar using simple refrains

1. Fill out section A and B on Exercise 32. In pairs practice the beginning of your read

aloud including:a. Book-handling skills b. Introducing your bookc. The questions you would ask before the story.

Prior knowledge needed to comprehend storyd. Any difficult aspects of genre or content

Exercise # 2A, B

Use Stopping Points to

Ask for predictions Elicit connections Cue children to join in refrain or pattern Clarify an unusual word or concept Check for understanding

Help Child Make Connections

Text to self: refers to the ways child sees his or her own experiences reflected in the story.Text to text: refers to the ways a child sees similarities between story and other stories.

Use Questions During the Story to…

create connections generate predictions elicit possible solutions

1. Fill out section C on Exercise 32. Plan

a. stopping pointsb. places for making predictionsc. places to visualized. place for inference or summarizinge. places for making connections

3. Practice in pairs

Exercise # 2C

After the Story Use Questions to. . .

generate connections discuss favorite parts make connections evaluate predictions and solutions

Practice with a New Book

1. Use form to plan for read aloud

2. Work in your small group to

complete planning form

3. Choose one person to read to the

large group

4. Be prepared to give and receive

feedback on your plan

Tips for Working with Young Children

Forward planning Get the group’s attentionArrange seating for visibilityCreate a “bag of tricks” Have a plan but be flexible

Challenges of Reading to Groups

Visibility and audibility for all in the group

Comfortable seating arrangements

Children who have trouble sitting still

Noise and distractions

Solutions for Managing Groups

Create optimal seating arrangements

Effective book selection

Modulation of voice and speed

Focusing techniques to get group’s attention

Quick spot checks to redirect and re-engage wiggly kids

Using stopping points to keep children engaged

Making Group Stories Work for English Language Learners

Seat where illustrations are visibleSpeak slowly and clearlyTake care to have eye contactMake use of non verbal check insSimplify language as needed

Remember Reading Aloud Awakens children's imaginations

Improves their language skills

Opens new worlds of enjoyment

Coaxes children away from television

Parents, teachers, and librarians work together to promote reading

Reading aloud is a special occasion

adapted from Jim Trelease

Please fill out your evaluations