sponsored by read to me, a program of the idaho commission for libraries
TRANSCRIPT
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.
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
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.
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.
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
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
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