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

Your Presenters Staci ShawJulie Armstrong

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

IdahoSTARS 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

Agenda Introductions Research Importance of reading to children Six Early Literacy Skills Library resources Evaluation

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 m/EarlyLearningeGuidelines/tabid/2280/Default.aspx m/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

“I Got the Rhythm” Think, think Stomp, stomp Beat, beat Tip, tap Blink, blink Beat, bop Sniff, sniff Boom box, beat bop, Ooh la la kaboom, kaboom Clap, clap Snap, snap Shake, shake Knock, knock

Rhyming songs and games Say it, clap it, 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 Slide Small Sleep Hop Creep Stop Slump Slow Jump Tiptoe Sway Curl Stay Twirl Hide

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)

Support Materials

Early Learning Guideline Goal 51- Children use receptive vocabulary and Goal 52- Children use expressive vocabulary.

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.

Support materials

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 important Start with book facing upside down Run finger under title and/or repeated phrases Talk about environmental print (road signs, exit signs, food labels) Write out songs/rhymes on flip charts or posters Provide writing opportunities: kits, shopping lists, cards, handmade books

Support Materials

Early Learning Guideline Goal 58- Children demonstrate awareness of print concepts.

Letter Knowledge Knowing that letters have names and associated sounds, as well as knowing that some letters look very similar Letter knowledge is not simply being able to sing the “alphabet song” First step is to introduce children to shapes Visual discrimination is a necessary skill for use with letters Almost 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

Support Materials

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

Print Motivation The enjoyment of reading and books Ways to encourage positive reading experiences: Let children pick out a story they want to hear Let children “read” books to each other while you are busy with lunch duties or helping a child Use choral reading activities Make a comfy area for reading Have 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 enjoy Model the fun of reading and of playing with language Have children join in during appropriate parts of the story Use 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…

Sing Talk Read Write Play Every 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 /EarlyLearningeGuidelines/tabid/2280/Default.aspx /EarlyLearningeGuidelines/tabid/2280/Default.aspx

SAME-DAY EVALUATION REFLECTIVE EVALUATION LITERACY KITS Thank you for sharing your time with us today!