1. FOSTERING LITERACY DEVELOPMENT AT HOME
STRATEGIES FOR PARENTS OF PRE-K TO FIRST GRADE STUDENTS
PRESENTED BY: SIERRA WALKER
Parents will be welcomed to “Literacy Night.”
Start out by telling them how much you appreciate their parents and concern for their child’s reading. Let them know we will be covering several strategies and techniques that they can use at home to develop both their child’s love and level of reading at home.
Address to parents that reading is a lifelong process. They need the skill developed all throughout school and the more support from home, the stronger the child becomes as a reader.

2. Understanding Literacy Development
Understanding how children develop reading proficiency is an integral part in helping them develop their literacy skills at home.
There are several things to consider about a child’s literacy development: (Teal et. al, 1989).
Learning to read and write begins very early in life, that is for almost all children in a literate society. 
The functions of literacy are an integral part of the learning process that is taking place.
Reading, writing (and speaking) develop concurrently and interrelatedly in young children.
 Children learn through active engagement, constructing their understanding of how written language works.
The following points related to a child’s literacy development in the above slide were a direct quote from -
(Teale, W. and E. Sulzby, Emerging literacy: New perspectives. In Emerging literacy: Young children learn to read and write, eds. D. Strickland and L. Morrow. International Reading Association.)
Point 1 – Children should be exposed to reading at an early age. Reading doesn’t have to just be your child reading to you, but you sharing moments together while they listen to you read. Bedtime stories are a great way for children to be introduced to literature.
Point 2 – Literacy (reading) is needed in all paths of life. Reading is a skill that children will need in all content areas of school and need reinforcement at home.
Point 3 – Reading, writing, and speaking all develop together. When children begin connecting the relationship among the areas, their skills strengthen in all areas.
Point 4 – Children need engagement. While observing is a huge part of their development, they must interact with the literate world around them. Children need exposure to different types of literature. Active communication and reading can be ideal ways to foster this.

3. “Bringing up Baby”
Laying the foundation for reading begins at the first phases of life. It all starts with moms and dads.
Parents must take the time to spend with their children simply talking and reading with them for children to get the benefits.
topics/early-literacy-development
The following video is taken from the Reading Rockets website, which explains what an important role that parents play in their child’s early literacy development.
Reading Rockets (2017). Early Literacy Development. Retrieved from

4. Early Literacy
According to Burkey et al., “literacy starts at birth, so teachers must ask themselves several questions that underlie instruction and assessment for young, emergent readers”: (2016, p. 113).
What do children already know about print?
What reading behaviors and interests do the children already have?
What do children need to learn?
“In order to learn how to read without difficulty, children need to develop knowledge and skill in core language and literacy areas: oral language comprehension, vocabulary, phonological awareness, alphabet knowledge, developmental writing, and print knowledge” (Burkey et al., 2016, p.114).
Content gathered for the above slide from -
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.
After discussing the last point I will identify what each one of the concepts are before going into the next slide.
Oral Language Comprehension- The understanding of the use of spoken words to express knowledge
Vocabulary- Words used in a language to convey meaning
Phonological Awareness- Understanding that words have sounds
Alphabet Knowledge- Understanding that letters represent the sounds
Developmental Writing – The stages of writing children go through (scribbling, symbols, random letter strings, etc.)
Print Knowledge- Understanding that print (books) have specific meaning

5. Speech and Print
“Children’s understanding of the relationship between speech and print is a vital first step in learning to read. They become aware of what reading is all about by recognizing the functionality of reading—that the purpose of reading, in its broadest sense, is to communicate ideas. A second step, or stage, is to become aware of the technical features of reading such as printed letters, words, sentences, syllables, sounds, punctuation marks, etc. To understand the technical features of reading, children must develop linguistic awareness” (Burkey et, al., 2016, p. 125)
Direct Quote gathered for the above slide from -
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.
Linguistic Awareness - Understanding the technical terms and labels needed to talk and think about reading.

6. Strategies for Connecting Speech and Print (Burkey et al., 2016)
Read Alouds (Story Books)
Big Books
E-Books
Class Made Books
“Reading aloud to children is powerful. Books unlock the mysteries of reading, rivet children’s attention to print, and provide models of writing that build on and extend the young child’s concepts of texts and how they work. Because books expose children to words beyond those they hear in their everyday lives, books both build vocabulary and allow children to experience people and places in situations they may never come across otherwise, building background knowledge” (Burkey et al, 2016, p. 115).
“Big books, big versions of children’s books with large print and illustrations, are designed to further children’s explorations with texts and to develop concepts related to print as well as strategies to construct meaning. The big book allows all children to see the text, enabling them to participate in the reading of the story” (Burkey et. al, 2016, p. 117).
“Some e-books feature music, animation, hyperlinks to outside information, and word decoding. Others allow the reader to interact and explore by swiping or tapping the screen. Teachers and children are interacting with texts in whole new ways through e-books” (Burkey et. Al, 2016, p. 118).
“Teacher, student, and class-made books can provide opportunities for meaningful text for students, especially those from diverse backgrounds. Teachers take dictation or record the language of children on chart paper to create text. Some turn these dictations into classroom books, e-books, or big books. There is really no better way to help children understand what reading and writing is about than to show them how their language is transcribed into print” (Burkey et. Al, 2016, p. 120).
Information retrieved from –
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.

7. Literate Environments at Home
Provide a variety of print, writing, and reading materials to promote literacy.
Provide access to materials such as CD players and radios to listen to age-appropriate music.
Provide literacy materials that are interesting and inviting.
All literacy materials are easily accessible.
As a parent, you should demonstrate how literacy material can be used in our everyday, natural environment (Ex: Making a grocery list with your child).
Center for Early Literacy Learning (CELL) (2010). Literacy rich environments. Retrieved from

8. Literate Environments at School
Teachers must create learning environments that support a child’s literacy development.
This means that the room needs to be filled with examples of print that are accessible and comprehendible by the student.
Several examples include: (Burkey et al., 2016, p.125)
Print is displayed at eye level of child.
Print is displayed in meaningful ways around the classroom.
Print must be developmentally appropriate.
There must be places for children to explore and use print in meaningful ways.
All of the print in the room needs to serve a meaningful purpose.
Direct Quote gathered for the above slide from -
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.
For example,
In my classroom I have several forms of print around the room. I believe children should be surrounded by posters and anchor charts that allow them to be active in their own environment. Most all skills that we learn are some how displayed in the classroom. The charts serve as reminders to the students on what to do in regards to certain concepts or serve as helpful hints on difficult concepts.
I also give my children access to an in class library where they are able to choose books at the appropriate level they are on.
Most things in my room are labeled, as well as having a word wall that students can get up and use when they are writing or speaking.
**HAVING SCHEDULES POSTED, LABELS, STUDENT NAMES ON ITEMS, ALPHABET CHARTS, JOB DUTUES, ETC. ARE ALL EXAMPLES OF A POSITIVE LITERATE ENVIRONMENT

9. CONCEPTS OF PRINT
Print should be evident everywhere for children to interact with on a daily basis.
STRATEGIES TO DEVELOP CONCEPTS OF PRINT –
Perpetuating Uses
Regulatory, Authoritative-Contractual Uses
Instrumental Use
Diversion Use
Personal Use
Gathered for the above slide from -
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.
Perpetuating Uses- bridging the gap between time and space. Keep records and charts of daily activities. (example – post the names of room helpers each week)
Regulatory, Authoritative-Contractual Uses – show children how print can be used to control and direct behavior and establish rules and agreements. (example – posting classroom rules)
Instrumental Use - print can be used to express personal needs (examples – children making school supply list of items they need)
Diversion Use – demonstrate the value of print as a tool of enjoyment (example – tell puns, jokes, and riddles)
Personal Use – written language can be used to express individuality, pride, and awareness of self (example – develop a “this is me book”)

10. PHONOLOGICAL AWARENESS
STRATEGIES TO DEVELOP PHONOLOGICAL AWARENESS: (k12reader, 2008)
Timing and Grouping
Instruction with Written Words
Differentiated Instruction based on level
Clapping and Tapping
Keyword Substitution
Picture Flashcards
Home-School Connection
Phonological Awareness is the ability to hear, recognize, and play with sounds in language. It involves hearing the sounds of language apart from meaning. (Burkey et al.,p.445)
Direct Quote gathered for the above slide from -
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.
Strategies from –
K12Reader ( ). Effective strategies fro teaching phonemic awareness. Retrieved from

11. PHONEMIC AWARENESS
STRATEGIES TO DEVELOP PHONEMIC AWARENESS (Burkey et. al, 2016, p ) -
Play with language through use of read-alouds.
Create games and game-like activities to reinforce and extend children’s awareness of sounds in words.
Engage children in numerous occasions to write.
Teach children to segment sounds in words though explicit instruction.
Phonemic Awareness is an understanding that speech is composed of a series of written sounds; a powerful predictor of children’s later reading achievement (Burkey et. al, 2016, p.445).
Direct Quote gathered for the above slide from -
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.

12. PHONICS STRATEGIES TO DEVELOP PHONICS (Burkey et. al, 2016) :
Consonant-Based Strategies
Letter Actions, favorite foods, cube words
Analogic-Based Strategies
Letter patterns, rimes in nursery rhymes
Spelling-Based Strategies
Word banks, word walls, word sorting
“Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. Children are taught, for example, that the letter n represents the sound /n/, and that it is the first letter in words such as nose, nice and new.”
Reading Rockets (2017). Phonics. Retrieved from
Strategies retrieved from –
Burkey, Linda, C., Lenhart, Lisa A., McKeon, Christine, A., Vacca, JoAnne, A., & Vacca, Richard, T. (2015). Reading and learning to read. Upper Saddle River, NJ: Pearson.
“1. Consonant based strategies are helpful because consonants generally have one sound for each letter, they lend themselves well to instructional strategies that allow children to make discoveries about words. Once children have developed a good grasp of consonant letter–sound relationships, they can engage in activities that will help them recognize consonant digraphs and blends.
2. An analogic-based strategy is based on the premise that words with similar onset and rime patterns also have similar pronunciations.
3. Spelling-based strategies for word identification are designed to engage children in word study through the use of word banks, word walls, and word sorting strategies.”

13. WORD ATTACK STRATEGIES
The following strategies are useful when students come across unfamiliar words that they are unsure of how to pronounce or draw meaning from. These are words that children can not simply decode alone.
Chunk the word into smaller meaningful chunks (“chunky monkey”).
Look at the pictures on the correlating pages to derive meaning (“eagle eyes”).
Try out both long and short vowel sounds to decide which one is correct (“flippy dolphin”).
In my classroom we have several word attack strategies. I utilize these strategies in guided reading time and teach the students to go through the list of strategies when they are having difficulty reading a word. These are only a few, but we have a long list.
Give Parents an example of each word attack strategy – Remind them that these strategies will be very helpful when they are reading at home with their children.
Chunky monkey – stAND
Eagle eyes – not knowing the word squirrel in a story but knowing its beginning sound and seeing a picture of one on the same page
Flippy dolphin – cak verse cake

14. Tips for Reading at Home
Read together everyday.
Point out print everywhere you see it.
Be interactive. Talk about what you see. Read books over and over.
Speak about reading in a positive way, letting your children know that you LOVE it, too.
Talk about letters and sounds in the environment you see daily.
Take turns reading stories aloud to one another.
WRITE! WRITE! WRITE! Children won’t learn unless they practice.
And most importantly – BE PATIENT with your children. They are learning all of this now, just like you had to at one point.
“A child's success as a reader begins much earlier than the first day of school. Reading, and a love for reading, begins at home. These tips offer easy ways for parents to help kids become successful readers. We encourage you to choose the ones that work best for your child” (Reading Rockets, 2017).
Reading Rockets (2017). Reading tips for parents. Retrieved from

15. “TOGETHER WE CAN MAKE A DIFFERENCE”
THANK YOU!
THANK YOU PARENTS FOR COMING TO LITERACY NIGHT!
I HOPE THIS PRESENTATION WAS HELPFUL ON UNDERSTANDING THE IMPORTANCE OF YOUR CHILD’S LITERACY DEVELOPMENT, AS WELL AS STRATEGIES THAT YOU CAN IMPLEMENT AT HOME TO REINFORCE READING DONE AT SCHOOL.
Ask the parents if there are any more questions or concerns.
Thank them for coming to Literacy Night and remind them that you are always there to help with the best interest of their children.
“TOGETHER WE CAN MAKE A DIFFERENCE”