Making Every Book an Experience
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Making Every Making Every Book Book an Experience an Experience Facilitated by Krista Dawson Literacy Outreach Coordinator Richmond Public Tal Tal k k Sing Sing Read Read Play Play Writ Writ e e
description
Write. Sing. Read. Talk. Play. Making Every Book an Experience. Facilitated by Krista Dawson Literacy Outreach Coordinator Richmond Public Library. Session Goals. Session Goals. Explain program and relevance to your work Define Early Literacy - PowerPoint PPT Presentation
Transcript of Making Every Book an Experience
Making Every Book Making Every Book an Experiencean Experience
Facilitated byKrista Dawson Literacy Outreach CoordinatorRichmond Public Library
TalTalkk
SingSing ReadRead PlayPlayWriteWrite
Session Goals
• Explain program and relevance to your work
• Define Early Literacy • Show the difference between decoding and
comprehension• Walk through 5 Early Literacy Practices• Become more purposeful in book selection• Recognize the value of library partnership
Session Goals
Early Literacy Definition
Early literacy is what children know about reading and writing before they actually read and write!
The five practices: Talking, Singing, Reading, Writing and Playing help develop the six core early literacy skills.
As teachers, we need to be purposeful in selecting books to support each skill.
Reading is an essential life skill
Learning to read begins at birth
Parents and caregivers are a child’s first and best teachers
1. Experiences Build Brain Architecture - YouTube
Stand UP!
Time to wake up our brains!
Please build for meA house in a treeCalled the little tree house,The little tree house. I’d like to beIn a house in a treeCalled the little tree house,The little tree house.
Simplest thing.There isn’t much to it.You just climb a treeAnd nail everything to it. I’d like it so,Wherever I’d go,I’d sing of myLittle tree house.
Actions:•Tap your knees with your hands two times.Clap your hands two times.•Right-hand snap; then, clap your hands; left-hand snap; then clap your hands;•Touch your nose with your right hand; then, reach across your body to touchyour left shoulder. With your left hand, touch your nose; then, reach across to touch your right shoulder.•Touch your thumbs to your fingers three times.
Little Tree HouseFrom: Jingle in My Pocket CD by Sharon MacDonald
F Y ITo become successful readers, children need to:
ECRR 2nd Edition explains what early
literacy skills children need to develop in order
to learn to read.
• Learn a code• Understand its meaning
Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz
< / * # > + \ ** [ = ) ] ~ : ]] { ++ } // ^ ! [[ (( >> \\ |
[ *<: }><#.
F Y IReading is learning the code.
I can read.
ECRR 2nd Edition explains that reading is more
than decoding words. Good readers
understand the meaning of what they read.
Reading is understanding the meaning.
Leah is hipple when she roffs with her mom.
ECRR 2nd Edition explains that learning to decode words is the strongest predictor of early reading success.
What is decoding?
• Noticing print• Knowing letter names and sounds• Hearing the sounds that make up words
What is comprehension?
ECRR 2nd Edition explains that to be
good readers, children need to make sense
of (comprehend) what they read.
• Knowing what words mean (vocabulary)• Understanding the meaning of printed language
Five simple practices help childrenget ready to read.
Help children get ready to read with simple activities
every day.
ECRR 2nd Edition shows caregivers how talking
helps children get ready to read.
Talking:
Children learn about language by listening to parents and caregivers talk
and by joining in the conversation.
Gigantic
means VERY
BIG.
What does gigantic mean?
Singing helps childrenget ready to read.
Singing:
Songs are a natural way tolearn about language.
Reading is the single most important way to help children get
ready to read.
Reading:
Reading together or shared reading:
• Develops vocabulary and comprehension.• Nurtures a love for reading.• Motivates children to want to learn to read.
Writing helps childrenget ready to read.
Writing:
Reading and writing go together.
Playing helps childrenget ready to read.
Playing:
Children learn about language through different kinds of play.
Now let’s see the five Now let’s see the five practices in action…practices in action…
Today we will be using Jerry Pinkney’s
Three Little Kittens
Talking helps your childget ready to read.
We’re going on a picture walk.
We’re going to meet the three little kittens who lost their mittens.
How to take a Picture WalkPicture Walk…1.Look at the cover.
– Point out the title and author. – Talk about the cover illustration. – Ask children what they think the story is about.
2.“Walk” through the book, page by page. – Talk about the characters and predict what might
happen to them. – Make a guess about how the book will end. – Talk about the meaning of words that your
children may not know.
Singing helps your childget ready to read.
This is the way we wash our mittens,Wash our mittens, wash our mittens,This is the way we wash our mittens,Early in the morning.
This is the way we eat our pie,Eat our pie, eat our pie,This is the way we eat our pie,Early in the evening.
This is the way we say yum-yum,Say yum-yum, say yum-yum,This is the way we say yum-yum,Every day at dinner.
F Y I
Shared reading is the best way to help your child get
ready to read.
Let’s read the Three Little Kittens
Writing helps your childget ready to read.
Making Marks Drawing and Writing
Name Writing Word Writing
Reading and writing go together.
Writing
Reading and writing go together.Let’s write our names on our mittens
F Y I
Playing helps your childget ready to read.
Let’s retell the story of the
Three Little Kittens
Possible props:• Felt board pieces• Puppets• Props in centers• Sequence cards
F Y I
Let’s Review…
An awareness of Early Literacy Skills and Practices, helps you…
Purposefully select books for read aloud.
Integrate literacy activities throughout the day: TALK, SING, READ, WRITE,
PLAY!
Use in tandem with ITERS, ELLCO and your curriculum to ensure books are appropriate and available for your children.
Enhance those teachable moments.
Selecting Books Purposefully ELLCO Indicators
Relevant topicsVariety in difficulty levelsGraphic element types:
– Illustrations– Photographs– Cartoons– Other
Age appropriateMultiple genres:
– Fiction– poetry/rhyme– nonfiction – concept books
Diversity
ITERS-R IndicatorsPeopleRaceAgeAbilityAnimalsFamiliar ObjectsFamiliar RoutinesNature/Science
AND/OR
ITERS-R= Infant Toddler Environmental Rating Scale- Revised.ELLCO= Early Language and Literacy Classroom Observation
Select Appropriate and Appealing Books
Bright colors
Content that kids relate to
Rhythmic writing
Photographs
Simple plot
Interactive
Variety of formsNonfiction too!
Rhyming
Characteristics of Good Books
Books for babies to 1 year: • Thick cardboard pages • Flexible cloth or vinyl pages • Small, chunky format • Simple, bright pictures or photos • Few or no words on a page • Themes that encourage sounds
(farm animals, vehicles, etc.)
Books for toddlers and twos: • Cardboard or thick paper pages • Repetition of words or phrases • Pictures that tell a story without
words • A story told in a few, simple words
• Nursery rhymes or rhyming words • Stories about familiar, everyday
things • Simple concepts like colors or
shapes
Books for preschoolers:• Increasingly more complicated
stories • Stories about different cultures and
places • Folktales • Stories about issues children face
(fears, separation, starting school) • Rhyming text or poetry • Humorous plots or characters • Non-fiction subjects • Color, letter or number themes
Books are always available and at child’s level
How do you display books?
Encourage Free Exploration with Books
This may mean mouthing the books… stacking them … or…Lining books
up in a row… OR reading
Books as Transition Tools
Where can you add books to your day?
Make Reading a Part of Your Daily Routine
Where does reading fit into your routines?
Not Just Books…
Nursery Rhymes
Music/Movement
SigningFlannel Boards
Puppets Fingerplays
•Be sensitive to children’s attempts to communicate: verbal/nonverbal
•Positive vs. Negative responses; timely•Adding words to actions •Skillful interpretation; follow through•Conversation•Add words and ideas•Simple questioning•Balance talking/listening
Language Development Supports
Important Virginia Resources
http://www.earlychildhood.virginia.gov/documents/Competencies.pdf
http://www.earlychildhood.virginia.gov/documents/milestones.pdf
http://www.smartbeginnings.org/Portals/5/PDFs/VSQI/Toolkit_7_5_11_2.pdf
Virginia’s Foundation Blocks For Early Learning: Comprehensive Standards for Four Year Olds
Final Thoughts…
Get a library card and have great materials always at your disposal!
Get to know your local children’s librarian- they are a great resource!
Talk, Sing, Read, Write and Play every day!
Thank you for the opportunity to work with you today. Please feel free to call or email
with questions or successes!
Krista Dawson646-4147
