Every Child Ready to Read @ your library®

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Every Child Ready to Read _at_ your library
Early Literacy WorkshopFor Two- and Three-Year
Olds
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For the Presenter

• This powerpoint presentation has been developed
  to serve two purposes
• To help you, the presenter in developing your
  presentation, to see how it flows
• To use with participants in your workshop if you
  feel it is appropriate.
• In some settings a powerpoint presentation can
  be overwhelming or
• off-putting. Know your group use your judgment.
• You are encouraged to change examples of books
  and rhymes to ones that illustrate the point and
  are comfortable to you.
• note to presenter
• Supplemental Information noted in the Notes
  Area of the presentation. Youll find additional
  ideas and information which you may include if
  you have time, or if the participants show
  particular interest in that area.
• Supplemental slides can be hidden. Then they will
  not be seen during the presentation, but remain
  in the file.

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Materials Needed

• Materials You may use your own examples
• New Road by Gibbons
• Jesse Bear What Will You Wear? by Carlstrom
• Jump, Frog, Jump by Kalan
• Chugga-Chugga Choo-Choo by Kevin Lewis
• Bam Bam Bam by Merriam
• Three Little Kittens by Galdone
• Flower Garden by Bunting
• Hush! A Thai Lullaby by Ho
• Mainly Mother Goose (Sharon Lois Bram) tape/cd
• Head and Shoulders from Wee Sing for Babies by
  Pamela BeallFlannel board for Too Much Noise
  (S)
• Too Much Noise by McGovern (S)
• How Are You Peeling? by Freymann (S)
• Farm Alphabet Book by Miller (S)
• Kippers A to Z by Inkpen (S)
• Benny Bakes a Cake by Rice (S)
• Your choice of books for Choosing Books for 2
• and 3 Year Olds

• Equipment
• Flip chart or something to record responses
• Computer and Projector (optional)
• VCR player
• Tape player and/or CD player
• Overhead (optional)
• Flannel board/stand (S)
• Posters/Powerpoint
• Definition of Early Literacy
• Definition of each skill
• Video
• Hear and Say Reading video
• Order from Rotary Club of Bainbridge Island
• PO Box 11286
• Bainbridge Island, WA 98110
• reading_at_bainbridgeislandrotary.org

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Five Little Ducks

• Five little ducks went out one day,
• Over the hills and far away.
• Mother Duck said,
• Quack, quack, quack, quack."
• But only 4 little ducks came back.
• Four little ducks . . .
• Three little ducks . . .
• Two little ducks . . .
• One little duck . . .
• Well, sad Mother Duck went out one day,
• Over the hills and far away,
• Mother Duck said, "Quack, quack, quack."
• And all of the 5 little ducks came back.
• QUACK! QUACK! QUACK! QUACK!

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YOU are your childs first teacher

• Children begin to get ready to read long before
  they start school.
• You know your children best.
• Children learn best by doing things, and love to
  do things with YOU.
• Young children often have short attention spans
  and enjoy repeating favorite activities.
• YOU know your children well and can take
  advantage of times when the child is in the
  mood, ready to learn.

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What Do Two- and Three-Year-Olds Do?
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WHAT IS EARLY LITERACY?
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EARLY LITERACY

• Early literacy is what children know about
  reading and writing before they can actually read
  or write.

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SIX SKILLS TO GET READY TO READ

• Print Motivation
• Phonological Awareness
• Vocabulary
• Narrative Skills
• Print Awareness
• Letter Knowledge

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• Print Motivation
• childs interest in and
• enjoyment of books
• Children who enjoy books
• and reading will read more. Children become
  good
• readers by practicing.

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• Phonological Awareness
• the ability to hear and
• play with the smaller
• sounds in words
• helps children sound out
• words as they begin to
• read

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Supplemental Information
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Language of Literacy Phoneme The smallest part
of spoken language that makes a difference in the
meaning of words. English has about 41 phonemes.
The word if has two phonemes (/i/ /f/). The
word check has three phonemes (/ch/ /e/ /ck/).
Sometimes one phoneme is represented by more than
one letter. Phonemic Awareness The ability to
hear, identify, and manipulate the individual
sounds (phonemes) in spoken words. Phonological
Awareness The understanding that spoken language
is made up of individual and separate sounds. A
broad term that includes phonemic awareness in
addition to work with rhymes, words, syllables,
and beginning sounds. Grapheme The smallest part
of written language that represents a phoneme in
the spelling of a word. A grapheme may be just
one letter, such as b, f, p, s, or several
letters such as ch, sh, ea, igh. Phonics The
understanding that there is a predictable
relationship between phonemes (the sounds of the
spoken language) and graphemes (the letters and
spellings that represent those sounds in written
language). Syllable A word part that contains a
vowel or, in spoken language, a vowel
sound. From Put Reading First The Research
Building Blocks for Teaching Children to Read,
U.S. Department of Education, 2001. Downloadable
at National Institute for Literacy www.nifl.gov
S5
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• Vocabulary
• knowing the names of
• things
• helps children understand
• what they read
• helps children recognize
• words when they try to
• sound them out

? ? ?
? ? ?
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Supplemental Information
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• Print Awareness
• noticing print everywhere
• knowing how we follow the words
• on a page, knowing how to
• handle a book
• helps children feel comfortable with books so
  they can
• concentrate on reading

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• Letter Knowledge
• knowing that letters are different
• from each other, that they have
• different names and sounds
• helps children understand that
• words are made of smaller parts,
• and to know the names of those
• parts

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Supplemental Information
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• Narrative Skills
• the ability to describe
• things and events, and to
• tell stories
• helps children understand
• what they read

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(No Transcript)
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Six skills your child needs to learn to
read-- starting from birth!
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Supplemental Information
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Supplemental Information
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• Dialogic or
• Hear and Say
• Reading

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Picture Book Reading

• Picture book reading provides children with many
• of the skills necessary for school readiness.
• How we read to children is as important as
• how often we read to them.
• Children learn more from books when
• they are actively involved.
• Dialogic Reading is a method that helps young
• children become involved in the story.
• You can help your child become an active partner
• in reading picture books together.

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Supplemental Information
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Dialogic ReadingWhat Questions

• Ask what questions
• Follow answers with questions
• Repeat what your child says
• Help your child as needed
• Praise and encourage
• Follow your childs interests

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Dialogic ReadingOpen Ended Questions and
Expansion

• Ask open-ended questions about the pictures
• If your child doesnt know what to say about a
  picture,
• say something and have your child repeat it
• As your child gets used to open-ended questions,
• ask your child to say more
• Expand what your child says
• Keep the expansions short and simple
• Have your child repeat your longer phrases

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Choosing Books for Two- and Three-Year-Olds

• Board books
• Books that appeal to senses
• Wordless picture books
• Books with rhyme and rhythm
• Books with repetition
• Bright, bold, colorful pictures
• Simple text, familiar situations
• Follow your childs interests
• Simple alphabet books
• Predictable story
• Twos need books about real things

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• Have fun!