Every Child Ready to Read @ Your Library®

1
Every Child Ready to Read _at_ Your Library
Early Literacy WorkshopFor Four- and
Five-Year-Olds
2
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.

3
Materials Needed

• For Presenter
• Overhead (optional)
• DVD Projector or VCR player
• Video/dvd of Phonological Awareness games
• Foam letters (optional)
• 3 items, two alike, one different (optional)
• Say It Slow/Fast demonstration cards
• Examples (Choose your own to illustrate what is
  in the script)
• Something from Nothing (Gilman)
• Napping House (Wood)
• Jump, Frog, Jump (Kalan)
• Turtle Splash! Countdown at the Pond (Falwell)
• Busy Buzzing Bumblebees and Other Tongue Twisters
  (Schwartz)
• Chicka Chicka Boom Boom (Martin Jr.)
• Potluck (Shelby)
• I Love Trains (Sturges)
• Name Game on album Shakin a Tailfeather by Taj
  Mahal

• Supplemental (Choose your own to illustrate what
  is in the script)
• Flannel board of Mother, Mother I Want Another
• Mother, Mother I Want Another (Polushkin)
• Alphabatics (MacDonald)
• Lot at the End of the Block (Lewis)
• Gunniwolf (Harper)
• Handouts
• Parent's Guide to Early Literacy Pre-Readers, 4-
  and 5-Year Olds
• Language of Literacy (optional)
• Letter-Sounds for Letter Day Activities
  (optional)
• Letter Day sheet
• Say It SlowSay It Fast
• Willowby, Wallowby (or other rhyme)

4
The More We Get Together Oh, the more we get
together, together, together Oh, the more we get
together The happier well be. For your
friends are my friends And my friends are your
friends. Oh, the more we get together The
happier well be.
5
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.

6
What Do Four- and Five-Year-Olds Do?
7
WHAT IS EARLY LITERACY?
8
EARLY LITERACY

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

9
SIX SKILLS TO GET READY TO READ

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

10

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

11

• Vocabulary
• knowing the names of
• things
• helps children understand
• what they read
• helps children recognize
• words when they try to
• sound them out

? ? ?
? ? ?
12

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

13
(No Transcript)
14
Supplemental Information
15
Dialogic or Hear and Say Reading
16

• 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

17

• 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

18
Supplemental Information
19

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

20
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
21
Six skills your child needs to learn to
read-- starting from birth!
22
Games for Phonological Awareness
23
Say It Slow Say It FastPuzzle Game
24
(No Transcript)
25
Say It Slow/Say It Fast Level 1 Imitation GOAL
To improve your childs ability to take words
apart (say it slowly) and put them back
together (say it fast).

• STEPS
• Choose a two-syllable word puzzle. Show your
  child the whole picture and say word. Have your
  child imitate the word.
• 2. Break word apart say it slowly. Separate the
  two pieces as you say the word again slowly.
• 3. Point to each part of the picture as you say
  the parts.
• Be sure the picture is facing the child.
• 4. Ask your child to say each part after you as
  you hold up
• piece of picture. When your child says the
  syllable, hand him or her that piece of the
  puzzle.
• Practice saying the word fast (normally) and
  then slowly (broken apart) as you take apart
  and put the puzzle together.
• After your child can imitate one word this way,
  practice all the two-syllable words this way, one
  at a time.

26
Say It Slow/Say It Fast Level 2 Production

• STEPS
• Lay out the puzzle of a word that your child has
  already practiced and say, Can you say this
  word slowly?
• 2. Take the puzzle apart and ask your child to
  say the word broken apart. Give help as
  needed.
• 3. When your child is able to say the words
  broken apart without your help, try some of
  the following
• Lay out three puzzles of two-syllable words
  that your child has practiced. Mix up the pieces
  and ask him/her to put the puzzles together and
  tell you the word normally and broken apart.
• Lay out three two-syllable word puzzles (put
  together) and have your child say one of the
  words slowly while you try to guess which one
  your child is saying.
• Ask your child to put the words together
  backwards and make a silly word out of it.
• Introduce the three-syllable word picture
  puzzles.

27
(No Transcript)
28
Letter Day Game
29
Same or different?
30
(No Transcript)
31
LETTER-SOUNDS FOR LETTER DAY ACTIVITIES The
following is the rough order of sounds as they
develop in childrens speech. Start with these
letter-sounds w, p, b, d, t, m, n, h, y Do
these letter-sounds last j, l, r Remember that
this activity is teaching your child to listen
for the sounds in words. Often alphabet books
choose pictures to depict a letter by the way it
is spelled not the way it sounds.
32
Letter-Sound Sample Words Letter-Sound Sample Words
W water, worm, wet, window F food, fork, fox, fan
P pot, paint, pear, pool V violin, van, vase, vacuum
B boy, bed, bike, ball S sock, soap, sun, spoon
D door, dime, doll, dog Z zoo, zebra, zipper
T toe, toy, truck, tree G goat, gate, game, grass
M mop, mail, milk, man K kite, kangaroo, king, kiss
N net, nap, neck, nose C cat, cake, cookie, car
H house, hill, horse, head J juice, jar, jacks, jelly
Y yogurt, yo-yo, yard, yellow L light, lion, lip, leg
R rake, rain, raisin, rock
33
More Letter Sound Games
34
Helpful HintsKeeping It Fun

• Children will enjoy these games most if they are
  not too easy or too difficult.
• Pay close attention to what your child can and
  cannot do.
• Follow your childs lead. Use toys, books, and
  words that interest your child.
• Have fun! Always stop before you or your child
  become frustrated.
• Be helpful. Praise your child for all efforts
  even if the answers are not always correct. Teach
  the correct answer but do not expect perfection.
• Do not correct speech errors at this time. The
  goal is to learn that words can come apart, not
  perfect speech.
• Encourage the whole family to play!

35
Supplemental Information
36

• Have fun!