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Making Every Book an Experience

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

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Making Every Book an Experience

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  1. Write Sing Read Talk Play Making Every Book an Experience Facilitated by Krista Dawson Literacy Outreach Coordinator Richmond Public Library

  2. Session Goals 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

  3. Early Literacy Definition Early literacy is what children know about reading and writing before they actually read and write!

  4. The five practices: Talking,Singing,Reading,Writingand Playinghelp develop the six core early literacy skills. As teachers, we need to be purposeful in selecting books to support each skill.

  5. Reading is an essential life skill Parents and caregivers are a child’s first and best teachers Learning to read begins at birth

  6. 1. Experiences Build Brain Architecture - YouTube

  7. Stand UP! Time to wake up our brains!

  8. Little Tree House From: Jingle in My Pocket CD by Sharon MacDonald Please build for me A house in a tree Called the little tree house, The little tree house. I’d like to be In a house in a tree Called the little tree house, The little tree house. Simplest thing. There isn’t much to it. You just climb a tree And nail everything to it. I’d like it so, Wherever I’d go, I’d sing of my Little 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 touch • your 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.

  9. To become successful readers, children need to: F Y I • Learn a code • Understand its meaning ECRR 2nd Edition explains what early literacy skills children need to develop in order to learn to read.

  10. F Y I Reading is learning the code. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu VvWw Xx Yy Zz < / * # > + \ ** [ = ) ] ~ : ]] { ++ } // ^ ! [[ (( >> \\ | [ *<: }><#. I can read.

  11. Reading is understanding the meaning. ECRR 2nd Edition explains that reading is more than decoding words. Good readers understand the meaning of what they read. Leah is hipple when she roffswith her mom.

  12. What is decoding? • Noticing print • Knowing letter names and sounds • Hearing the sounds that make up words ECRR 2nd Edition explains that learning to decode words is the strongest predictor of early reading success.

  13. What is comprehension? • Knowing what words mean (vocabulary) • Understanding the meaning of printed language ECRR 2nd Edition explains that to be good readers, children need to make sense of (comprehend) what they read.

  14. Five simple practices help children get ready to read. Help children get ready to read with simple activities every day.

  15. Talking: Children learn about language by listening to parents and caregivers talk and by joining in the conversation. What does gigantic mean? Gigantic means VERY BIG. ECRR 2nd Edition shows caregivers how talking helps children get ready to read.

  16. Singing: Songs are a natural way tolearn about language. Singing helps childrenget ready to read.

  17. Reading: Reading together or shared reading: • Develops vocabulary and comprehension. • Nurtures a love for reading. • Motivates children to want to learn to read. Reading is the single most important way to help children get ready to read.

  18. Writing: Reading and writing go together. Writing helps childrenget ready to read.

  19. Playing: Children learn about language through different kinds of play. Playing helps childrenget ready to read.

  20. Now let’s see the five practices in action… Today we will be using Jerry Pinkney’s Three Little Kittens

  21. We’re going on a picture walk. We’re going to meet the three little kittens who lost their mittens. Talking helps your childget ready to read.

  22. How to take a Picture Walk… • Look at the cover. • Point out the title and author. • Talk about the cover illustration. • Ask children what they think the story is about. • “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.

  23. 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. Singing helps your childget ready to read.

  24. F Y I Let’s read the Three Little Kittens Shared reading is the best way to help your child getready to read.

  25. Reading and writing go together. Making Marks Drawing and Writing Writing helps your childget ready to read. Name Writing Word Writing

  26. Writing Reading and writing go together. Let’s write our names on our mittens

  27. F Y I Let’s retell the story of the Three Little Kittens Playing helps your childget ready to read. • Possible props: • Felt board pieces • Puppets • Props in centers • Sequence cards

  28. F Y I Let’s Review…

  29. 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! Enhance those teachable moments. Use in tandem with ITERS, ELLCO and your curriculum to ensure books are appropriate and available for your children.

  30. Selecting Books Purposefully ELLCO Indicators Relevant topics Variety in difficulty levels Graphic element types: • Illustrations • Photographs • Cartoons • Other Age appropriate Multiple genres: • Fiction • poetry/rhyme • nonfiction • concept books Diversity ITERS-R Indicators People Race Age Ability Animals Familiar Objects Familiar Routines Nature/Science AND/OR ITERS-R= Infant Toddler Environmental Rating Scale- Revised. ELLCO= Early Language and Literacy Classroom Observation

  31. Select Appropriate and Appealing Books Brightcolors Interactive Rhythmic writing Rhyming Simple plot Variety of forms Nonfiction too! Content that kids relate to Photographs

  32. 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

  33. Books are always available and at child’s level How do you display books?

  34. Encourage FreeExploration with Books This may mean mouthing the books… stacking them … or…Lining books up in a row… OR reading 

  35. Books as Transition Tools Where can you add books to your day?

  36. Make Reading a Part of Your Daily Routine Where does reading fit into your routines?

  37. Not Just Books… Nursery Rhymes Flannel Boards Signing Music/Movement Fingerplays Puppets

  38. Language Development Supports • 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

  39. Important Virginia Resources 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 http://www.earlychildhood.virginia.gov/documents/Competencies.pdf

  40. Final Thoughts… Talk, Sing, Read, Writeand Play every day! 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!

  41. Thank you for the opportunity to work with you today. Please feel free to call or email with questions or successes! Krista Dawson 646-4147 Krista.dawson@richmondgov.com

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