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Early Literacy 101: Building a Strong Foundation for Lifelong Reading

Learn about the six essential early literacy skills that contribute to children's reading success and discover free resources from the Idaho Commission for Libraries. Gain valuable tips and strategies for promoting phonological awareness, vocabulary development, narrative skills, and more.

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Early Literacy 101: Building a Strong Foundation for Lifelong Reading

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  1. Early Literacy 101 Sponsored by Read to me, a program of the Idaho Commission for Libraries https://youtu.be/SWvBAQf7v8g

  2. Your Presenters Staci Shaw Tammy Hawley-House tammy.hawleyhouse@libraries.idaho.gov staci.shaw@libraries.idaho.gov

  3. Key Points • The access to quality books, along with reading to children daily, is crucial to children’s literacy later in life. • There are six early literacy skills that can greatly increase the ease at which children learn to read later in life. These will be discussed today. • The public library is the very best place to access free resources for adults working with children. Idaho Commission for Libraries support materials and resources will be introduced.

  4. Early Learning eGuidelines • Provide detailed guidelines and strategies for early childhood development • Are for parents, child caregivers, educators, etc. • Is an electronic resource, allowing for individualized searches • http://healthandwelfare.idaho.gov/Children/InfantToddlerProgram/EarlyLearningeGuidelines/tabid/2280/Default.aspx

  5. Research Outcomes • Children who have access to a variety of books and are regularly read to early in life have significant advantages over those who are not read to. • Reading to a child is the most effective way to increase a child’s knowledge. • Children who have mastered six literacy skills have an easier time learning to read when formal instruction was given to them. These skills are the foundation for reading. Research: http://www.everychildreadytoread.org/project-history%09/literature-review-2010

  6. “Early Literacy” What children know about reading and writingbeforethey learn to read and write.

  7. Six Early Literacy Skills

  8. Phonological Awareness Ability to hear and play with the smaller sounds in words • Precursor to phonics • Hear syllables in words • Exposure to rhymes • Children who know nursery rhymes by age three are better readers later. (Bryant study)

  9. Rhyming songs and games Say it, clap it, 1-2-3 Can you clap the word with me? Ap-ple (clap twice) (to the tune of London Bridge) Cat and hat are rhyming words, Rhyming words, rhyming words. Cat and hat are rhyming words, Say them with me: Cat (point to cat picture and say “cat”) Hat (point to hat picture and say “hat”) Jack Be Nimble, Jack Be Quick Jack Jumped Over the Candlestick (replace Jack with Child’s Name)

  10. Things you can do… • Read books with animal sounds • Clap/tap syllables of words and child’s name • Sing children’s songs • Read rhyming books & nursery rhymes • Play word games

  11. Rhyming Games (to the tune of London Bridge) Cat and hat are rhyming words, Rhyming words, rhyming words. Cat and hat are rhyming words, Say them with me: Cat (point to cat picture and say “cat”) Hat (point to hat picture and say “hat”)

  12. Rhyming Games What rhymes with frog? hat dog cat

  13. Support Materials

  14. Vocabulary Knowing a word and what the word means. • Children learn concrete words first then begin to learn abstract words. • Children need exposure to words several times before they understand them. • Children who listen to good picture books can increase their vocabulary by 4,000-12,000 words a year. (Anderson & Nagy, 1992) • Children’s books contain 50% more rare words that prime-time TV. (Hayes & Ahrens, 1988)

  15. 30 Million Word Gap 1995 Hart & Risley Study 

  16. Reading is more than decoding words. Good readers understand the meaning of what they read. Meg is hipple when she roffs with her mom. Reading is understanding the meaning.

  17. Things you can do… • Explain an unfamiliar word (don’t replace the word) • Show real items when possible • Add descriptive words • Use non-fiction books (Vocabulary growth is heavily influenced by the amount and variety of material children read. (Snow, Burns, & Griffin, 1998) • Talk about a word’s other meanings • Use concept books

  18. List of Dances

  19. Rhyme (synonyms/antonyms) Two little feet go tap, tap, tap. Two little hands go clap, clap, clap.

  20. Support Materials

  21. Narrative Skills Being able to describe things and tell what happened • Expressive and verbal part of language-- helps children later understand what they read • Sharing books that ask questions and give answers • Dialogic reading: (Grover J. Whitehurst) https://youtu.be/T_IIMZq8nJU • Adult helps child become teller of the story • Adult is listener and questioner • Child gains language development

  22. Things you can do… • Talk about books; ask “open-ended” questions. • Retell stories with puppets, flannel boards, props, or creative dramatics. • Use Dialogic Reading to help children expand their descriptions of things. • Ask children to make predictions about the story. • Read cumulative stories that build on themselves or repeat phrases.

  23. Support materials

  24. Break

  25. Part 2 sponsored by your hosts: Snoop Tammy Tam and Stay-Z https://youtu.be/Cv9aChvlp24

  26. A Word about Wordless Books • Narrative Skills • Vocabulary • Dialogic Reading • English as a second language • Shared reading

  27. Print Awareness Understanding that print has meaning • Knowing how to handle a book • Seeing print all around us • 95% attention to pictures (Justice & Lankford, 2002) • Associate spoken words with words in print

  28. Things you can do… • Start with book facing upside down • Run finger under title and/or repeated phrases • Talk about environmental print (road signs, exit signs, food labels) • Write out songs/rhymes on flip charts or posters • Provide writing opportunities: kits, shopping lists, cards, handmade books • Incorporate print into dramatic play

  29. Support Materials

  30. Letter Knowledge Knowing that letters have names and associated sounds, as well as knowing that some letters look very similar • Letter recognition is the single best predictor of first-year reading achievement. (Adams, 1990; Honig, 1996; Riley, 1996) • Letter knowledge is not simply being able to sing the “alphabet song” • Visual discrimination through the use of shapes • Almost any book can be used to reinforce these skills

  31. Shapes in Letters A B W

  32. Things you can do… • Help children see and feel different shapes • Point out letters in books and environmental print • Play matching games (alike and different) • Read alphabet books • Have children make letters with fingers, bodies, scarves; Hap Palmer-Alphabet in Motion https://www.youtube.com/watch?v=U7OsexcqoZY

  33. Support Materials

  34. Print Motivation The enjoyment of reading and books Ways to encourage positive reading experiences: • Let children pick out a story they want to hear • Let children “read” books to each other while you are busy with lunch duties or helping a child • Use choral reading activities • Make a comfy area for reading • Have a variety of print materials- catalogs, ad inserts, magazines, phone books, different types of books

  35. Things you can do… • Read books you enjoy • Model the fun of reading and of playing with language • Have children join in during appropriate parts of the story • Use non-fiction, too! • Encourage parents to refrain from using reading/books as a disciplinary tool

  36. Create a Culture of Reading

  37. Summing things up…

  38. Practices for Parents

  39. Access to Print Materials Improves Children’s Reading Giving children access to print materials: • Improves children’s reading performance • Is instrumental in helping children learn the basics of reading. • Causes children to read more and for longer lengths of time. • Produces improved attitudes toward reading and learning among children. See more at www.everybodywinsdc.org/pdfs/RIFandLearningPointMetaOnePager%20%283%29.pdf

  40. Idaho Libraries: Growing Young Minds • In Idaho: • 43 percent of young children enter school unprepared • 31 percent of fourth graders score below the national basic reading level • State funding for early learning is among the lowest in the country. Idaho Libraries are taking a statewide approach to building early literacy and reading. Learn more in this national 2013 report. https://www.imls.gov/assets/1/AssetManager/GrowingYoungMinds.pdf

  41. Library Resources • Partner with local daycares and preschools (books, CDs, programs) • Re-consider policy regarding fees for late/lost/damaged books • Resources on Read to Me website: libraries.Idaho.gov/readtome • Read to Me Idaho on Facebook Scan with your Smartphone or tablet to go directly to webpage

  42. Online resources for parents Tumblebooks™

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