Learning the basics of reading……… through Play!!

1. Learning the basics of reading………through Play!! Dr. Gayle Bortnem Associate Professor bortnemg@northern.edu Northern State University SD Early Childhood Conference, Pierre SD April, 2013

2. Test • Can a person be successful in life if they cannot read or write? Is it really that important? • What are the 4 basic ways to build literacy skills? • When is the best time (age)for our brains to learn literacy? • To be successful in reading and writing, research says there are basic skills that are needed; can you name some? • What is the most effective way to teach language and literacy to young children?

3. Skills to help develop successful readers & writers • Phonological Awareness-hear and distinguish individual sounds in words and rhymes. • Alphabetic Principle-sounds of speech are represented by one or more letters of the alphabet and know letters names. • Good Vocabulary-oral language understanding and ability to use words to express themselves

4. What is the most effective way to teach literacy to young children? Through Play

5. Let’s learn from nature How and what do animals learn to survive? (go to youtube and check out video about animals playing to learn survival strategies).

6. To survive in today’s society, our children must know how to read. If the best way for children to learn is through play, what are some ways teachers/parents can build reading and writing skills?

7. The best play experiences are; • Hands-on; Experiential and should involve children’s hands or whole bodies. They learn through movement! • Sensory-oriented; Should involve their senses as this is how they experience and make “sense” of the world. • Process-oriented; Young children live in the moment and for them the JOY is doing it (process) and not really the end result (product). • Open-ended/Child directed; Children should be able to decide how they want to play and how long…. SO….

8. Stages of Play Development • Solitary-Isolated play • Parallel • Watches others play and plays near them • Imitates actions of another child • Watches others play and attempts to join briefly • Plays simple group games (e.g. Ring around the Rosie) • Can usually play cooperatively, but may need assistance • Takes turns and shares without supervision • Plays cooperatively with up to 2 children for at least 15 minutes • Plays cooperatively in large group games.

9. Adults/teachers/parents roles are to; • Set up the environment. • Follow the child’s lead-sometimes be a partner in play. OR • step back, get out of the way and observe. Let the children play in their own way and own time. These are great opportunities for documenting what they say or do.

10. South Dakota Early Learning Guidelines for Language & Literacy • STANDARD 1 — Reading • Through their explorations, play, and social interactions, children use . • skills and strategies to get meaning from print. • STANDARD 2 — Writing • Through their explorations, play, and social interactions, children use writing . • and drawing as means of communication. • STANDARD 3 — Listening and Phonological Awareness • Through their explorations, play, and social interactions, children listen, identify, . • and respond to environmental sounds, directions and conversations, and have . • phonological awareness. • STANDARD 4 — Speaking/Communicating and Oral Language Development • Through their explorations, play, and social interactions, children successfully . • communicate for multiple purposes. • STANDARD 5 — Learning New Languages • Through their explorations, play, and social interactions children demonstrate . • an understanding that there are multiple languages and begin to communicate . • in a language other than their home language.

11. Phonological Awareness- hear and distinguish individual sounds in words and rhymes. • Sir “Rhymes a lot”-puppet

12. Example Role Play Rhyming Words

13. Alphabetic Principle- soundsof speech are represented by one or more letters of the alphabet and know letters names. • The alphabet store • Alphabet books

14. Dr. Jean’s

15. Good Vocabulary- oral language understanding and ability to use words to express themselves. • Shopping lists • Friends • Charades

16. Reading, Writing, Speaking, Listening • Reading and re-reading stories • Acting them out Hickery, dickery dock Jack be nimble Three blind mice Humpty dumpty

17. Resources Araujo, N. and Aghayan, C. (2006). Easy Songs for Smooth Transitions in the Classroom. Redleaf Press. Church, E. (2004). Circle-Time Activities-Language Building. Scholastic. Feldman, J. (1999). Ready, Set, Read! Crystal Springs Books; New Hampshire Herr, Judy. and Larson, Yvonne. (2004). Creative Resources for the early childhood Classroom. 4thEdition.NY:Thomson-Demar Learning. Hohmann, M. (2002). Fee, Fie, Phonemic Awareness. High Scope Press. Jackman, H.L. (2012). Early Education Curriculum-A Child's Connection to the World. 5th Edition. Albany: Delmar Publishers. Moomaw,S. & Hieronymus, B. More than Letters-Literacy Activities for Preschool, Kindergarten, and First Grade. Vukelich, C., Christie, J.,& Enz., B. (2012). Helping Young Children Learn Language and Literacy -Birth Through Kindergarten. (3rd Ed). Redleaf Press.