C:\documents and settings\kwillett\desktop\abadevelopment


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

C:\documents and settings\kwillett\desktop\abadevelopment

  1. 1. Parents guide for teaching early reading and writing skills. Presented by Kari Willett
  2. 2. When should I start teaching my child to read and write? <ul><li>Foundations for good reading skills can start at birth. Start by reading to your baby daily before naptimes. </li></ul><ul><li>Develop a positive atmosphere for story time. Do not initiate story time if the baby is upset or over tired. </li></ul><ul><li>Choose books that appeal to your child such as favorite cartoons, animals, or dinosaur books. </li></ul><ul><li>Reading to your child will increase their willingness to learn to read on their own when it is time. </li></ul><ul><li>A good indication that your child is ready to read is when they mimic the books that you read them. </li></ul><ul><li>Another good indicator is when child knows most of the alphabet song with minimal prompts from caregivers. </li></ul>
  3. 3. Aren’t children taught to read and write in school? <ul><li>Most children between 14 months and two years are able to recall images. This is an ideal time to introduce flashcards. </li></ul><ul><li>With the majority of kindergarteners attending pre-school and daycare. Many are able to read prior to early elementary education. </li></ul><ul><li>Waiting on the schools to teach reading and writing skills may leave to your child being behind or overwhelmed in class. </li></ul><ul><li>Children are more able to identify the importance of reading when they are read to by a parent. </li></ul>
  4. 4. Reading Starts at Home. <ul><li>It is a proven fact that children who are read to regularly learn to read and write faster then children that are not read to. </li></ul><ul><li>Starting a reading program at home provides a stable atmosphere for learning, plus it offers quality time together. </li></ul>
  5. 5. What tools will help with early skill building? <ul><li>A variety of books </li></ul><ul><li>Flash cards </li></ul><ul><li>Crayons </li></ul><ul><li>Large lined paper </li></ul><ul><li>Finger paint </li></ul><ul><li>Shaving cream </li></ul><ul><li>Building Blocks or legos </li></ul>
  6. 6. Teaching phonetics <ul><li>Teach child sounds of each letter makes but no more then three letters a week. </li></ul><ul><ul><li>Use flash cards and picture cards as prompts. </li></ul></ul><ul><ul><li>Show the “A” card. Tell her A and make the phonetic sound that the A makes. Aaa, Apple. </li></ul></ul><ul><ul><li>With in 60 seconds ask the child to repeat what you have just taught her. Offer praise immediately when she is correct. </li></ul></ul><ul><ul><li>Remain positive keeping sessions short at first. </li></ul></ul><ul><ul><li>Work up to singing the whole alphabet with phonics sounds. </li></ul></ul>
  7. 7. Mastering Phonetics <ul><li>Once your child has learned a letter it is important to introduce the letter often to help maintain learning. </li></ul><ul><ul><li>Take flashcards everywhere, grandmas house, restaurants, doctors office. This will help establish learning skills in multiple environments. </li></ul></ul><ul><ul><li>Sing the alphabet making phonics sounds in the car. </li></ul></ul>
  8. 8. Maintaining Phonetics <ul><li>At the start of each session show flashcards that have already been introduced to child. </li></ul><ul><li>Continue to offer praise for correct answers. Put cards answered correctly twice in a row in one pile, these will be considered mastered. Then place incorrect cards in another pile. </li></ul><ul><li>Keep introducing the un-mastered cards over the next few sessions. Offer prompts when necessary. Praise immediately for correct answers. </li></ul><ul><li>Introduce the mastered cards once a week to maintain learned skills. </li></ul>
  9. 9. What is after Phonics? <ul><li>After phonics are established, slowly start adding flashcards of small words. </li></ul><ul><li>Use flashcards that share both the word “cat” and a picture prompt of a cat. </li></ul><ul><li>Follow steps like we did with phonics but now using words. </li></ul><ul><li>Help child to sound out each letter. “Ccaa, aa, tt” </li></ul><ul><li>As child masters flashcards with pictures, replace those cards with word only cards. </li></ul><ul><li>Offer assistance when needed, withdraw assistance as child masters skills. </li></ul><ul><li>Do not forget to offer praise for your emerging reader. </li></ul><ul><li>Remember to be consistent with reading sessions. </li></ul>
  10. 10. Parents Tips for Teaching Reading Skills <ul><li>Remember that all children learn at their own pace. </li></ul><ul><li>Do not expect this process to be quick. </li></ul><ul><li>If child seems forgetful, get out mastered cards and slow down your sessions for a day or two. </li></ul><ul><li>Offer new material only when previous material has been mastered. Continue to show mastered cards to maintain learned skills. </li></ul><ul><li>Don’t overwhelm our young learner, only offer three new cards a week. </li></ul><ul><li>Consistently provide praise. Avoid frustration. Make this learning time fun. </li></ul>
  11. 11. So when do I introduce writing skills? <ul><li>Start to teach writing skills when child clearly recognizes letters by name. </li></ul><ul><li>If she sees and “A” but calls it a “B”, she is not quite ready to write, instead work on phonics more. </li></ul><ul><li>When child is comfortable with phonics, then it is time to start teaching writing skills. </li></ul>
  12. 12. Writing 101 <ul><li>Your child has mastered sight recognition of the alphabet. </li></ul><ul><li>Your child enjoys coloring with crayons and pencils. </li></ul><ul><li>It is time to learn to write! </li></ul>
  13. 13. Writing for fun! <ul><li>Children often enjoy “messy learning” </li></ul><ul><ul><li>Let them practice writing letters with finger paint. It doubles as great gifts for grandma. </li></ul></ul><ul><ul><li>Also try shaving cream. Put a plastic reusable tablecloth down, apply a generous amount of shaving cream then allow child to draw in it. By simply running a hand across the shaving cream the child will have a new work space for practicing. Practice until child seems disinterested. Practice often and make it fun! </li></ul></ul>
  14. 14. Hand over Hand <ul><li>Visual prompts are great for new writers. Buy a notebook of large lined paper with dotted letters and crayons. </li></ul><ul><li>Hold your childs hand as you help her trace the dots with a crayon. Repeat a few times, then allow her to try on her own. </li></ul><ul><li>Offer praise “Good job” or “you did it”. Be sure to smile. </li></ul><ul><li>Offer assistance only when needed. </li></ul><ul><li>Put crayons and paper away if child becomes upset. </li></ul><ul><li>Allow time for daily sessions. Make this learning time fun. </li></ul>
  15. 15. My child doesn’t want to learn, what do I do? <ul><li>Children learn at different paces. If you introduce phonics or writing and your child seems disinterested. Wait a week and try again. </li></ul><ul><li>Keep trying at different times of the day. </li></ul><ul><li>Make sure the environment is learning friendly. TV is off, minimize distractions, child is fed and happy at introduction of new tasks. </li></ul><ul><li>Make television or other fun activity contingent on a few minuets of learning time. Increase learning time as child performs tasks when asked. </li></ul>
  16. 16. Consult a pediatrician if you suspect medical issues that may be delaying learning. <ul><li>Medical issues to watch for: </li></ul><ul><ul><li>Vision or hearing impairment </li></ul></ul><ul><ul><li>ADHD </li></ul></ul><ul><ul><li>Learning Disabilities </li></ul></ul><ul><ul><li>Dyslexia </li></ul></ul><ul><ul><li>Developmental issues </li></ul></ul>
  17. 17. Enjoy teaching and your child will enjoy learning.
  18. 18. Resources <ul><li>Berk, Laura. Infants, Children, And Adolescents . Fifth Edition. Print. </li></ul><ul><li>Cooper, John, Timothy Heron, and William Heward. Applied Behavior Analysis . Second Edition. Print. </li></ul><ul><li>Malott, Richard. Principles of Behavior . Sixth Edition. Print. </li></ul><ul><li>http://www.earlyliterature.ecsd.net/reading.htm </li></ul><ul><li>http://www2.ed.gov/family/RWN/Activ97/early.html </li></ul>