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6 by 6 ready to read for swkls-mary boller
 

6 by 6 ready to read for swkls-mary boller

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  • -IntroductionsFill out survey
  • 6 skills areas we can help children develop by around 6 years old. 6 by 6 is based on ECRR workshop created by PLA and ALSC in partnership with NICHHD regarding reading development. -The ability to read and write is essential to school success. Learning to read relies on wanting to read and that desire is best instilled in the early years when children’s brains are developing. Research tells us that children are born with a billion neurons (brain cells) and it is in connecting them that learning takes place. Connections are made through sensory experiences – seeing, smelling, hearing, touching, tasting. Repetition helps decide which connections are kept and which are pruned. When it comes to literacy, it’s clear that children with more language skills are more successful readers. Early experiences with books and stories are linked to success in learning to read. So . . .
  • First we need to define early literacy. It’s not teaching children to read, but building the framework for later learning. How would you define it?
  • Early experiences with books and story are linked to reading success. The more opportunities children have with language and vocabulary, the better prepared they are for formal learning.
  • We have to start early, and the library can help. Whether small or large, libraries are well-positioned to take advantage of the current interest in early education. 6 by 6 space provides activities to engage children and their caregivers in early literacy interactions. (describe) Librarians engage patrons as partner to casually talk about reading. Talk about a few resources.
  • But with all of these resources we still understand that it is parents and caregivers that are critical to developing skills in children in these early years. They know children best; can tell when they’re ready for reading, playing, sleeping. Children model your behavior, they want to please you. What is most important in all of this is the interactions you have and the environment you provide.
  • Libraries need to address all ages and stages. Researchers also identified three distinct age categories as children get ready to read. Children in each of these groups are already busy learning language and getting ready to read. What are some of the things your children do now during a typical day?What do they do?What do they like to do?
  • The environment you create is the best clue about how to use the space. We need to make them inviting, but intentional.
  • The best way to support all is to make it fun – PLAY. Briefly describe each activity-area (skill). Equate to ECRR language and update. Be thinking about the book you brought, what skill does it represent best?
  • If they enjoy and are interested in the books, they’ll want to participate. We have many (on list) that we have fun with – but you will find your own and your enthusiasm is contagious. Find the right time, right mood, use expressive voice, encourage participation. (Show selected books – Read Clip Clop or other favorite). Not the time to enforce rigid, Sit down, be quiet and listen! Fact is, if children associate reading with negative feelings, their motivation is diminished. Early interactions have a decisive and long-lasting impact on how children develop and their ability to learn. Show next slide, then. . . Example of Life Skills experience – young mom who already knew everything (Silly Suzy Goose) Also talk about parent facilitation - conversation What’s your favorite Have-Fun book?
  • (After their Have Fun moments) The basis for this in brain development is that when emotions are engaged, the brain is activated to release chemicals that act as memory fixative. This slide isn’t here to frighten , but to show the impact and that intervention can help. Our brains have the ability to learn, the capacity to regulate. With intervention, a child like the 2 year old from Romanian orphanage can grow to use all parts of brain. Repetition decides what is kept and what is pruned.
  • Notice Print – Who has book that examples this?-Familiarity with books; how to hold; how they work; left-to-right, top-to-bottom and front-to-back sequence; we read text not pictures. it’s on road signs, shopping lists, menus. Many books have cues (show books).
  • Notice Print (start talking about kits)-Many books have cues (show books).Difference between letters, pictures; concepts of same and different; handling books; print is useful and meaningful in daily life; Biggest Thing – find your way around the beach (signs)Mushroom – cast your voteCaterpillar – menu
  • Who has book that examples? Help children learn to name and label. Children need to know the meaning of words in order to understand what they’re reading. You know you’re reading/sounding out words correctly if you’ve heard them before. If you’re not familiar with the word, it doesn’t make sense. Need to hear LOTS of language.
  • Child’s vocabulary is directly linked to how much mother/caregiver talks and interacts. The gap gets larger and the difference is greater the older a child grows.
  • There is a wealth of vocabulary in books. Written language differs from spoken. In conversation 9 out of 1000 rare or unique words; in books 27 of 1000 are rare or unique. Expand on pictures, describe emotions, explain – don’t substitute. If more fluent in another language, use that language.Page with word Fret.
  • Help children learn to name and label. Children need to know the meaning of words in order to understand what they’re reading. You know you’re reading/sounding out words correctly if you’ve heard them before. If you’re not familiar with the word, it doesn’t make sense. Need to hear LOTS of language. (show many books) When we speak in conversation, for every 1000 words about 9 are rare. When we read, for every 1000 words about 27 are rare.“A rich language environment is essential in the first five years of life. “Caring Spaces, Learning Places” Greenwood
  • Tell stories (Narrative Skills)-The ability to describe things and events in a sequence. Beginning, middle, end. Good narrative skills lead to comprehension. Communication is a two-way street. By asking open-ended questions and allowing children to help in the story telling we encourage these skills.
  • Example of a sign we put with some Tell Stories activities.Dialogic reading. HOW we read is as important as how often we read. Interaction is the key. Good time to remind about AAP (american academy of pediatricians) recommendation that children under 2 have 0 screen time.
  • -PET scanWe need to be patient.This shows all the areas of the brain that need to be activated and work together to communicate ideas and answer our questions. Young children are still developing the pathways and repetition and practice is what determines which pathways are retained (others pruned).Top left – temporal lobe (hearing & meaning, memory - above ear)Top right – occipital lobe (seeing & visual processing – middle back)Low left –frontal lobe(generating sounds & movement of the mouth &tongue)Low right – pre-frontal cortex (planning what to say, generating words and sequential thought as it connects to temporal lobe
  • Tell stories (Narrative Skills) Kits-The ability to describe things and events in a sequence. Beginning, middle, end. Good narrative skills lead to comprehension. Communication is a two-way street. By asking open-ended questions and allowing children to help in the story telling we encourage these skills. “What is happening?” “What do you think is going to happen?” “ How did they feel?” “How would you feel?”
  • Convenient Our web page will have all kinds of information. It will be a comprehensive site that includes in-depth early literacy information, lists of resources, literacy activities, staff recommendations, booklists, and video clips of librarians doing finger-plays, using books-without-words.
  • Many books support all skill areas and can be used to develop long-term interactive experiences for children. Here is how we have done it in the library. Good read aloud, wide-appeal, good story line, interactive, available
  • Letters-Children learn that letters are different from each other,thay they have different names and sounds. Three steps Letter names (abc song) 2. Recognize shape 3.Finally match name & soundSongs, games, clay, foam, find letters around the room, rubbings, shape matching, collage –what else? Also, recognize difference between alike and different N Z; C G; d b; p qIn past, children taught that a thing is always that thing (spoon) but with letters, if they get turned they’re something completely different.(show books)
  • How connects to letter learning
  • Take time-Phonological awareness includes – ability to say if 2 words rhyme ability to say words with sound or word chunk left out (take apart)ability to put work chunks (segments) together (ti – ger)ability to say one syllable words without first sound (bat buh-at)
  • Refer back to books we’ve discussed. Where are the early literacy connections? Babies cooing – smaller sounds of words, shape puzzles – letters, pretend play – telling stories. How used in different ways for different ages.
  • These are some experiences that make up a literacy-rich environment.What else?
  • It’s fun to watch the kids play in the space.   

6 by 6 ready to read for swkls-mary boller 6 by 6 ready to read for swkls-mary boller Presentation Transcript

  • Presented by: Mary BollerChildren’s Consultant-NWKLS
  • Talkers: Pre-Talkers: Two – Three YearsNewborn – Two Years Pre-Readers: Four – Five Years
  • Have Fun With Books Talk, Talk, TalkTell Stories About Everything Notice Print Everywhere Look For Letters Take Time To Rhyme
  • The “Plasticity” of the Brain Effects of Extreme DeprivationHealthy Child Neglected Child Images courtesy of Harry Chugani, MD, Children’s Hospital of Michigan, Wayne State University
  • Notice Print All Around You Mushroom in the Rain By: Mirra Ginsburg
  • Talk, Talk, Talk
  • Llama LlamaRed PajamaBy: Anna Dewdney
  • Talk, Talk, Talk Tip Tip Dig Dig By: Emma Garcia
  • What is happening?What do you think is going to happen?What would you do?How do you think they feel?
  • PET Scans of a BrainHearing Words Seeing WordsSpeaking Words Generating Words Images courtesy of Marc Raichle, MD, Washington University, St. Louis.
  • The Very HungryCaterpillar By: Eric Carle
  • Tell Stories About Everything
  • 6 by 6 Recipe Cards 24
  • 6 by 6 Recipe CardsEarly Talkers-(Birth-Two Years Old) 25
  • 6 by 6 Recipe CardsTalkers-(Two-Three Years Old) 26
  • 6 by 6 Recipe CardsPre-Readers-(Four-Five Years Old) 27
  • Look for Letters Everywhere Snowballs by Lois Ehlert
  • Willowby, Wallowby Woo An elephant sat on you. Willowby, Wallowby Wee An elephant sat on me. Make up your own rhymes like these: Willowby, Wallowby Wary, an elephant sat on MaryWillowby, Wallowby Wuzzle, an elephant played with a puzzle. Willowby, Wallowby Woo, an elephant went to the zoo.Willowby, Wallowby Weetah, an elephant ran with a cheetah
  • Matching SingingSequencing RhymingSymbolic play TrackingRich Language WritingExploration Puzzles
  • •Be patient •Be prepared for creativity•Make it a whole-staff effort •Consider community volunteers •Consider patrons •It’s never a failure