Post on 15-Jan-2016
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Become a Become a Reading Reading
Advocate Advocate for your Childfor your Child
Spring 2012Y. Fisher
CHS
Today’s WorkshopToday’s Workshop The abilities to listen, speak, read The abilities to listen, speak, read and write emerge and write emerge interdependently…interdependently…
Language DevelopmentPhonological AwarenessPrint Awareness and ConceptsEarly WritingAlphabet Knowledge
In his book, In his book, The Educated ChildThe Educated Child, Bill , Bill Bennett says,Bennett says,
“If you are worried about your child’s reading skills, it’s better to be safe than sorry….. Learning to read has to be at the top of your child’s educational priority list. Nothing is more important to later academic success, so don’t hesitate to secure all the help you think he needs.”
There are Many Players Involved There are Many Players Involved in Helping Students Learn to in Helping Students Learn to ReadRead
…the likelihood that a child will succeed in the first grade depends most of all on how much she or he has already learned about reading before getting there…
Dr. Marilyn Adams, from Beginning to Read
What isWhat isEARLY LITERACY?EARLY LITERACY?
Early literacy is what children know about reading before they can actually read.
Early literacy is pre-reading skills.Early literacy is “reading readiness”.
Why Start Early?Why Start Early?
Learning to read is essential for school success
Children should get ready to read long before they start to school
Research shows that children who are read to from an early age have a larger vocabulary and better language skills when they start school
Children who struggle with “Phonological Awareness”—a pre-reading skill—often struggle learning to read.
What Do Children Need to Know to Be What Do Children Need to Know to Be Ready to Read?Ready to Read?
1. Language/Vocabulary Development
2. Print Awareness
3. Knowledge of the Alphabet
4. Phonological Awareness
L a n g u a g eand
V o c a b u l a r y D e v e l o p m e n t
The Importance of the Early YearsThe Importance of the Early Years
How early does a child begin to learn language?
•From the day of birth, a child’s brain is receptive to learning language.
•Children learn to speak by being surrounded by speech
•The size of a toddler’s vocabulary is strongly correlated with how much a mother talks to the child.
•Your habits of talking and listening will make a difference of in your child’s language development
Receptive LanguageReceptive Language
Follow DirectionsListen Attentively
Expressive LanguageExpressive Language
Expresses wants and needsResponds to questionsNames pictures/objectsInitiates conversationsSpeaks in sentencesImitates songs/rhymes/finger
playsRetells simple stories
Phonological AwarenessPhonological Awareness
Discriminate and identify sounds in spoken language
Identify rhyming wordsRecognize common sounds at
the beginning of a series of wordsIdentify syllables in words
Our Our children children begin the begin the process process of of reading reading EARLY…EARLY…
Substitution
Deletion
Addition
Segmentation
Blending
Isolation
Categorization
Identification
Onset/Rime
Syllables in a word
Words in a sentence
by by climbing climbing the ladder the ladder of of Phonemic Phonemic Awareness Awareness skills.skills.
Phonemic Awareness
P h o n e m i c P h o n e m i c
A w a r e n e s sA w a r e n e s s
Activities
How to help your child with How to help your child with Phonemic Awareness…Phonemic Awareness…
Direct teaching of specific sounds
Clapping gamesRhyming games“What do you hear?”
gamesStretching and shrinking“Bumpy” and “smooth”
blending
What you needObjects that make interesting, distinctive sounds.Examples:
Banging on wall/table/lap Snapping fingersBlowing a whistle Crumbling paperBlowing nose Drumming with fingersClapping Eating an appleClicking with tongue Noisy chewing
Pouring liquid Tearing paperRubbing hands together Stirring with a
teaspoonSlamming a book HammeringSharpening a pencil CoughingCutting with scissors Writing on
blackboard
Listening to Sequences of Listening to Sequences of SoundsSounds
Listening to Sequences of Listening to Sequences of SoundsSounds
What do your do?◦Ask children to cover their eyes and listen to and
identify the sound they hear◦Once the children have caught on to the game,
make two noises, one after the other. ◦Without peeking, the children are to guess the
two sounds in sequence saying, “There are two sounds. First we heard a _______, and then we heard a _______.”
◦After the children can identify a sequence of two sounds, increase the number of sounds in sequence.
““Un-Compound” That WordUn-Compound” That WordWhat You Do You say a compound word. Ask your child to repeat it. Then ask your child to say what word remind if you omit
one portion. You child pronounces the word that is left.
Examples:Cowboy Say it again without the boy cowOutside Say it again without the out. sideGrasshopper Say it again without the grass. hopperJellyfish Say it again without the fish jellyZookeeper Say it again without the zoo. keeperRattlesnake Say it again without the snake rattleCupcake Say it again without the cake. cupDishwasher Say it again without the dish washerHorsefly Say it again without the horse flyBaseball Say it again without the base ballCampground Say it again without the ground camp
Hearing Rhyming Words
go/topgo/top tip/liptip/lip nose/rosenose/rose
in/lapin/lap lamp/camplamp/camp sock/soupsock/soup
yes/myyes/my rest/testrest/test tie/bytie/by
mad/sadmad/sad fox/boxfox/box spoon/spoon/moonmoon
cat/ratcat/rat shoe/sitshoe/sit man/mopman/mop
rip/bagrip/bag red/ranred/ran dress/messdress/mess
out/pigout/pig my/bymy/by round/round/poundpound
hit/sithit/sit fix/mixfix/mix rain/trainrain/train
him/buthim/but now/napnow/nap like/’licklike/’lick
hop/mophop/mop sad/sheepsad/sheep inch/itchinch/itch
What You Do
•Say each pair or words below and ask your child to repeat them and tell you if the words rhyme. They rhyme if all the sounds are the same except the beginning sound.
•Start down the first column for the easiest pairs, followed by the middle, and then the right column
•Do a few at a time - not all at once.
Whew! Now the Phonics Ladder of Skills!
Phonics Skills
Prefixes & Suffixes
Multi-syllabic Words
Complex Consonants
Vowel +r
Vowel Diphthongs
Vowel Teams
Silent -e
Consonant Digraphs
Consonant Blends
Short vowels (VC & CVC)
Letters and Sounds
Print Awareness & ConceptsPrint Awareness & Concepts
Explore the use of print and to construct meaning
Understand that writing is a form of communication for a variety of purposes
Orient picture book correctly and turn pages one by one
What is Print Awareness?What is Print Awareness?
Knowledge that people read the text, not just look at the pictures
Awareness of how to read a book-right side up, starting with the first page and continuing to the end; the left page is read first, and the text is read from left to right
Understanding that words are units separated by white spaces
Ways to Help Your Child/Student Develop Ways to Help Your Child/Student Develop Print AwarenessPrint Awareness
What Your Child Needs to Know What You Can Do to HelpWhat Your Child Needs to Know What You Can Do to Help
Words are read, not the picturesWords are read, not the pictures Point to the printed words as you read aloudPoint to the printed words as you read aloud
Words are read across the page from Words are read across the page from left to right.left to right.
Follow along with your finger as you readFollow along with your finger as you read
A book is read turned “right side up,” A book is read turned “right side up,” and pages are turned from right to and pages are turned from right to left.left.
Ask your child to open the book to the first Ask your child to open the book to the first page for you. Ask her to turn the pagespage for you. Ask her to turn the pages
Words are composed of letters.Words are composed of letters. Make a sign for your child’s door with her Make a sign for your child’s door with her name. Show your child the letters in her name. Show your child the letters in her name. In books show your child that the name. In books show your child that the white space separates the word.white space separates the word.
Each letter has a capital and small letter Each letter has a capital and small letter form and be written in many fontsform and be written in many fonts
Although children are generally taught the capital Although children are generally taught the capital letters first, it helps if they have an awareness that letters first, it helps if they have an awareness that there are two forms for each letter. Take one there are two forms for each letter. Take one letter (for example, an A) and pint out all the letter (for example, an A) and pint out all the different sizes and shapes of A’s.different sizes and shapes of A’s.
Early WritingEarly Writing
Experiment with a variety of writing tools and materials
Write some recognizable letters, especially those in own name
Alphabet KnowledgeAlphabet KnowledgeDemonstrate awareness of letters in printRelate at least 10 letters to the specific
sounds they represent
What Does My Child/Student Need to Know to Be What Does My Child/Student Need to Know to Be Ready to Read?Ready to Read?
Knowledgeof the
AA PPLL AAHH BBEE TT
What is Knowledge of the What is Knowledge of the Alphabet?Alphabet?
Being able to recognize and name all the letters of the alphabet
How Important is It for Me to Teach My How Important is It for Me to Teach My Child/Student the Alphabet?Child/Student the Alphabet?
The importance of being able to name and recognize the letters has long been misunderstood by parents.
For many years parents have believed that thy had to do two things to prepare their child for school:
Teach their child the alphabet Read, read, read to their child
Knowing the alphabet is necessary, but not sufficient to learning to read.
One of the most important things your child needs to accomplish during kindergarten is to learn the sounds associated with letters. Knowing the alphabet can make learning the sounds easier.
Should I Teach My Child/Should I Teach My Child/Student the Letter Names or Shapes Student the Letter Names or Shapes
First?First? Most educators recommend teaching
the skills in the following order:
1. NAMES Recite/Sing the ABCs
2. SHAPES This is a B
3. SOUNDS This is a B and it says /b/
Should I Teach My Child to Write Should I Teach My Child to Write Letters?Letters?
YesIf you teach correct letter formation
If your child has good control of their finger muscles
NoIf your teach them incorrectly and they develop
bad habits
If they have not developed finger strength and dexterity
Alphabet Alphabet
KnowledgeKnowledgeWhen Should I Begin
Teaching My Child/Student the
Alphabet?
Ways to Help Your Child Develop Alphabet Ways to Help Your Child Develop Alphabet SkillsSkills
AGE SKILL AGE SKILL ACTIVITYACTIVITY
2-42-4 Letter namingLetter naming •Sing ABC songsSing ABC songs•Read ABC booksRead ABC books
4-54-5 Letter recognitionLetter recognition •Use plastic lettersUse plastic letters•Read ABC booksRead ABC books•Form letters in clay, paper-Form letters in clay, paper-mache, bubbles, sand, etc.mache, bubbles, sand, etc.
5-65-6 Letter soundsLetter sounds •Read rhyming booksRead rhyming books•Do word activities involving Do word activities involving recognition of beginning, ending, recognition of beginning, ending, and rhyming sounds.and rhyming sounds.•Match pictures of objects to Match pictures of objects to lettersletters
Counting, Matching, and Naming LettersCounting, Matching, and Naming Letters
FFGGWhat You Need
•Set of plastic alphabet letters-preferable capital letters
•Mat that you make on an 11” x 17” piece of firm paper. Trace the plastic letters and fill them in, in an arc shape, so that the plastic letters will fit over the letters written on the arc. The arc should extend from the lower left to the lower right corner.
•What You Do
•Ask you child to count how many letters there are.
•Then ask your child to place the plastic letters on the matching letters on the arc of the mat.
•Teach her the name of each letter, introducing about four new letters per day. For example, “This is the letter A.”
•After she can differentiate the letter shapes and has been taught the names of each letter, ask her to say the name of the letter as she places it in the position on the arc.
•Repeat often, until your child can recognize each letter, place it over the corresponding symbol on the arc on the mat, and say the name of each letter. Generally, it takes several weeks for a child to master all the letters.
Learning The Sequence of the AlphabetLearning The Sequence of the Alphabet
What You Need Set of plastic alphabet letters A slightly different mat made on an 11” x 17” piece of firm paper. List the letters in order in a straight
line across the top to provide a reference for the child. This time, instead of the letters composing the arc, draw a line to form the arc. Then provide three “anchors” by writing the letter A at the lower left corner of the arc, the letter Z at the lower right, and M and N at the midway point at the top of the arc.
What You Do Ask your child to take the plastic letters out of the container and place them right side up in the center
of the arc. Then ask her to find the A and place it. Next find the Z and place it, followed by the M and N. The child then begins with B, Then C, and so on, placing all the letters in order along the arc. When your child has finished sequencing the letters, ask her to check it by touching and naming each
letter, starting with A and moving to Z. The alphabet across the top of the mat can serve as an additional reminder.
Repeat this activity frequently until the child can place all the letters in the proper order within two minutes. Generally, it takes several weeks for a child to master this task.
ABCDEFGHIJKLMNOPQRSTUVWXABCDEFGHIJKLMNOPQRSTUVWXYZYZ
C
E
A
CX
F
Guess the LetterGuess the Letter
What You Need Two sets of plastic alphabet letters-preferably capital letters Two 11” c 17” mats with or without the letters filled in on the arc Two brown paper bags, or cloth bags, big enough to hold the lettersWhat You Do This is a game that two children can play together or you can play with your child. The object
is to try to correctly identify and name the letters based on felling them without looking. The winner is the first player to fill in all the letters on her arc.
The first player reaches into a brown paper bag and feels a plastic letter without looking at it. If she can correctly name it, then she gets to place it on the arc on her mat and choose another letter. She continues choosing letters until she makes a mistake.
Once a mistake is made, the turn rotates to the next player The player who successfully identifies and places all the letters on her arc is the winner.
Snaky LettersSnaky Letters
What You Need Modeling clay or cookie doughWhat You Do Roll the pieces of clay or dough into
snake-shaped pieces for your child to use. Help your child form the pieces into the shapes of
letters. If you cookie dough, make sure the letters with
enclosed circles (i.e., o, b, d, q) have plenty of space inside the circle before baking. This will assure that the circles will not close up when baked.
What does the research tell us that we should do
about language development &
vocabulary?
VocabularyVocabulary What is it?
◦to know the meanings of words read
◦to know the meanings of words heard
◦to use a variety of words in spoken and written language
Research EvidenceResearch Evidence Children enter school with a listening vocabulary ranging
between 2500 to 5000
Vocabulary differences at grade 2 may last throughout elementary school (Biemiller & Slonin, 2001)
Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge ( Baker, Simmons & Kame’enui 1997)
86-98% of the words recorded in each child’s vocabulary consisted of words also recorded in their parents’ vocabularies ( Hart & Risley, 2000)
Vocabulary GapVocabulary Gap
Per Per hourhour
100-hr 100-hr weekweek
5,200-hr 5,200-hr weekweek
3 years3 years
WELFAREWELFARE 620620 62,00062,000 3 million3 million 10 10 millionmillion
WORKING WORKING CLASSCLASS
1,251,2500
125,000125,000 6 million6 million 20 20 millionmillion
PROFESSIONALPROFESSIONAL 2,152,1500
215,000215,000 11 11 millionmillion
30, 000 30, 000 millionmillion
Average child from a welfare family hears about 3 million words a year vs. 11 million from a professional family (Hart & Risley, 1995)
Use High-Quality Oral LanguageUse High-Quality Oral Language
•Model good language use
•Engage in daily oral language
•Read aloud good literature
•Use less “business” talk at home
•Use descriptive words•Lots of shared reading and conversations about words
Less “Business” Talk—More Less “Business” Talk—More Conversations!Conversations!
Business Talk◦Come here!◦Stop that!◦Be quiet!◦Sit down and eat!◦Go watch TV!◦Clean your room!◦Go to sleep!◦Get in the tub!
Conversations◦Tell me about…◦How was ….?◦What do you think
about…?◦Why is …..?◦Do you think …..?◦Who is …..?◦What do you like?
Other Ways to Help Your Child’s Other Ways to Help Your Child’s Language DevelopmentLanguage Development
Recommended Habit Example
Rephrase & extend your child’s Rephrase & extend your child’s words.words.
Child:Child: That’s a doggie. That’s a doggie.
Parent: Parent: Yes, it’s a Doberman Yes, it’s a Doberman pinscher!pinscher!
Ask a clarifying question.Ask a clarifying question. Child: Child: That’s a man.That’s a man.
Parent: Parent: Tell me more about the Tell me more about the man you saw.man you saw.
Model more complex vocabulary or Model more complex vocabulary or sentence structuresentence structure
Child: Child: See my buildingSee my building
Parent: Parent: Yes, I see the tall Yes, I see the tall skyscraper you built with lots of skyscraper you built with lots of windows so people can see the windows so people can see the view of the city.view of the city.
Ask “open-ended” questionsAsk “open-ended” questions Child:Child: I like that story.I like that story.
Parent: Parent: What was your favorite What was your favorite part of the story?part of the story?
ReadRead
AloudAloudChildreChildrenn
toto
Curious George Gets a Curious George Gets a MedalMedal
Curious shed professor Fountain pen loop signal Funnel
hurled space suit Blotter grunting parachute
Things You Can Do To Create a Things You Can Do To Create a Reading Environment At HomeReading Environment At Home
Fill you house with booksEstablish good reading habitsOffer incentives for readingSet an example for readingHelp your child choose books
What do Kindergarteners have
to learn?
Are we sending them ready for Kindergarten??
DIBELSDynamic Indicators of Basic Early
Literacy SkillsQuick one minute assessments that let us know if
our students are “on track” to be readers. Help schools provide enough instruction to get students back on track as readers.
Helps schools see where they need to focus to help our children learn to read at each grade
Helps us see where we as parents can help at home to help our children learn to read
What “Big Ideas” are Being Assessed?
Big Idea DIBELS Measure
Phonemic Awareness
Phonics
Fluency and Accuracy
Vocabulary
Comprehension
Initial Sounds Fluency (ISF)Phonemic Segmentation Fluency
(PSF)
Nonsense Word Fluency (NWF)
Oral Reading Fluency (ORF)
Word Use Fluency (WUF)
Oral Reading Fluency & Retell Fluency (RTF)
Edward J. Kame’enui, Ph. D. et al
What is Letter Naming Fluency (LNF)?
It is a one minute assessment
It is an indicator of risk of reading problems
It is not one of the 5 areas identified by the National Reading Panel and Reading First as one of the critical areas of reading
It is tested in fall, winter, spring of K also fall of first grade
Students should be able to name 25 random letter names in one minute by the end of K
LetterNaming Fluency
Target goal of at least 40 by spring of Kindergarten
Student identifies upper- and lower-case letters for 1 minute
Probe 1
c c N u Q M u h S i
n b e N F f o a K k
g p k p a H C e G D
b w F i h O x j I K
x t Y q L d f T g v
T V Q o w P J t B X
Z v U P R l V C l W
R J m O z D G y U Y
Z y A m X z H S M E
q n j s W r d s B I
r A E L c c N u Q MTotal: ____/110
What is Initial Sound Fluency (ISF)?
One minute assessment given at beginning and middle of K
Outcome goal of identifying 25 first sounds in words in one minute by middle of K.
Example: ◦ Shown four pictures and told the picture names, the student can
point to the one that begins with the correct sound given. Point to the one that begins with mmmm
What is Phoneme Segmentation Fluency
(PSF)?One minute assessment given middle of K, end of K
and in beginning, middle, and end of first grade
Outcome goal is to be able to separate words into individual sounds by the end of K and to be able to do at the rate of 35 sounds per minute
Reaching outcome goal critical skill for becoming a good reader and speller
Continue to test through first grade, goal doesn’t go up
An At Home “Reading Kit”Family/Caregivers are the child’s first and most important teacher in early literacy
Family/Caregivers play an important role in supporting, reinforcing, and help if the child is struggling with reading
Family/Caregivers reinforce and broaden the horizon for those children on track to be readers who need to reach and grow
Family/Caregivers make the difference among, “I can’t”, “I might”, “I will”, and “I did”!
Use our suggestions, read on-line, work with the school, think up your own using ours as a jumping off point
Resources for
Teachers & Parents
Straight Straight TalkTalk About About
ReadingReadingSusan L. Hall Ed.D
Louisa C. Moats, Ed.D
Parenting aStruggling
Reader
Susan L. Hall, Ed.D
Louisa C. Moats, Ed.D
RoadRoad toto
ththeeCodeCode
Benita A. Blachman, Ph.D
Eileen Wynne Ball, Ph.D
Rochella Black, M.S.
Darlene M. Tangel, Ph. D.
P H O N E M I C
A W A R E N E S S
in Young Children
Marilyn Jager Adams
Barbara R. Foorman
Ingvar Lundberg
Terri Beeler
Bringing
WordsTo
Isabel L. Beck
Margaret G. McKeown
Linda KucanLife
OvercomingDYSLEXIA
Sally Shaywitz, M.D.
July 28, 2003
Other Books Beginning to Read: Thinking and Learning about Print- A
Summary by Marilyn Jager Adams
Help Me Help My Child: A Sourcebook for Parents of Learning Disabled Children by Jill Bloom
Your Child’s Growing Mind: A Practical Guide to Brain Development and Learning from Birth to Adolescence by
Jane M. Healy, PhD.
About Dyslexia: Unraveling the Myth by Priscilla L. Vail The Educated Child by Bennett, Finn, & Cribb
EAROBICS
WebsitesWebsites www.proactiveparent.com
http://www.ldonline.org
http://www.interdys.org
http://ggg.umn.edu/
http://www.seacparentassistancecenter.com/ www.kpirc.org
www.colorincolorado.com
http://www.readingrockets.org
What if a child is not learning the skills I am
teaching?
New Federal mandates on the horizon…:
Response to Instruction:
(RtI)(RtI)
What is RtI?Re-teaching children the skills they have not learned.
Providing more teaching time on these skills
Providing different learning opportunities from the teaching strategies that did not help them learn
Providing small group intervention (re-teaching)
Providing individual intervention (re-teaching)
Bottom line…If children do not learn with the strategies we have used…◦Work with them using other strategies until they do learn…
◦Work with them until they do learn…
Some people there are who, being grown, forget the horrible task of learning to read. It is perhaps the greatest single effort that the human undertakes, and he must do it as a child.
- John Steinbeck, 1982 Nobel Prize Winner for Literature
What about time?Time to play (games, games, games!)
◦15-20 minutes daily
Time to work (practice, practice, practice!)◦20-30 minutes daily
Time to celebrate (brag, brag, brag!)◦10-15 minutes daily
What We Know Now About Helping All Children Learn to
Read…There are early literacy activities that prepare
children to learn to read
There are things schools can do
There are things parents can do
A parent/school partnership is best!
Become a Reading Advocate for Your
Child