Transcript Ready Set Read Slide Show

Pre-literacy Programs
Brant County PS&L
Lisa Sylvester, SLP
Sharon Kleyn, CDA
Connie Psenak, RT
Background
• Historically, literacy activities were not a part of
our everyday therapeutic intervention.
• A number of years ago, I came to realize that
this was a huge gap in our services, so 2 years
ago, the entire PS&L team attended the Literacy
Conference in Niagara.
The Team consisted of:
• 3 Communicative Disorder Assistants
• 9 Speech Language Pathologists- from
Lansdowne Children’s Centre and Brantford
General Hospital
Background continued
Also in attendance were:
• 2 Resource Teachers from the Early
Integration Program at Lansdowne
Children’s Centre.
• Literacy Consultant from the Ontario Early
Years Centre: Brant
Working groups
• 3 groups were formed to develop programs with
different target audiences in mind.
• All team members participated in a group.
• Each group consisted of 2-3 SLPs and 1 CDA,
with one group, which worked on a community
based program also including 1 RT and the
Literacy Consultant from the OEYC.
• We are going to outline for you, the 3 programs
that we developed.
Programs
• Ready Set Read- Parent/
Caregiver Presentation
• Reading Readiness -6
week group therapy for
identified JK aged kids
• Word Play - 4 week
community group
program for children and
parents/ caregivers
Ready Set Read
Lisa Sylvester, SLP, Co-ordinator
Brant County PS&L
Ready Set Read
• Is a 2 hour presentation offered to parents
and caregivers of pre-school aged
children.
• It details the skills kids need to become
readers, while providing the parents and
caregivers with the literature to support our
claims
• Fun activities for home practice are
included throughout the presentation.
Topics
• Phonological Awareness
Rhyming
Sound similarities
Syllable segmentation
• Vocabulary Knowledge
• Phonics
Letter knowledge
Sound letter recognition
• Define each of these terms
• State how and why it applies to reading
• Offer suggestions for parents to do at
home to develop the skill
• Offer suggestions on how to read to
incorporate these skills into a shared
reading experience
• Provide information on reading milestones
expected for 3-4 and 4-5 year olds
• Developmental sequence of print
knowledge skills
Ready Set Read
First…a contest
First person to raise their hand and
read the word on the next three
slides, wins a prize!
READY???
bame
trownick
Dat glilo po fudding.
Let’s Review!
Phonological Awareness
Consists of:
• Sentence segmentation
• Syllable segmentation
• Awareness of rhymes
• Awareness of sounds in words (phonemic
awareness)
Also:
Letter knowledge
Sound-letter recognition (Phonics)
What makes a successful reader?
Reading
Phonological
Awareness
Phonics
Vocabulary
Knowledge
“But I read to my child every
night”
Is this enough to become a successful
reader?
• Senechal (2006): Shared reading has a long-term relation
to children’s reading for pleasure, and parent teaching of
words has a long-term relation to children’s reading fluency.
• Hargrave & Senechal (2000): Children who were actively
read to (asked questions, repeated words) increased their
understanding and use of new vocabulary.
• Senechal & LeFevre (2002): Meaning-related activities are
linked to increases in vocabulary, whereas print-related
activity are linked to early literacy.
• Senechal & Young (in press): Comprehensive
Literature Review
– Parents are most helpful when they are trained
to teach skills to their child
– Reading to children does not enhance their
reading acquisition
CONCLUSION: We need to help teach
our children the skills necessary to
become confident readers, as well as
encouraging them to enjoy reading!
What is My Child Expected to
Know By Kindergarten?
Three to Four Year Olds Should:
• Know that alphabet letters can be individually named
(graphic awareness).
• Can identify 10 letters, including those from their
name.
• Recognize print in the environment (e.g. product labels)
• Recognizes print in stories
• Recognizes different forms of text (e.g. grocery lists,
vs. product labels, vs. story text)
• Recognizes sounds that repeat in language (e.g. Peter
Piper Picked a Peck of Pickled Peppers)
• Shows an interest in books and reading
• Displays reading and writing attempts
• Begin to listen to beginning or rhyming sounds in words
By The End Of Kindergarten
My Child Should….
By the end of Kindergarten, your child will be
expected to:
• Segment sentences into words, words into syllables
• Segment words into sounds, and blend sounds
together to say words.
• Identify the first sound of words said out loud
• Generate rhyming words
• Understand letter-sound correspondences
• Know all upper and lower case letters
• Read at least some sight words (e.g. I, my, the,
you).
• Know parts of a book. Know where text starts.
How to Raise a Successful Reader
• Be a good literacy model
– Be excited about reading! Show your child
you enjoy reading a variety of material
• Talk about and use writing, letters, words,
sounds in every day life/activities.
• Continue to read to your child, and to involve
them in the story.
• Keep it fun!
Syllable Segmentation
• Refers to breaking a word into its parts
(syllables)
Why is it important?
• Syllable segmentation is an important
skill in learning to read and spell.
• It helps children understand that words
can be broken into parts.
• They can then learn to identify
similarities about word structures –
words that have one syllable, two
syllables etc…
• This skill is learned before segmenting
words into sounds.
Practical Activities
1. Clapping out or tapping the number of
syllables given a word
•
•
Their name and other familiar people
(mommy, daddy, siblings, grandma, grandpa)
Use familiar objects/pictures that vary in
the number of syllables (i.e. pig-1, monkey2, elephant-3)
Practical Activities
2. Using a game board with various picture
cards.
• Clap out the syllables of the words and
have the child identify the number of
syllables it has. They move the same
number of spaces on the game board as the
word.
Practical Activities
3. Sort pictures according to the number
of syllables
•
Find pictures in magazines or use
flashcards to sort the pictures. Place the
numbers 1, 2 and 3 on different pieces of
paper. After saying and/or tapping out
the words, place the pictures on the
correct sheet of paper.
Identifying Rhyme
What is rhyming?
• Rhyming means that words sound the
same at the end.
• Dog, frog
• House, mouse
When does my child start to
learn about rhyme?
• Rhyming is an important literacy skill
that begins to develop right from birth
as children are introduced to the sounds
of language.
Why is rhyming important?
• Research has shown that children who
struggle with reading in school are
children who have trouble understanding
rhyme.
• Awareness of rhyme makes for a more
successful reader.
How can I help my child
develop an awareness of
rhyme?
• We can help children develop awareness
of rhyme by introducing activities that
help them recognize rhyme, predict
what comes next, and encourage them
to play with words.
Rhyming Books
• Read nursery rhyme books.
• Look for books that have music to go
with them.
• Make your own rhyming books.
• Keep it fun!
Introduce Rhymes and Finger
Plays
• Do rhymes and finger plays with your
children.
• Think back! Teach your child rhymes
from your own childhood or culture.
• Identify rhyming words. Have your
child fill in missing words.
Play Sound Games
• Place small items in a feely bag and pull
them out one at a time.
• Think of a word that rhymes with that
item.
• Play word games while you are waiting,
driving in the car, or at any time!
Letter-Sound Knowledge
• Knowledge that the letters of written
language represent the sounds of
spoken language
• (e.g., the letter B represents the sound
/b/ and that it is the first letter and
sound in words such as ball, bat and
baby)
Why is it important?
• Aids children in recognizing familiar
words accurately and automatically as
well as with “decoding” new words
(Information taken from the National Institute of Literacy).
• Decoding is a primary way of recognizing
words. There are too many words in the
English language to rely on memorization
as a primary word identification
strategy (Bay Area Reading Task Force, 1996).
Milestones
(Information taken from Scholastic)
The 3 and 4 year old child:
• Understands that letters have names
• Identify and name all of the letters in
their first name
• Identify and name up to 10 letters
Continued
The 4 and 5 year old child:
• Identifies and names all lowercase and
uppercase letters
• Understanding that letters stand for
sounds
• Associate some consonant letters with
their beginning sounds
Guidelines for teaching sounds
(Information taken from Reading Rockets)
• Children will learn letter-sound
relationships at different rates
• Introduce letter-sound relationships at
a reasonable pace (e.g., 2-4 lettersounds a week)
• Avoid simultaneous introduction of
auditory or visually similar sounds and
letters
Practical Ideas
Teach your children to match the letters in
their names with the sounds in their names
Use guessing games or alphabet books to
give your child practice matching letters
and sounds (e.g., I am thinking of something
that starts with t”. Keep offering clues
(what sound does ‘t’ make?).
Point out words that begin with the same
letter as your child’s name (e.g., Sarah and
sun). Talk about how the beginning sounds
of the words are alike
REMEMBER
• Children require more than just lettersound knowledge. They need to know
how to employ their letter-sound
knowledge through other phonological
awareness skills (e.g., syllable
segmentation, rhyme, etc)
Print Awareness
Printed Words are Everywhere
What is print awareness?
• An awareness of print in the everyday
environment.
• An emerging understanding of the
concepts about how printed language
works.
Developmental Sequence
•
•
•
•
•
•
•
•
•
•
•
Print not pictures.
Front of book
Knows where to begin reading print
Directionality
Voice-print matching (concept of word)
Concept of letter
Concept of first and last
Lower case & upper case letters
Reversible words
Does the print look right?
Punctuation
Emma Eccles Jones Center for ECE-Utah State University
How can you help your child?
• Allow them to handle books beginning at an early age
(board books for very young children).
• Show them that print is everywhere by pointing out
words in signs: menus, books, cereal boxes…
• Help them to learn that we read left to right, top to
bottom by occasionally running your finger along the
bottom of words as you are reading.
• Cut out pictures from a magazine,
glue on a page and print in large
letters the name or a descriptor.
• Label objects in your home.
• Talk about and play with punctuation
marks. Show them what an exclamation
mark is and what a question mark is and
why you read those sentences differently.
• Encourage them to play with print every
day. Help them make lists, write notes,
make signs, or play with magnetic letters.
• Print their first name.
• Highlight words on a page.
• Word/letter matching games.
• Pictures/letter sounds. Make
bingo games using letters.
Book Reading Strategies
• Make reading with your children a part of your
daily routine. Never use reading as a punishment
(go in the corner and read a book).
• While reading with them, give them your
undivided attention.
• Read the same book(s) over and
over again.
• Point out the title and author of
the book.
• You do not need to read every word on each
page. Sometimes, just talk about what’s
happening.
• Give the children many opportunities to
participate, for example, let them fill in the
blanks or get them to predict what is going
to happen next.
• Follow the text with your finger or use hand
over hand and have your child follow along
too.
• Always encourage your child to turn the
pages from left to right.
• Point out different aspects of the text:
– see how all the pictures help to tell
the story
– point out rhyming words
– look at the lines that repeat
– look at how long that word is
– let’s find the words that start with ‘s’.
• Choose books that have some new
vocabulary in them and talk about the
new words with your child.
Parents have an opportunity
to ask questions
Presentations
• The Ready Set Read Program has been
offered at the Ontario Early Years Centre:
Brant to the full community and continues
to be offered at regular intervals
• It is also offered at Lansdowne Children’s
Centre-to families of kids who are on the
Speech caseload and whose kids are
participating in Reading Readiness.