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Premium member Presentation Transcript Slide1: Hennepin County Library Early Literacy Workshop for Parents Help Your Child Get Ready for Kindergarten Slide2: Día de los niños / Día de los libros Content Adapted From: Sponsored by the Library Foundation of Hennepin County, the Association for Library Service to Children, a division of the American Library Association and Target, official national sponsor of Dia 2007, in collaboration with Bloomington /Richfield Public Schools Early Reading First and Osseo Schools Early Childhood Family Education Programs. Video clips created by Read To Me Program, Inc.: http://www.readtomeprogram.org/ Slide3: It’s all about parents! The first step is taken because you’re here! No matter your level of education, you are the most important person in the life of your child, and you can help him/her get ready for school. Your child looks up to you as a teacher and you can help him/her succeed in school. Slide4: Raising Readers Being a good reader is critical for your child’s school success! What can you do to help your child be ready to read? Slide5: Why not just learn to read at school? Children need to know a lot about the world and how it works in order to be ready to learn to read. They are expected to know basic concepts, such as numbers, colors, letters and shapes when entering kindergarten. Slide6: Early literacy is what children know about reading and writing before they can actually read or write. What is 'early literacy'? Slide7: Early Literacy Starts At Birth From the time children are just a few months old, their experiences with oral language begin to build early literacy. While they may only babble themselves, they are able to hear and distinguish the speech of others. Slide8: By the time children are two or three years old, their speech has developed enough that they can respond to books and their own written marks, which may look to us like scribbles. Early Literacy Slide9: From three through four years of age, we begin to see a huge increase in children’s early literacy skills. They’ll start telling stories, using new words and asking a lot of questions. Early Literacy Slide10: Talk to your child. Answer your child’s questions. Read together. How can parents help? Slide11: But I don’t read English that well! Read in the language you know best. Keep learning English. Being fully bilingual is a great advantage. Many people will teach your child English, but no one else will teach her your language. Slide12: What if I’m not a good reader? Tell stories. Oral storytelling keeps your culture alive and helps your child get ready to read. Photo by Rafael Peñaloza http://www.flickr.com/photos/rpenalozan/ Slide13: Should I read in English? Researchers recommend reading with your child in your home language. Reading in your home language connects reading to love, caring and family. Slide14: Maintaining strong native language skills will allow you to communicate affection, discipline and teach cultural values. Reading in your home language gives status to your language and culture. In English or my language? Slide15: More reasons to value your language! In the global economy, there is a great demand for bilingual and bicultural workers. If you do not speak English fluently, you will not be modeling proper English grammar and pronunciation. You do model your home language accurately and fluently for your children. Slide16: Six essential early literacy skills Print motivation Vocabulary Print awareness Narrative skills Phonological awareness Letter knowledge Slide17: Print Motivation Children’s interest in and enjoyment of books. Let your child pick books he or she likes. You might have to read the same story 100 times. Slide18: Print Motivation Slide19: Vocabulary Understanding words and concepts in your language helps children translate that knowledge to English when they start school. Example: abajo/arriba, up/down Slide20: Vocabulary In any language, day-to-day vocabulary is limited and children need to be exposed to more formal language which can be found in books and oral storytelling. Slide21: Vocabulary Slide22: Print Awareness Choose books that feature text prominently. Point to the words as you read. Have children make their own books. Slide23: Print Awareness Point out letters everywhere – not just in books. Have books in your home. Let your child see you reading. Holding and touching books helps a child feel comfortable so he or she can concentrate on reading. Slide24: Narrative Skills The ability to describe things and events, and to tell stories. It will help children understand what they read. Slide25: Narrative Skills Have children tell you a familiar story just by looking at the pictures in the book. Slide26: Phonological Awareness The ability to hear and play with the smaller sounds in words. It will help children sound out words as they begin to read. Slide27: Phonological Awareness Tell your child stories. Play with him. Teach him rhymes. Imitate animal sounds. Make up nonsense words. Slide28: Letter Knowledge Knowing that letters are different from each other, and that they have different names and sounds helps children understand that words are made of smaller parts. Slide29: Letter Knowledge Start with the sounds of the letters in the child’s name. Choose what each child is interested in. Does she like dinosaurs? Start with the letter 'd'. Slide30: Letter Knowledge Stimulate the senses by using magnetic letters, play dough, foam letters, and environmental print. Play with alphabet books. Slide31: Dialogic Reading Dialogic Reading means having a conversation while reading and encouraging children to take an active part in the story. Slide32: Dialogic Reading How do you do it? Ask 'what' questions. Follow answers with more questions. Ask open-ended questions. Expand on what the children say. Slide33: Choosing books for babies (Ages 0 – 2) Books with high contrast – very bright colors or black and white. Books with photographs of other babies. Books with textures – touch and feel shapes. Slide34: Choosing books for babies (Ages 0 – 2) Books that label things – My Clothes / Mi ropa. Books with textures – touch and feel shapes. Peek-a-boo or lift the flap books. Slide35: Choosing books for talkers (Ages 1 – 3) Books that feature familiar everyday things. Books with songs and rhymes – and patterns that repeat. Short books – not too many words on each page. Toy books – let children lift flaps, pull tabs, etc. Slide36: Choosing books for pre-readers (Ages 3 – 6) Preschoolers have terrific imaginations and the ability to follow a complete story. Select picture books as well as easy nonfiction to feed their curiosity. Slide37: Choosing books for pre-readers (Ages 3 – 6) You can use books with more words on each page, but keep in tune with children’s interests and attention spans. Choose books that allow for questions and conversation – lift-the-flap, movement, or playing with words and sounds. Slide38: Different ages together? Use shorter books to keep toddlers’ attention, but engage preschoolers by asking questions or letting them tell the story. Let toddlers move around – they’re still learning while they wander. Keep babies in the room while reading with older children; give babies special time too. Use full body action rhymes. Slide39: Puppets Fingerplays Action rhymes Music/songs Toy letters Extras for read-aloud times Slide40: www.hclib.org/BirthTo6 Have fun together! You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.