Every Child Ready to Read Making A Difference

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Every Child Ready to Read Making A Difference In Early Literacy: Your Public Library

Every Child Ready to Read Making A Difference In Early Literacy: Your Public Library and You Public Library Association for Library Service to Children

Join with Your Local Public Library to support your efforts for early literacy Every

Join with Your Local Public Library to support your efforts for early literacy Every Child Ready to Read

How Can Your Public Library Help?

How Can Your Public Library Help?

Why the Library? • • • Books, magazines, cds/tapes Internet access Trained staff Parent

Why the Library? • • • Books, magazines, cds/tapes Internet access Trained staff Parent classes and information Free services and materials Open when families can come

Contact your local public library Ask if they can provide early literacy materials, booklists,

Contact your local public library Ask if they can provide early literacy materials, booklists, and workshops

Every Child Ready to Read An Early Literacy Initiative • Partnership among the Public

Every Child Ready to Read An Early Literacy Initiative • Partnership among the Public Library Association, the Association of Library Service to Children, and National Institute of Child Health and Human Development of the National Institutes of Health • Research-Based Program • Tools have been tested and evaluated

Initial Findings • After workshops, parents in all thee age groups made very significant

Initial Findings • After workshops, parents in all thee age groups made very significant gains in their frequency of sharing books with their children. • Parents found sharing books more enjoyable with their children and themselves when they used the techniques for sharing books suggested in the workshop. • Community partners recognized that the Library’s Every Child Ready to Read program added value to their own programs by bringing research on brain development and early literacy.

Effects on Parents In workshop follow-up comments, parents described how they changed: • Talk

Effects on Parents In workshop follow-up comments, parents described how they changed: • Talk to their babies differently - Increased talking, more expression and singing - “I have increased talking to him. You know, we like bond. You know every time you talk to your child they kind of like smile. There’s a bond there. ” – “I use more expression when I talk to him and read to him. ” – “Interact more with songs. Used to just sing, but now does the motions (example: Itsy-Bitsy Spider). ”

Effects on Parents • Broadened conversations: “I talk to him all the time. When

Effects on Parents • Broadened conversations: “I talk to him all the time. When we’re going outside I’ll say, ‘What is that? Do you hear the bird? ’ He’s only four months, so he just looks and smiles. ” • More conscious of making reading “fun and enjoyable. ” - “I am not so harsh with her about her pronunciation of words. I am not so ready to pounce on her. ”

Effects on Parents • Changed the way they share books, from simply reading the

Effects on Parents • Changed the way they share books, from simply reading the words to incorporating looking at and talking about the pictures - “It feels pretty natural to talk about the pictures. It was good to hear about the research, so now I’m more definite in picture sharing. ” - “I try to get him more interactive with the book, like to anticipate what’s on the next page. He thinks it’s more fun since he’s more a participant. ” - “When I asked a question she would lose interest in the book, so I just follow her lead. She asks questions and now I don’t interrupt her because I know it’s important. I used to want to get on with reading the story. ”

Effects on Parents • Used new knowledge related to letters Introduced letters more frequently’

Effects on Parents • Used new knowledge related to letters Introduced letters more frequently’ - “We have a longer drive now, so we play ‘I Spy’ looking for numbers and letters. That was one of your suggestions so that is something we are doing. I really appreciate it because usually I am driving and she was back there. ” - “We play the word game ‘fast and slow’ with the pictures you gave us. We find new pictures too. Sylvia thinks it’s fun. ”

Effects on Child Care Providers In workshop follow-up comments, child care providers described how

Effects on Child Care Providers In workshop follow-up comments, child care providers described how they changed: • “Differences? Actually, yes, I think I have a better approach with the younger kids, have less expectation of what they can sit through, and how they will do during stories so there is less stress. I have passed on information to my parents. ” • “I am using books more with the kids. I am singing books with them. I encourage more talking about the books and the pictures. ” • They learned new strategies for helping children build vocabulary: “We’re reading higher level books with big words. It’s fun when the kids use them correctly back to you. ”

Comments from Community Partners • “We had teachers, childcare providers, school administrators, social workers,

Comments from Community Partners • “We had teachers, childcare providers, school administrators, social workers, and parents, each of whom had their own particular strengths, reported Jane Withrich, Director of Everybody Reads (Allen County, IN). “But no one had the same set of research as the library. Right away, that put them in the forefront, exceeding even the college professors. They knew the intricate details of developmental literacy training. ” • “Caregivers knew reading was important, but they were not aware just how important. They didn’t have methods to share books. They learned an awful lot and had opportunities to practice. ” (Montgomery County, MD, Family Services Agency)

Partners in Early Literacy Bring Parents to the Library Include, but not limited to:

Partners in Early Literacy Bring Parents to the Library Include, but not limited to: • Head Start • Even Start • National Association of Child Care Resources and Referral Agencies • National Child Care Information Center • Hospitals

Every Child Ready to Read Program Overview

Every Child Ready to Read Program Overview

Why the Parent? • Children begin to get ready to read long before they

Why the Parent? • Children begin to get ready to read long before they start school • Parent knows child best • Children learn best by doing things, and love to do things with a parent • Young children often have short attention spans and enjoy repeating favorite activities • Parents know their children well and can take advantage of times when the child is “in the mood, ” ready to learn

Developmental Segments Early Talker (birth to 24 months) Bonding with Baby Through Books Talker

Developmental Segments Early Talker (birth to 24 months) Bonding with Baby Through Books Talker (2 -3 years) Dialogic or Hear and Say Reading Pre-Reader (4 -5 years) Phonological Awareness

Each level contains: • Script for Workshop • Pamphlet for parents • Program materials

Each level contains: • Script for Workshop • Pamphlet for parents • Program materials and handouts • Additional research and sources • Take home activities

Art and Science! Early Literacy What children know about reading and writing before they

Art and Science! Early Literacy What children know about reading and writing before they can actually read and write.

SIX SKILLS TO GET READY TO READ • Print Motivation • Phonological Awareness •

SIX SKILLS TO GET READY TO READ • Print Motivation • Phonological Awareness • Vocabulary • Narrative Skills • Print Awareness • Letter Knowledge

Print Motivation Phonological Awareness is a child’s interest in and enjoyment of books. Vocabulary

Print Motivation Phonological Awareness is a child’s interest in and enjoyment of books. Vocabulary is the ability to hear and play with the smaller sounds in words. Narrative Skills is the ability to describe things and events and to tell stories. is knowing the names of things. What you do helps your child get ready to read. Letter Knowledge is learning to name letters and to recognize them everywhere. Print Awareness is noticing print, knowing how to handle a book, and how we follow the written words on a page.

Key Messages Early Talker • Vocabulary is knowing the names of things. Most children

Key Messages Early Talker • Vocabulary is knowing the names of things. Most children enter school knowing between 3, 000 and 5, 000 words. • Talk and sing with your baby. • Vocabulary begins at birth. Books help build vocabulary. • Make it fun! Do it every day.

Key Messages Talker Dialogic or Hear and Say Reading • Adult and child have

Key Messages Talker Dialogic or Hear and Say Reading • Adult and child have conversation about a book • Adult helps child become the teller of the story; adult becomes • Active involvement increases learning

Art of Asking Questions • Use general questions to encourage your child to say

Art of Asking Questions • Use general questions to encourage your child to say more than one word at a time – What do you see on this page? What’s happening here? – What else do you see? – Build upon the child’s phrases – Have your child repeat

Key Messages Pre-Reader • Phonological or Sound Awareness – Words are made up of

Key Messages Pre-Reader • Phonological or Sound Awareness – Words are made up of smaller sounds – Helps break the code between spoken and written language – Most children who have difficulty in reading have trouble in phonological awareness – Begins to develop during the preschool years. Unless children are given help from teachers, parents, or other adults, those with low levels of phonological awareness will continue to be delayed in this skill from the late preschool period forward.

Games for 4 and 5 Year Olds • Say It Slow—take a word apart

Games for 4 and 5 Year Olds • Say It Slow—take a word apart • Say It Fast—put the word back together • Letter Day Sound Activities • I Spy • Rhyming Games

Value Added • • Research based Evaluated Ready to Use Ready to adapt and

Value Added • • Research based Evaluated Ready to Use Ready to adapt and customize

Get More Information! Website: www. pla. org/earlyliteracy. htm – Down-loadable – Customize for your

Get More Information! Website: www. pla. org/earlyliteracy. htm – Down-loadable – Customize for your needs Contact Public Library Association Telephone: 800 -545 -2433 x 5025 Barb Macikas Every Child Ready to Read @ your library® Training Packet available