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Every Child Ready to your library ® Early Literacy Workshop For Two- and Three-Year Olds.

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Presentation on theme: "Every Child Ready to your library ® Early Literacy Workshop For Two- and Three-Year Olds."— Presentation transcript:

1 Every Child Ready to your library ® Early Literacy Workshop For Two- and Three-Year Olds

2 For the Presenter This powerpoint presentation has been developed to serve two purposes: –To help you, the presenter in developing your presentation, to see how it flows –To use with participants in your workshop if you feel it is appropriate. In some settings a powerpoint presentation can be overwhelming or off-putting. Know your group; use your judgment. You are encouraged to change examples of books and rhymes to ones that illustrate the point and are comfortable to you. [ ] = note to presenter “Supplemental Information” noted in the Notes Area of the presentation. You’ll find additional ideas and information which you may include if you have time, or if the participants show particular interest in that area. Supplemental slides can be hidden. Then they will not be seen during the presentation, but remain in the file.

3 Materials Needed Equipment Flip chart or something to record responses Computer and Projector (optional) VCR player Tape player and/or CD player Overhead (optional) Flannel board/stand (S) Posters/Powerpoint Definition of Early Literacy Definition of each skill Video: “Hear and Say Reading” video Order from: Rotary Club of Bainbridge Island PO Box Bainbridge Island, WA Handouts: Every Child Ready to Read: Parent Guide to Early Literacy--Talkers, Two and Three Year Olds Hear and Say/Dialogic Reading bookmark Dialogic Reading handouts (optional) Bibliography on Early Literacy (optional) Materials [You may use your own examples] New Road by Gibbons Jesse Bear What Will You Wear? by Carlstrom Jump, Frog, Jump by Kalan Chugga-Chugga Choo-Choo by Kevin Lewis Bam Bam Bam by Merriam Three Little Kittens by Galdone Flower Garden by Bunting Hush! A Thai Lullaby by Ho Mainly Mother Goose (Sharon Lois Bram) tape/cd Head and Shoulders from Wee Sing for Babies by Pamela Beall Flannel board for Too Much Noise (S) Too Much Noise by McGovern (S) How Are You Peeling? by Freymann (S) Farm Alphabet Book by Miller (S) Kipper’s A to Z by Inkpen (S) Benny Bakes a Cake by Rice (S) Your choice of books for Choosing Books for 2 and 3 Year Olds

4 Five Little Ducks Five little ducks went out one day, Over the hills and far away. Mother Duck said, “Quack, quack, quack, quack." But only 4 little ducks came back. Four little ducks... Three little ducks... Two little ducks... One little duck... Well, sad Mother Duck went out one day, Over the hills and far away, Mother Duck said, "Quack, quack, quack." And all of the 5 little ducks came back. QUACK! QUACK!

5 YOU are your child’s first teacher Children begin to get ready to read long before they start school. You know your children best. Children learn best by doing things, and love to do things with YOU. Young children often have short attention spans and enjoy repeating favorite activities. YOU know your children well and can take advantage of times when the child is “in the mood,” ready to learn.

6 What Do Two- and Three-Year-Olds Do?


8 EARLY LITERACY Early literacy is what children know about reading and writing before they can actually read or write.

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

10 Print Motivation  child’s interest in and enjoyment of books  Children who enjoy books and reading will read more. Children become good readers by practicing.

11 Phonological Awareness  the ability to hear and play with the smaller sounds in words  helps children sound out words as they begin to read

12 Supplemental Information

13 S5 Language of Literacy Phoneme The smallest part of spoken language that makes a difference in the meaning of words. English has about 41 phonemes. The word “if” has two phonemes (/i/ /f/). The word “check” has three phonemes (/ch/ /e/ /ck/). Sometimes one phoneme is represented by more than one letter. Phonemic Awareness The ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. Phonological Awareness The understanding that spoken language is made up of individual and separate sounds. A broad term that includes phonemic awareness in addition to work with rhymes, words, syllables, and beginning sounds. Grapheme The smallest part of written language that represents a phoneme in the spelling of a word. A grapheme may be just one letter, such as b, f, p, s, or several letters such as ch, sh, ea, igh. Phonics The understanding that there is a predictable relationship between phonemes (the sounds of the spoken language) and graphemes (the letters and spellings that represent those sounds in written language). Syllable A word part that contains a vowel or, in spoken language, a vowel sound. From Put Reading First: The Research Building Blocks for Teaching Children to Read, U.S. Department of Education, Downloadable at National Institute for Literacy

14 ? ? ? Vocabulary  knowing the names of things  helps children understand what they read  helps children recognize words when they try to sound them out

15 Supplemental Information

16 Print Awareness  noticing print everywhere  knowing how we follow the words on a page, knowing how to handle a book  helps children feel comfortable with books so they can concentrate on reading

17 Letter Knowledge  knowing that letters are different from each other, that they have different names and sounds  helps children understand that words are made of smaller parts, and to know the names of those parts

18 Supplemental Information

19 Narrative Skills  the ability to describe things and events, and to tell stories  helps children understand what they read



22 Supplemental Information


24 Dialogic or “Hear and Say” Reading

25 Picture Book Reading Picture book reading provides children with many of the skills necessary for school readiness. How we read to children is as important as how often we read to them. Children learn more from books when they are actively involved. Dialogic Reading is a method that helps young children become involved in the story. You can help your child become an active partner in reading picture books together.

26 Supplemental Information

27 Dialogic Reading: “What” Questions Ask “what” questions Follow answers with questions Repeat what your child says Help your child as needed Praise and encourage Follow your child’s interests

28 Dialogic Reading: Open Ended Questions and Expansion  Ask open-ended questions about the pictures  If your child doesn’t know what to say about a picture, say something and have your child repeat it  As your child gets used to open-ended questions, ask your child to say more  Expand what your child says  Keep the expansions short and simple  Have your child repeat your longer phrases

29 Choosing Books for Two- and Three-Year-Olds Board books Books that appeal to senses Wordless picture books Books with rhyme and rhythm Books with repetition Bright, bold, colorful pictures Simple text, familiar situations Follow your child’s interests Simple alphabet books Predictable story Twos need books about real things

30 Have fun!

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