1. Making Every Book an Experience Facilitated by Krista Dawson Literacy Outreach Coordinator Richmond Public Library Talk Sing Read Play Write

2. Session Goals Explain program and relevance to your work Define Early Literacy Show the difference between decoding and comprehension Walk through 5 Early Literacy Practices Become more purposeful in book selection Recognize the value of library partnership Session Goals

3. Early Literacy Definition Early literacy is what children know about reading and writing before they actually read and write!

4. The five practices: Talking, Singing, Reading, Writing and Playing help develop the six core early literacy skills. As teachers, we need to be purposeful in selecting books to support each skill.

5. Reading is an essential life skill Learning to read begins at birth Parents and caregivers are a child’s first and best teachers

6. 1. Experiences Build Brain Architecture - YouTube

7. Stand UP! Time to wake up our brains!

8. Please build for me A house in a tree Called the little tree house, The little tree house. I’d like to be In a house in a tree Called the little tree house, The little tree house. Simplest thing. There isn’t much to it. You just climb a tree And nail everything to it. I’d like it so, Wherever I’d go, I’d sing of my Little tree house. Actions: Tap your knees with your hands two times. Clap your hands two times. Right-hand snap; then, clap your hands; left-hand snap; then clap your hands; Touch your nose with your right hand; then, reach across your body to touch your left shoulder. With your left hand, touch your nose; then, reach across to touch your right shoulder. Touch your thumbs to your fingers three times. Little Tree House From: Jingle in My Pocket CD by Sharon MacDonald

9. F Y I To become successful readers, children need to: ECRR 2nd Edition explains what early literacy skills children need to develop in order to learn to read. Learn a code Understand its meaning

10. Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz + \ ** [ = ) ] ~ : ]] { ++ } // ^ ! [[ (( >> \\ | [ * <#. F Y I Reading is learning the code. I can read.

11. ECRR 2nd Edition explains that reading is more than decoding words. Good readers understand the meaning of what they read. Reading is understanding the meaning. Leah is hipple when she roffs with her mom.

12. ECRR 2nd Edition explains that learning to decode words is the strongest predictor of early reading success. What is decoding? Noticing print Knowing letter names and sounds Hearing the sounds that make up words

13. What is comprehension? ECRR 2nd Edition explains that to be good readers, children need to make sense of (comprehend) what they read. Knowing what words mean (vocabulary) Understanding the meaning of printed language

14. Five simple practices help children get ready to read. Help children get ready to read with simple activities every day.

15. ECRR 2nd Edition shows caregivers how talking helps children get ready to read. Talking : Children learn about language by listening to parents and caregivers talk and by joining in the conversation. Gigantic means VERY BIG. What does gigantic mean?

16. Singing helps children get ready to read. Singing: Songs are a natural way to learn about language.

17. Reading is the single most important way to help children get ready to read. Reading : Reading together or shared reading: Develops vocabulary and comprehension. Nurtures a love for reading. Motivates children to want to learn to read.

18. Writing helps children get ready to read. Writing : Reading and writing go together.

19. Playing helps children get ready to read. Playing : Children learn about language through different kinds of play.

20. Now let’s see the five practices in action… Today we will be using Jerry Pinkney’s Three Little Kittens

21. Talking helps your child get ready to read. We’re going on a picture walk. We’re going to meet the three little kittens who lost their mittens.

22. Picture Walk How to take a Picture Walk… 1.Look at the cover. –Point out the title and author. –Talk about the cover illustration. –Ask children what they think the story is about. 2.“Walk” through the book, page by page. –Talk about the characters and predict what might happen to them. –Make a guess about how the book will end. –Talk about the meaning of words that your children may not know.

23. Singing helps your child get ready to read. This is the way we wash our mittens, Wash our mittens, wash our mittens, This is the way we wash our mittens, Early in the morning. This is the way we eat our pie, Eat our pie, eat our pie, This is the way we eat our pie, Early in the evening. This is the way we say yum-yum, Say yum-yum, say yum-yum, This is the way we say yum-yum, Every day at dinner.

24. F Y I Shared reading is the best way to help your child get ready to read. Let’s read the Three Little Kittens

25. Writing helps your child get ready to read. Making MarksDrawing and Writing Name WritingWord Writing Reading and writing go together.

26. Writing Reading and writing go together. Let’s write our names on our mittens

27. F Y I Playing helps your child get ready to read. Let’s retell the story of the Three Little Kittens Possible props: Felt board pieces Puppets Props in centers Sequence cards

28. F Y I Let’s Review…

29. An awareness of Early Literacy Skills and Practices, helps you… Purposefully select books for read aloud. Integrate literacy activities throughout the day: TALK, SING, READ, WRITE, PLAY! Use in tandem with ITERS, ELLCO and your curriculum to ensure books are appropriate and available for your children. Enhance those teachable moments.

30. Selecting Books Purposefully ELLCO Indicators Relevant topics Variety in difficulty levels Graphic element types: – Illustrations – Photographs – Cartoons – Other Age appropriate Multiple genres: – Fiction – poetry/rhyme – nonfiction – concept books Diversity ITERS-R Indicators People Race Age Ability Animals Familiar Objects Familiar Routines Nature/Science AND/OR ITERS-R= Infant Toddler Environmental Rating Scale- Revised. ELLCO= Early Language and Literacy Classroom Observation

31. Select Appropriate and Appealing Books Bright colors Content that kids relate to Rhythmic writing Photographs Simple plot Interactive Variety of forms Nonfiction too! Rhyming

32. Characteristics of Good Books Books for babies to 1 year: Thick cardboard pages Flexible cloth or vinyl pages Small, chunky format Simple, bright pictures or photos Few or no words on a page Themes that encourage sounds (farm animals, vehicles, etc.) Books for toddlers and twos: Cardboard or thick paper pages Repetition of words or phrases Pictures that tell a story without words A story told in a few, simple words Nursery rhymes or rhyming words Stories about familiar, everyday things Simple concepts like colors or shapes Books for preschoolers: Increasingly more complicated stories Stories about different cultures and places Folktales Stories about issues children face (fears, separation, starting school) Rhyming text or poetry Humorous plots or characters Non-fiction subjects Color, letter or number themes

33. Books are always available and at child’s level How do you display books?

34. Encourage Free Exploration with Books This may mean mouthing the books… stacking them … or…Lining books up in a row… OR reading

35. Books as Transition Tools Where can you add books to your day?

36. Make Reading a Part of Your Daily Routine Where does reading fit into your routines?

37. Not Just Books… Nursery Rhymes Music/Movement Signing Flannel Boards Puppets Fingerplays

38. Be sensitive to children’s attempts to communicate: verbal/nonverbal Positive vs. Negative responses; timely Adding words to actions Skillful interpretation; follow through Conversation Add words and ideas Simple questioning Balance talking/listening Language Development Supports

39. Important Virginia Resources http://www.earlychildhood.virginia. gov/documents/Competencies.pdf http://www.earlychildhood.virginia. gov/documents/milestones.pdf http://www.smartbeginnings.org/Portal s/5/PDFs/VSQI/Toolkit_7_5_11_2.pdf Virginia’s Foundation Blocks For Early Learning: Comprehensive Standards for Four Year Olds

40. Final Thoughts… Get a library card and have great materials always at your disposal! Get to know your local children’s librarian- they are a great resource! Talk, Sing, Read, Write and Play every day!

41. Thank you for the opportunity to work with you today. Please feel free to call or email with questions or successes! Krista Dawson 646-4147 Krista.dawson@richmondgov.com