Early Literacy: Building a Strong Foundation Dr. Denise P. Gibbs, Director Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol.com In this session, we will…. • get familiar with essential early literacy skills including: oral language, print concepts (experiences with books) and phonological awareness. • Learn about techniques, which can be used in every day interactions with children to stimulate oral language development. • Learn about techniques, which can be used in every day interactions with children to stimulate development of early print concepts. • Learn about techniques, which can be used in every day interactions with children to stimulate phonological awareness skills. Emergent Literacy: Infant’s environment… • Skills which lead to literacy begin in earliest infancy as the baby has.. – interactions involving talking – interactions involving print Five Key Environmental Factors… • “Good” language partners • “Positive” experiences with print • Phonological awareness and letter recognition • Family attitudes • “Effective” storybook activities. Importance of early experiences… • Research indicates that the environment of infants, toddlers, and preschoolers plays a critical role in their successful reading development. – What we do every day (from the day we bring them home from the hospital) really matters! Creating positive experiences involving talking • Talk or sing during most interactions with the baby. – Do use correct speech sounds-”NO BABY TALK” – Don’t use long sentences – Do talk/sing directly TO the baby – Do use a gentle and loving tone of voice – Make intonation “interesting” and varied – Do say baby’s name often! (it cues them to listen to what comes next as they get older) Never too young for positive experiences with talking Creating positive experiences involving talking • Some things to say…. – While changing a diaper • Ooo, Cam you’re wet! Wet-all dry, stinky-all clean, wet diaper, stinky diaper, clean diaper • Change your diaper-all done – While giving a bottle • Time to eat, you’re hungry, hungry baby, mmmm good milk, all gone milk Create positive experiences involving talking • While giving a bath – Water, soap, wash your arm, wash your leg, wash your… – All clean, towel, dry your…. Create positive experiences involving talking • While feeding – Mmmm yum carrots! – More carrots – Want some carrots – Another bite – Eat carrots – All gone carrots Create positive experiences involving talking While holding or rocking – SING! – Snuggle – speak your heart – I love you. you’re a big boy, my sweet baby, I love you’re fingers, sweet little fingers Create positive experiences involving talking Morgan-3 yrs Cam-3 mo • Include siblings/cousins! – Babies like to listen to people who are closer to their size! Cam-3 yrs Aubrey-17 mo Good language partners provide indirect language stimulation • Indirect language stimulation – do not tell the child to “say this” or to “say that”! • Child may withdraw from speaking due to the pressure to perform. – Do provide words to “frame” the child’s play and activities. Indirect language stimulation techniques • Parallel Talk (child-centered) – Adult describes what the child is doing, hearing, seeing, etc as he does it • You’re building the fence. • You see the horse. (adult gives the child 4-5 words to describe the action that child is involved in) Indirect language stimulation techniques • Self-Talk (adult-centered) • Adult describes what she is doing, hearing, seeing, etc as she does it • I’m washing your foot. • I got the soap (give the child words for what he sees you doing) Indirect language stimulation techniques • Description (object-centered) • Adult describes the objects the child sees or interacts with. • That car is broken. • That block is big. (give the child words to describe things he seems to be interested in looking at) Indirect language stimulation techniques • Comments • Adult gives information or describes upcoming activities. • We are going to go outside. • We need to put on our shoes. • This is our new friend. (provides words to help the child begin to think with words) Indirect language stimulation techniques • Open-ended questions (can not be answered yes or no nor with a single word answer) • Adult asks questions to get the child to verbalize their thinking. • What do you think will happen if the lid gets stuck? • I wonder what we use this thing for? Indirect language stimulation techniques • Expansion • Adult repeats the child’s short sentences or single-word utterances as an adult would have said them. • Child says “ball” – Adult says “It is a ball.” • Child says “doggy run” – Adult says “Yes, the doggy is running.” (Lets the child know you understood them and that you were paying attention!) Indirect language stimulation techniques • Expansion Plus • Adult lengthens the child’s short sentences or single word utterances and adds a new bit of information. • Child says “ball” • Adult says “It is a ball. It’s a red ball” (Lets child know you understood them and have words to say more soon!) Indirect language stimulation techniques • Repetition • When child says something with speech sound errors, the adult repeats the utterance with correct sounds. • Child says “wed wabbit” • Adult says “red rabbit” (Lets child hear correct sounds without being “corrected”.) Use everything in the environment for language learning Pets! Anything that moves is interesting Cooking! Snack time A word about vocabulary and ses…. • Average child from welfare family hears about 3 million words per year while average child from professional family hears about 11 million words per year. – By age 4 the gap is 13 to 45 million words heard! – Child from professional family speaks more than adult from welfare family (Hart and Risley, 1995) Creating positive experiences involving print • Start book play early. – Earliest books need to • Have good pictures of familiar things • Not have page clutter • Be durable! • Be “played-with” every day (over and over and over) Creating positive experiences involving print • Let’s see some in sequence…. – Single items on page with very familiar things – Multiple pictures on the page but separated – Touchy Feely – Repetitive and predictable – Rhyme – Tag - Big brother “reading” to little brothers! Touchy Feely Books Adjectives Repetitive Familiar things Familiar and connected And rhyming! Repetitive and predictable and rhyming Children sharing books • What is Morgan doing? • What is Jordan doing? • Can you tell what Cameron is doing? Tag (from Leap Frog) – Morgan can read to his brothers! Dialogic Reading: the “right way to do books” • • First described by Whitehurst in 1988. Wonderful way to use books for: 1.Language growth 2.Social connection 3.Positive print experiences Dialogic Reading – Little one takes the lead • Don’t worry about the baby not “sitting still. • Coming and going is really fine! Dialogic Reading: Question types-CROWD • C – Completion questions (e.g., Baby bear said, somebody's been sleeping in my bed and________!) • R – Recall questions (e.g., Can you remember what happened to baby bear's chair?) • O – Open-ended questions (e.g., What is happening in this picture?) • W – Wh-questions (e.g., Who ate baby bear's porridge?) • D – Distancing questions to connect to world knowledge (e.g., Have you ever been for a walk in the woods? Tell me about your walk.) Dialogic Reading: PEER • P – Prompt - Ask child to respond to the story through using any of the CROWD questions. (e.g., Can you remember what happened to baby bear's chair? Student answers It got broken.) • E – Evaluate - Evaluate or affirm a child’s response. (e.g., That's right.) • E – Expand – Add information to the child's response. (e.g., Goldilocks sat in it and it got broken.) • R – Repeat – Ask the child to repeat your expanded comment. (e.g., Can you say that?) Bed-time stories…Good Night Moon …yet again! • What things happen during these minutes? That’s Not My Tractor How about phonological awareness and then phonemic awareness • Thinking about words – Words in phrases – Words in sentences • Thinking about syllables – Compound words – Two syllable words • Thinking about sounds – Rhyming words – First sound in the word Powerful (and fun) Phonological Awareness Tool • Goldsworthy, C.L. (1998). A Sourcebook of Phonological Awareness Activities: Children’s Classic Literature Goldilocks and the Three Bears • Word-level activities – Counting words • That chair is too soft. – Identifying missing words • forest, window, flowers / window flowers – Identifying missing words in phrase/sentence • Goldilocks woke up at once. / Goldilocks woke up at __. – Supplying word • She tasted the porridge in the big __. – Rearranging words • Girl little; I sleepy am; three Goldilocks and bears the Goldilocks and the Three Bears • Syllable-level activities (use pictures from the story and print contexts) – Syllable counting • Papa, nobody, porridge, chair, shiny, middle, Goldilocks – Syllable deleting • Say bedroom without bed; say sleeping without -ing – Syllable adding • Add stairs to the end of up; add –est to the end of for – Syllable reversing • Add some to the end of body (bodysome) what do you think the word was before we switched the parts – Syllable substituting • Say asleep. Instead of sleep, say cross (across) Goldilocks and the Three Bears • Phoneme-level activities: 25 different types of activities – Beginning with sound matching (initial) – Includes sound blending, recognizing and producing rhyme – Identifying and matching sounds at the beginning, middle, and end of words – Concludes with deleting sounds, pig Latin, and phoneme switching. Report of the National Early Literacy Panel (NELP) 2009 11 Skills and Abilities that Predict Literacy Success • alphabet knowledge (AK) – : knowledge of the names and sounds associated with printed letters • phonological awareness (PA): – the ability to detect, manipulate, or analyze the auditory aspects of spoken language (including the ability to distinguish or segment words, syllables, or phonemes), independent of meaning • rapid automatic naming (RAN) of letters or digits: – the ability to rapidly name a sequence of random letters or digits Report of the National Early Literacy Panel (NELP) 2009 11 Skills and Abilities that Predict Literacy Success • RAN of objects or colors: – the ability to rapidly name a sequence of repeating random sets of pictures of objects (e.g., “car,” “tree,” “house,” “man”) or colors • writing or writing name: – the ability to write letters in isolation on request or to write one’s own name • phonological memory: – the ability to remember spoken information for a short period of time. Report of the National Early Literacy Panel (NELP) 2009 11 Skills and Abilities that Predict Literacy Success • concepts about print: – knowledge of print conventions (e.g., left–right, front–back) and concepts (book cover, author, text) • print knowledge: • . – a combination of elements of AK, concepts about print, and early decoding Report of the National Early Literacy Panel (NELP) 2009 11 Skills and Abilities that Predict Literacy Success • reading readiness: – usually a combination of AK, concepts of print, vocabulary, memory, and PA • oral language: – the ability to produce or comprehend spoken language, including vocabulary and grammar • visual processing: – the ability to match or discriminate visually presented symbols. Some awesome resources Preschool Early Literacy Assessment Tools • Test of Preschool Early Literacy – – – – Authors: Lonigan, Wagner, Torgesen & Rashotte Publisher: ProEd www.proedinc.com Ages 3 yrs to 5 yrs 11 mos. Assesses print knowledge, definitional vocabulary, and phonological awareness – Provides standard scores to compare child’s performance to same-age peers Preschool Early Literacy Assessment Tools • Individual Growth Development Indicators (IGDIs) http://igdis.umn.edu • Picture naming, alliteration, rhyming • Ages 3-5 • Can graph results and provides instructional suggestions Get Ready to Read (www.GetReadytoRead.org) • 20 question early literacy online screening test • Literacy environment checklists • Literacy activities and materials – Print knowledge – Emergent Writing – Listening (phonological) awareness Read Together, Talk Together Kit A and Kit B • Materials for dialogic reading! • Kit A for 2-3 year-olds / Kit B for 4-5 year-olds • Includes 20 picture books – both fiction and nonfiction titles • Teacher and Parent Notes for each book • Program Handbook explaining the dialogic reading technique • Teacher Training Video • Parent Training Video Every Child Ready to Read: Literacy Tips for Parents (Lee Pesky Learning Center) Topics are individually tailored for three age ranges–infant, toddler, and preschool–and include: • read-aloud books to develop sound awareness • perfect picture books for encouraging letter knowledge • ways to promote verbal language and build vocabulary • the benefits of symbolic play • fun (and educational) games for car trips • helping youngsters “write” at home • Literacy gift ideas for kids • warning signs of a learning disability Thank you! gibbsdenise@aol.com