Talk, Play, Read Ideas to Support Parents Who Ask, What Can I Do - - PowerPoint PPT Presentation

“Talk, Play, Read”

Ideas to Support Parents Who Ask, “What Can I Do to Help My Child Learn to Read?”

Presented to N.E.L.A. March 23, 2012

Nancy Kelly Verdolino, M.A., C.A.G.S.

Literacy Specialist, K-6 English Language Arts Curriculum Chair, Hopedale Public Schools Families and Early Childhood Literacy Committee Chair, Massachusetts Reading Association Library Trustee, Bancroft Memorial Library - Hopedale

Reading Is Juggling!

Reading, and learning to read, is a strategic activity. I liken it to juggling three balls at once.

The semantic ball - the meaning, the story line, the schema or background knowledge a child brings to a text. The syntactic ball - the grammar, structure, patterns of book language and dialogue in the text The grapho-phonic ball - the print on the page, decoding, how the words look, word recognition When children learn to read, they are at an advantage if their spheres are of equal weight (or if they have really strong hands and think quickly on their feet!) If not, they may need support. Exposure to good oral language, familiarity with multiple genres of texts, knowledge of story grammar or structure, print awareness, letter knowledge, developed phonemic awareness and practice applying the phonetic code and word recognition skills, finding “just-right books”- these factors all support the ability to read fluently. Caregivers can foster a love of and talent for reading by providing consistent and continuous support in these areas. Repeated positive exposure to stories and print and parental encouragement of wide reading will foster a hunger for knowledge through text, in this digital age.

Yackety, yack…please talk back!

What can we do to encourage oral language?

Attention to cell phones and digital technology reduce oral conversation in families. Encourage parents to silence their phones, ignoring outside distractions, when interacting with their children. The children are very aware of this message…

• How do you encourage oral language,

speaking and listening, in your settings?

• How do you encourage storytelling in your

libraries, daycares and schools?

• Do you use professional storytellers in your

settings? In what ways? Do parents attend?

• Professional Storytellers: Dorothy Suszanka,

Hopedale, MA

Concepts About Print

Parents/Caregivers can create in young children an “awareness of print” through reading

• aloud. Over time,the parent slowly releases support and the child “takes on” the process.

Caution: Model these sparingly, in a natural way, so as not to overwhelm or BORE the child:

• Point out the cover (front and back of book) and title
• Point out the author’s name using 1:1 matching
• Make predictions based on the cover picture and title,
• Discuss the story elements through the pictures (links pictures to meaning to words)
• Use conceptual and time order words “I wonder, what will happen next?” “First, they..”
• Invite the child to read a predictable word or patterned line with his/her finger
• Point to specific letters or words during reading; i.e. That is the letter o;That word says “I”
• Model 1:1 (word-to-word) matching on a page or two (invite child to “ride your finger”)
• Showcase italicized, colorful,cap’d and bolded & size altered words dirty GREAT shy
• Model left - to - right directionality and return sweep to the start of the next line of text
• Teach the difference between letters, words, sentences; “This sentence says, …”
• Note first and last letters in words, words in sentences, lines in text, pages in book…
• Invite the child to read a predictable word or line with his/her finger
• Note punctuation and highlighting it during reading i.e. “ Go away ! ”
• Point out “talking marks”, “make talk sound like talk”; phrase tags: bellowed the Giant

Story Grammar Marker TM

• The “Story Grammar Marker” is a hands-on manipulative tool

that…parents can use to model the discourse skills required for students to think, learn and communicate ... Comprised of a series

• f icons that represent the essential components of a

story(narrative), the Marker prompts students to remember proper story sequencing elements:

• Character(s) (people or animals who speak, think, act and react)
• Setting (Place and time)
• Initiating Event (“Kick-off”)
• Internal Response (emotion/feeling)
• Plan
• Attempts (to solve problem or answer question)
• Direct Consequence(s)
• Resolution (lesson learned/reaction to consequences)

Source:Mindwing Concepts, creators of S.G.M. http://mindwingconcepts.com/faq.html

How does The Story Grammar Marker help students to succeed?

Research has proven that nearly 90% of what is read by elementary school children is narrative in form.

Narrative skills: Unlock the keys to literacy, critical thinking, and reading comprehension. * Connect speech and written language skills. * Link the language of home and the classroom. * Connect the reader to that which he or she reads on a personal level.

www.mindwindings.com

BRAIDY the Story Braid TM

Braidy TM is a manipulative SGM tool/toy that can be purchased (www.mindwing.com)

• r created in schools, libraries and homes
• as part of a parent program
• with children in a workshop setting
• as a Girl or Boy Scout service program (Education patch?)
• during book discussion groups, book theme parties

Story Grammar Marker may be used for higher level critical thinking activities as children age.

Rosie’s Walk by Pat Hutchins

Hutchins, P. (1968) Rosie’s Walk. NY: Aladdin

• a story from two perspectives

SGM retell from Rosie’s perspective

• Character: Rosie
• (Song suggestion (to “The Ants Go Marching”):” The characters are the the animals(people) in the sto-ory””
• Setting: The Farm (and extensions: coop, yard, pond, haystack, mill, fence, home)

(Song suggestion: Twinkle , twinkle, Little Star. The setting tells where the characters are.”)

• Initiating Event (Kick-off): Rosie looked out of her coop home and saw that it was a nice day for a walk.
• Feeling: She was happy to be getting some exercise
• Plan: She wanted to go for a walk.
• Attempts:
• First, she walked across the yard
• Next, she walked across the pond
• Then, she went over the haystack
• Soon she walked past the mill
• After that, she walked through the fence
• Finally, she walked under the beehives and into her home for dinner.
• Consequence: She had a long walk
• Resolution: She felt proud, happy, refreshed from exercise, hungry, etc.

Rosie’s Walk (continued)

• S.G.M. retell from the fox’s perspective
• Character(s): The fox, Rosie
• Setting: The farm under/near Rosie’s coop (discuss that fox’s natural habitat is in the nearby

forest; he is out hunting!)

• Initiating Event (Kick-off): Fox sees Rosie leaving her coop to take a walk
• Feeling: He is excited about seeing a hen. He probably remembers how yummy she is@
• Plan: He wants to catch and eat her
• Attempts:

– First, he tries to catch her as she walks across a yard but he steps on a rake – Next, he tries to catch her as she walks around the pond but he falls in the water – After that, he tries to catch her as she walks over the haystack but he is too heavy and falls in the haystack – Then he tries to catch her as she walks past the mill but the flour falls and cover him – Next he tries to catch her a she walks through the fence but he falls on top of the wagon which rolls down the hill before he can get out – Finally, as Rosie walks under the beehives, the wagon takes him right into the beehives

• Consequence: As a result, he gets stung by bees and does not get Rosie for his meal
• Resolution: He feels angry, hurt and probably hungry!
• Suggested follow-up activities (during summer programming?):
• Children take the part of each animal; retell the story by acting it out or in make up a song
• Draw the story in a different setting or with different characters
• Change the outcome by changing the attempts

“Playing With Words”

Phonological and Phonemic Awareness

“Phonological awareness is the awareness of and ability to manipulate segments in spoken language. It isn’t phonics, which attaches the sound to the symbol and thus builds on phonological

• awareness. Phonological awareness is the single most powerful

predictor of future reading and spelling skills, and research shows that it can be trained.”

Title I Dissemination Project Massachusetts Department of Education (Department of Elementary and Secondary Education)

Phonological and Phonemic Awareness (cont.)

• Phonological awareness implies the ability to break up and analyze words

into individual and consistent clusters of sounds.

• Syllables
• Individual sounds
• Onset
• Rime (end)
• Medial sounds
• Phonemic Awareness is the ability to respond to and produce language

features, such as consonants and vowels, i.e.

• Alliteration: “Laura loves luscious lollipops.”
• Rhyme: “ Pease porridge hot, Pease porridge cold, Pease porridge in

the pot, Nine days old.”

• Orthography is the spelling system of the language; it is the relationship

between the sounds and letters and spelling patterns of written text, i.e.

• /f/ is a sound that can be spelled with the phonograms or spelling

patterns: f, gh and ph

“Back to Bibbity Bobbity Boo”

Sample activities to strengthen phonemic awareness elements:

These can be done ANYWHERE - car, soccer practice, dinner, swimming, playing school, picnics - with or without game objects. Consider demonstrating a few games at a story time or parent training.

• Phoneme Isolation - hearing/noticing individual sounds in words (phonemes

are indicated by forward slashed letters like this /f/ )

What is the first sound in bun; last sound in bug; middle sound in bug? “Pull the Object From the Bag”: “Find me the objects that end in the sound /n/ .”

• Phoneme Identification - noticing the same sounds, matching sounds

What sound is the same in fix , fall, fun? Scavenger Hunt: “Collect objects with matching sounds” (pail, polish, pot)

• Phoneme categorization - noticing the different sound

Which does not start the same? Bus, bun, rug; fox, lox, job; rag, tap, mud (easiest to most difficult = initial, final, medial) Picture Please: “Choose the photo /object that has the different sound in at the end.”

• Phoneme blending - combining separate sounds into words (“part to whole”)

What word am I saying? /t/ - /a/ - /p/ /t/ - /ap/ /com/ - /cast/ = comcast Pig Pile: “What animal is this?” or “Find this animal in the pile.” /f/ /o/ /x/, /c/ /ow/

Bibbity…..(continued)

• Phoneme Segmentation - separate word into sounds (tap out or count on your

hand)

How many sounds can you hear? Earn coins for number of sounds or remake word using coins

“What animal is this… /sh/ /ee/ /p/ , /h/ /or/ /s/ , /s/ /l/ /o/ /th/ ?”

• Phoneme Deletion - What is smile without the /s/?

Play “Go Fish”: Do you have blog without /b/?

• Phoneme Addition - What food do you get if you add the sound /ch/ to the

beginning of ease? Play “Picture Go Fish” using this concept. Do you have at with /f/ added?”

• Phoneme Substitution - If I said hog and changed /h/ to /d/, what animal do you

have? (Variations: Student can play “Hide and Go Seek”: locate the picture or object, fish it out of a hat, etc.)

Supporting Phonemic Awareness Through Books

Rhyming: (source: www.scholastic.com)

This is one of the first concepts of phonemic awareness that students easily learn. Rhyming is the ability to hear two words that end the same way. Listening to and saying nursery rhymes or repetitive rhyming refrains helps students hear rhyme. At later stages, they are able to produce the rhyming word.

Books that promote rhyming:

• Brown, Margaret Wise. 1994. Four Fur Feet. New York: Hyperion.
• Fox, Mem. 1986. Zoo Looking. New York: Scholastic

.

• Galdone, Paul. 1986. Three Little Kittens. Boston, MA: Houghton Mifflin.
• Guarino, Deborah. 1989. Is Your Mama a Llama? New York: Scholastic.
• Lewison, Wendy. 1992. Buzz Said the Bee. New York: Scholastic.
• Martin, Bill, J. and Archambault, John. 1989. Chicka Chicka Boom Boom. New York:

Scholastic.

Supporting Phonemic Awareness Through Books (cont.)

Matching Sounds

Children are able to listen for words that start with the same beginning sound. This is called

• alliteration. Bee and buzz start the same way but monkey and bat do not.

Books that support alliteration:

Obligado, Lilian. 1983. Faint Frogs Feeling Feverish and Other Terrifically Tantalizing Tongue

• Twisters. New York: Viking.

Kirk, David. 1998. Miss Spider's ABC. New York: Scholastic. Sendak, Maurice. 1990. Alligators All Around: An Alphabet. New York: Harper Trophy. Seuss, Dr. 1963. Dr. Seuss's ABC. New York: Random House Shaw, Nancy. 1989. Sheep on a Ship; Sheep in a Jeep

Supporting Phonemic Awareness Through Books (cont.)

Blending

Blending requires that students put speech sounds together to make a word. An

example of this is blending the phonemes /d/a/d to make dad or blending the

• nset and rime /h/op/ to make hop.

Books that support blending/sound manipulation: Cowley, Joy. 1996. Annabel. Bothell, WA: Wright Group. Plater, I. 1998. Jolly Olly. Crystal Lake, IL: Rigby. Prelutsky, Jack. 1982. The Baby Uggs Are Hatching. New York: Mulberry. Seuss, Dr. 1965. Fox in Socks. New York: Random House. Wood, Audrey. 1992. Silly Sally. San Diego, CA: Harcourt Brace.

Supporting Phonemic Awareness Through Books (cont.)

Segmenting

Children learn to separate the sounds they hear by phonemes (mom into /m/o/m/), syllables (robin into rob-in), or onsets and rimes (like into /l/ike/). Children who are able to segment sounds can begin to learn to write the letters for the sounds they hear (orthography/spelling). Books that support phoneme segmentation: Martin, Bill, Jr. 1974. Sounds of a Powwow. New York: Holt, Rinehart, Winston. Showers, Paul. 1991. The Listening Walk. New York: HarperTrophy. Ahlburg, Each Peach, Pear Plum Karlin, Nurit. 1996. Fat Cat Sat on a Mat. New York: Harper Collins

Supporting Phonemic Awareness Through Books (cont.)

Substituting phonemes

Students are able to change one phoneme to another to make a new word. For example, the p in pig can be changed to a w to make the new word wig. Books that support phoneme substitution: Martin, Bill, Jr. 1991. The Happy Hippopotami. San Diego, CA: Harcourt Brace. Martin, Bill, Jr. and Archambault, John. 1988. Listen to the Rain. New York: Holt. Most, Bernard. 1996. Cock-a-Doodle-Moo. San Diego, CA: Harcourt Brace. Seuss, Dr. 1974. There's a Wocket in My Pocket. New York: Random House. Slepian, Jan. and Seidler. 1967. The Hungry Thing. New York: Scholastic.

Read Alouds

Reading aloud can be practiced and learned.

Reading aloud takes some rehearsing… Read aloud can be home theater!!

Encourage parents to read a variety of books to their children. Help them to choose great read alouds, across different genres. Have a “DAD NIGHT” ! Research supports fathers’ involvement and modeling in boys’ reading success. Feature: Boys Read by John Scieszka (Google this book and link to MANY other books for boys!) Demonstrate with a YouTube video on how to read aloud well. The Read Aloud Handbook by Jim Trelease (see handout with selected suggestions from Trelease text) Children’s Literature in the Elementary School by Charlotte Huck et al (great resource for multi-genre text, with story element info)

Just Right Books

Every day, a child should read books that are “just right” for him/her, not necessarily for his/her age or grade.

You can assist parents in locating these books.

Characteristics of a JRB

• Child can read and understand, follow story line or gather information without assistance
• Child has an interest or need to read the text
• Child may have great background knowledge on subject which supports reading
• Child reads the text in a fluent, phrased manner
• 95% accuracy (loose rule of thumb: no more than 5-8 errors in 100 words of text)
• Teachers can offer students/parents an idea of the child’s reading level span

∆ Children need to read a great deal to become strong, knowledgeable readers. Therefore, for struggling readers, especially those living in struggling families, librarians will want to provide a higher quantity of shorter just right books for these children and their parents.

Readability Levels of Books

• Caution!!! Not all STEP INTO READING or ALL ABOARD leveled

books marked the same level, are the same level. (samples)

• Great local Leveled Book website

http://home.comcast.net/~ngiansante/

(You may wish to provide this website and lists of books to parents, as a guide.)

• Create bins of similarly leveled books from which students

may choose books that are “just right” for them

• Text Equivalency handout - “Guided Reading” levels

Resource: Matching Books to Readers and Guided Reading by Irene Fountas and Gay Su Pinnell

“Children are our commonwealth.”

• Thanks to you all for the tireless work you do

to support literacy in our communities, and to enrich the lives of children.