Notes

Outline

Tips and Strategies for working with your Child Parent Workshop January 15 & 20, 2003

Key Factors in Reading Motivation Adult Model Values reading and shares his or her love of reading with their children Book-Rich Environment Providing a wide variety of books for children to read increases the quality of their reading experiences

"Choice" Choice Books that children find most interesting to read are those they have selected for their own reasons and purposes Sharing Talk about the book, share the literacy experience.

Phonological Awareness An oral language skill The ability to hear and manipulate the sounds in words – it is not explicitly connected to letters in print

"Precursor to reading:" Precursor to reading: Recognition of Rhyme and Alliteration

Rhyme Listening to and reciting nursery rhymes Sharing poems and riddles Singing songs

Phoneme Blending The ability to blend sounds is likely to develop along with reading ability; each supports the development of the other. What word do you get when you blend together /z/…/i/…/p/?

Letter Names and Sounds Children need literacy rich experiences that will encourage them to learn the letters and letter sounds that constitute reading Drill letter names in isolation? Point out letter names in text?

Syllable Splitting The ability to isolate “rimes” and “onsets” develops along with reading ability;  each supports the development of the other. When words share the same “rime”, such as fair and pair, they rhyme.

Model how important literacy is in your natural day to day interactions. Talk about what you have read/are reading Newspapers Phone books (give your child an old one) Letters, e-mail Bills

Reading/Writing Connection Talk about what you are writing/have written Phone numbers Phone messages Messages/notes/letters to friends Grocery list (have your child make one too) Checks

“Magical Moments” in Literacy Development Writing is talk written down! Print carries a message! There are certain consistencies about print!

"“Print is print”" “Print is print” Written using a pencil, crayon, or paintbrush Published in a book, scribbled on a wall,  environmental print – MacDonald's, Stop and Shop

"Print can appear by itself..." Print can appear by itself or with pictures It can be handwritten, printed in italics, ALL CAPS – it still reads the same way.

“Taking a BOOK WALK” Read the title. Turn the pages one by one and comment on pictures, characters, etc. – talk about it – interact. What's happening in the story? (Prediction) Go back to the beginning of the story and start reading

"Go back to the beginning..." Go back to the beginning of the story and start reading - interact Read a page or two, comment about a character or event -interact Encourage your child to offer insights, ask questions – interact Enjoy the story!  Reread?  Retell?

Read, share, relax, enjoy! Back to Home