Parent workshop
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The document provides information on how parents can help their children get ready to read through simple daily activities like talking, singing, reading, writing, and playing together at home; it also describes how public libraries offer programs and resources to support early literacy skills development for children of all ages.
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Parent workshop
- 1. Help Your Child Get Ready to Read!
- 2. Reading is essential to school success. Start now to help your child get ready to read. Learning to read begins before children start school.
- 3. Children who start kindergarten with good pre-reading skills have an advantage. They are ready to learn to read. Why is it important for children to get ready to read before they start school?
- 4. You are your child’s first teacher. You know your child best. Children learn best by doing, and they love doing things with you. Why are parents so important in helping their children get ready to read?
- 5. To become successful readers, I FY children need to: • Learn a code • Understand its meaning What do children need to learn to become good readers?
- 6. Reading is learning the code.Y I F 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 < / * # > + ** [ = ) ] ~ : ]] { ++ } // ^ ! [[ (( >> | [ *<: }><#.
- 7. Reading is understanding the meaning. Reading is more than decoding words. Good readers understand the meaning of what they read. Leah is hipple when she roffs with her mom.
- 8. What is decoding? • Noticing print • Knowing letter names and sounds • Hearing the sounds that make up words What do children need to know before they can learn to read?
- 9. What is comprehension? • Knowing what words mean (vocabulary) • Understanding the meaning of printed language What do children need to know before they can learn to read?
- 10. Five simple practices help children get ready to read. Help your child be ready to read with simple activities every day.
- 11. The five practices provide fun learning experiences for children of different ages and interests. Every child is unique.
- 12. Use the language you know best to help your child get ready to read.
- 13. Talking: Children learn about language by listening to parents talk and joining the conversation. Talking helps your child get ready to read.
- 14. Talking: Books are wonderful conversation starters. Talking helps your child get ready to read.
- 15. Talking: Here’s a way to talk to children to increase vocabulary and comprehension. Talking helps your child get ready to read.
- 16. Talking: When you talk with your child: • Use new words. • Take turns. • Make connections. Talking helps your child get ready to read.
- 17. Singing: Songs are a natural way to learn about language. Singing helps your child get ready to read.
- 18. Singing: Twinkle, twinkle little star, How I wonder what you are. Up above the world so high, Singing helps your child Like a diamond in the sky. get ready to read. Twinkle, twinkle little star, How I wonder what you are.
- 19. Reading: Reading together with your children is the single most important way to help them get ready to read. Shared reading is the best way to help your child get ready to read.
- 20. Reading: FYI Shared reading develops vocabulary and comprehension. Shared reading is the best way to help your child get ready to read.
- 21. Reading: Reading helps children learn less common words. Talk about the meaning of words as you read. Shared reading is the best way to help your child get ready to read.
- 22. Reading: FYI How you share books with your child is important. Shared reading is the best way to help your child get ready to read.
- 23. Writing: Reading and writing go together. Writing helps your child get ready to read.
- 24. Writing: Making Marks Drawing and Writing Writing helps your child Name Writing Word Writing get ready to read.
- 25. Playing: Children learn about language through different kinds of play. Playing helps your child get ready to read.
- 26. Playing: FYI Pretend and dramatic play develop language skills. Playing helps your child get ready to read.
- 27. Make your home a learning zone! Your home can be a learning center to help your child get ready to read.
- 28. Your library helps children get ready to read.
- 29. Talking and reading: We have books for you to take home and read together.
- 30. Singing: We have music to borrow.
- 31. Writing: We have places where you can write.
- 32. Playing: We have places to play and learn.
- 33. We have programs for all ages.
- 34. Join us for more fun workshops! • Fun for Parents and Children • Fun with Letters • Fun with Words • Fun with Science and Math
- 35. We have programs for parents and caregivers so you can learn more about helping your children get ready to read.
- 36. We can talk to community groups, childcare providers, and preschool teachers about how to help children get ready to read.
- 37. • How to get a library card • How to find us online • How to contact us for more information
Hinweis der Redaktion
- [Instructions for presenters are in brackets and red type. Additional background information for this workshop is included in the Every Child Ready to Read ® (ECRR) 2 nd Edition Manual and CD. For this workshop, have an assortment of age-appropriate materials (birth to age five) nearby to use during the presentation: board books, picture books, information books, music CDs, read-along kits, and other types of materials that parents can use to help their children get ready to read.] Information to present and points to make to the audience are in black type. Consider your community and audience as you present the workshop. The workshop is intended to be flexible, so that you can modify the presentation. For example, you can substitute books and activities that may have special meaning for the parents and caregivers you expect to attend. Feel free to present information in your own words. [Presenter: Welcome parents and caregivers and introduce the workshop.] Points to make We are happy you are here. We are going to have fun together while we talk about how to start getting your child ready to read. You will leave with ideas you can begin to use today.
- Points to make From the time they are infants, children learn language and other important skills that will help them learn to read. [Presenter: Ask audience members the ages of their children.] Whether your child is four days old or four years old, it is not too early or too late to help him or her develop important literacy and pre-reading skills. Developing early literacy skills now will make it easier for your child to learn to read when he or she starts school. You can help your child learn language and other early literacy skills with simple activities. These are easy to make part of your everyday routine and are fun for both you and your child.
- Points to make Children’s reading success in kindergarten and beyond begins with positive language and literacy experiences from the time they are infants. If children develop pre-reading skills before they start kindergarten, they can focus on learning to read once they begin school. Children who start kindergarten ready to learn to read have greater success throughout their school years. They are more likely to read at or above grade level by the end of 2nd grade. Children who read at or above grade level by the end of 4th grade are much more likely to graduate from high school and be successful readers and learners throughout their lives.
- Points to make You have been your child’s teacher from the day he or she was born. You know more about your child than anyone else. You are in the best position to help your child get ready to read because: Young children have short attention spans. You can do activities for short bits of time throughout the day. You can help your children learn in ways and at times that are best for them. Parents are tremendous role models—if your children see that you think reading is important and enjoy it, they will follow your lead. Children learn best by doing—and they love doing things with YOU.
- Points to make Learning to read involves two key skills: Children must learn to decode print. They need to understand that the words they hear and say can be written with letters (the code). They need to learn that letters represent the sounds they hear in words. Children need to understand or comprehend what print says. They need to learn the meaning of individual words. They also need to understand the meaning of the books or stories they read.
- [Presenter: Ask the audience to decode this. Answer: “I can read.” Ask the audience what steps they took to decode this sentence.] Points to make You decoded the symbols. You matched the symbols to letters and sounds and read the words.
- [Presenter: Ask someone to read the sentence and then ask what the underlined words mean.] Points to make If you don’t know what “hipple” and “roffs” mean, you do not know what the sentence means. Children can learn to decode words but not understand what they mean. To become good readers, children must decode words and interpret their meaning. These are skills children need to develop before they actually learn to read. That is why it is important to start now to get your child ready to read. Let’s talk a little more about decoding and comprehension skills.
- Points to make Remember that children need to learn two key skills. The first is decoding. In order to decode words, children need to: Notice print and understand that printed words stand for spoken words. Know how a book works: how to open a book, turn pages, and follow words on a page from left to right. Know letter names and sounds. Be able to hear and play with the sounds in words. Knowing letter names and sounds and being able to hear and play with the sounds in words are the strongest predictors of early reading success.
- Points to make To become successful readers, children need to understand the meaning of what they read. Making sense of written language—comprehension—is at the heart of what it means to be a good reader. Vocabulary and comprehension skills start to develop from the time a child is an infant. A baby listens to what parents and other caregivers say and learns the meaning of words. The more language experiences children have, the more words they learn and the better they become at understanding the meaning of what is being said. This will help children understand the meaning of written words as they learn to read.
- Points to make We are going to talk about five of the best ways to help children learn pre-reading skills and get ready to read. These five practices are easy to do with children of all ages. They can be done at home, at the doctor’s office, in the car, or anywhere you and your child spend time together. The five best ways to help your child get ready to read are: Talking Singing Reading Writing Playing When you leave the library today, you will have ideas for how to use these practices to help your child get ready to read.
- Points to make Getting ready to read involves many skills. Some children learn these skills earlier and more quickly than other children, just like children learn to walk and talk at different ages. When you use the five practices, you can help your children learn important pre-reading skills that are appropriate for their ages and interests. Don’t push your child. Do have fun with these activities every day so your child wants to do them again and again!
- Points to make If English is not your first language, speak to your child in the language you know best. This allows you to explain things to your child more fluently. Your child will be able to translate what he or she knows later, rather than having to learn both the concept and the English word at the same time.
- Points to make Children learn language by listening to their parents and others talk. As they hear spoken words, children learn: How individual words sound, which helps them decode words. What words mean, which increases their vocabulary. How words can be put together to communicate ideas and information, which leads to comprehension.
- [Presenter: Choose a book like The Little Red Hen or one of your favorite titles and demonstrate how to use the book as a way to have a conversation with children. Demonstrate the following so parents can learn how to take a “picture walk” and have a conversation about a book. Look at the cover. Point out the title and author. Talk about the illustration; ask what your child thinks the story is about. “ 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. Stress that a picture walk is not reading the book. It’s having a conversation about the story.] Points to make A picture walk is a good example of a quality conversation. A picture walk: Teaches a child to take turns in order to have a conversation. Helps children become familiar with how books work and are organized. Gives parents a chance to introduce new words and what they mean. (“That’s called a peach. It looks a little like an orange. A peach is also a kind of fruit.”) Provides opportunities to rephrase what the child says so he or she can learn more language. (Child: “Me do that.” Parent: “Yes, you have gone down a slide.”) Extends conversations to help children learn more about something. (Parent: “Yes, that is a cave. A cave is like a hole in a mountain.”) Helps a child make connections to past and future events so he or she understands that language sometimes represents events that are not happening right now.
- [Presenter: Explain that some ways of talking with children are especially good at helping them think and learn. Watch the video clip and then ask the following.] Points to make What differences did you see in the two conversations? Answers include: In the second conversation, the parent paid more attention to the child, answered questions, used new words, modeled correct grammar, and extended the conversation to add meaning. Make sure your child has lots of opportunities to talk with you, not just listen to you talk. Respond to what your child says and follow his or her lead. Answer your child’s questions as completely as possible. Your explanations help your child learn more about the world. If your child isn’t talking yet, ask a question, wait for him or her to react with a gesture or by babbling, and then give feedback, such as, “Yes, the two bunnies are chasing each other.” Ask your toddler to tell you about something that happened to him or her today; ask for more details so your child can expand on the story. Ask questions that have more than a “yes” or “no” answer. This encourages your child to think about possible answers and to ask more questions. This increases comprehension skills.
- [Presenter: Watch the video clip about how to talk to children so they learn new words and information. Ask the audience to make note of what words the father introduces during this short conversation. Answers include eggplant, squishy, Italian, pieces, and finished. Then make the following points.] Points to make When you talk with your child: Use new words. Good readers have a large vocabulary. Knowing lots of words helps children better understand what they read. Begin this early, even before your children learn to talk. Take turns. Children are just beginning to learn how to have a conversation. It is important for you to ask questions and listen to what your children say in response. Make connections. Help children remember past events and connect them to current and future activities. This helps children develop an understanding that language can represent events that are not happening now.
- [Presenter: The video clip shows two mothers singing, one in English and one in Spanish. Reinforce the idea that parents and caregivers can use their home language, the one they speak most fluently, to help children learn early literacy skills. Before you watch the video clip, introduce it by saying that songs are a natural way to learn about language. Ask the audience to notice how the songs in the video clip slow down language so children can hear the sounds in words and how children can learn new words as they sing songs. Watch the video clip and then discuss the following.] Points to make Songs help children develop listening skills and pay attention to the rhythms and rhymes of spoken language. Most songs have a different note for each syllable. This helps children break down words so they hear individual sounds in a word. Singing also slows down language so children can hear different parts of words and notice how they are alike and different. Clapping along to rhythms helps children hear the syllables in words and helps them improve motor skills. Singing also helps children learn new words and adds to their general knowledge.
- [Presenter: This is an optional activity. Include or exclude it depending on your audience and the time available. If you use this slide, have a recording of “Twinkle, Twinkle Little Star” ready to play. First read “Twinkle, Twinkle Little Star.” Then play a recording of someone singing it. Point out how singing slows down language. This helps children hear the sounds that make up words.]
- Points to make No matter what your child’s age, reading together—or shared reading—is the single most important activity that you can do to help your child get ready to read. Shared reading is valuable because your child has your full attention, and you are enjoying the experience together. Shared reading helps a child develop a love of reading and an appreciation of books. Children who enjoy being read to are more likely to want to learn to read themselves. A child’s interest in reading is an important predictor of later reading achievement.
- Points to make Reading together and talking about what you read: Increases children’s vocabulary and background knowledge. Helps children learn how books work and how written language looks. Gives them an understanding of how stories are organized—that they have a beginning, middle, and end. Encourages imaginative thinking.
- Points to make Remember how learning vocabulary is something that begins at birth and continues throughout school? Shared reading is one of the best ways to help children learn vocabulary. Knowing more words helps children learn to read more easily. Children learn more new words from shared reading. Books can teach less common words, words that children might not hear in everyday conversation. Reading is the best way to introduce these “rarer” or less common words. Make sure you stop and take time to explain what the words mean. Children who have larger vocabularies are more likely to become better readers. [Presenter: Have adults select a picture book and ask them to find words that their children might not hear in everyday conversation. Model how to talk with children about the meaning of “rarer” words.]
- [Presenter: Play one of the two video clips and discuss. Point out how the mother lets her daughter tell parts of the story and how the mother asks her daughter questions to make shared reading an interactive experience. Then use a favorite predictable book, like The Little Red Hen , to demonstrate the interactive nature of reading aloud.] Points to make Many times when books are shared, the parent reads and the child listens. But children learn best when they are actively involved. Here are ways your child can participate in shared reading. [Presenter: demonstrate the following as you explain how shared reading can be interactive.] Point to the illustration on the book’s cover and ask your child what he or she thinks the book is about. With predictable books like The Little Red Hen , stop before the end of a predictable line and let your child finish it. As you read have your child turn the pages. Or if your child is too young say, “Now I’m going to turn the page.” Make observations and involve your child: “The hen is taking the wheat to the mill. What do you think will happen there?” Ask open-ended questions: “What do you think is going to happen next?” “What would you do if that happened to you?” “How would you feel?” “Why do you think that happened?” Expand on what your child says by repeating or paraphrasing, adding details, and using new words.
- Points to make Reading and writing go together. Both are ways to represent spoken words and to communicate information or tell stories. Children become aware that printed letters stand for spoken words as they see print used in their daily lives. They see parents and others read newspapers, food labels, road signs, and mail. They watch caregivers write lists, jot down reminders, or make notes on a calendar. Children develop a knowledge of the purpose and meaning of reading through writing. Once your child can grasp a thick crayon or marker, give him or her unlined paper and plenty of opportunities to draw and write. Talk to your child about what he or she draws, ask questions, and respond to what your child says. You also can make up a story to go with the drawing.
- [Presenter: Ask participants how it would feel to write their name or draw with their non-dominant hand. Or, alternatively, have them actually try this and ask how it felt. Point out that children need time and practice to develop the physical ability to write.] Points to make As children scribble and draw, they practice eye-hand coordination and exercise the muscles in their fingers and hands. This helps develop the fine motor control they need to write letters and words. Encourage your children to “sign” their name on their drawings. Even if this begins as a scribble, children learn that they can write something that represents their name. Later your child will write the initials of his or her first and last name and then the complete name. Ask your child to label parts of his or her drawings. This also helps your child understand that letters and words stand for things.
- [Presenter: Watch the video clip and discuss the points below using examples from the video clip.] Points to make Play is one of the best ways for children to learn language and literacy skills. Play helps children think symbolically: a ruler becomes a magic wand, today becomes a time when dinosaurs were alive, a playmate becomes an astronaut exploring space. Through play, children realize that one thing can stand for another. This also helps children understand that written words stand for real objects and experiences.
- Points to make Pretend play helps children think symbolically and develop oral language skills. As children play store or pretend to be an animal, they talk about what they’re doing. They practice putting thoughts into words. Dramatic play helps develop narrative skills as children make up a story about what they’re doing. This helps them understand that stories happen in an order: first, next, last. Make-believe also gives children a chance to act out real-life situations, work through worries and fears, and use their imagination to solve problems. Play helps children feel a sense of accomplishment and self-confidence. This motivates them to try new experiences and to not give up when something seems difficult .
- Points to make You are your child’s first teacher, and your home is where your child begins to learn. You can make your home a great place to learn and help your child get ready to read. It does not take money to create special spaces where you and your child can talk, sing, read, write, and play. Here are a few ideas. [Presenter: Distribute the handout, “Getting Ready to Read at Home.” Referring to the handout, ask the group to describe places at home where their children read, keep books, write, and play. Make this interactive and emphasize that parents and caregivers do not need expensive toys or games to develop their children’s early literacy skills.]
- [Presenter: You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. Presenter: Use the following slides to reinforce the five practices of talking, singing, reading, writing, and playing by briefly highlighting how your library supports each one. Have different materials, program calendars, brochures about services, etc. available. Customize what you say, depending on your audience and collections. ] Points to make The library has many materials and ideas you can use to talk, sing, read, write, and play with your child. It does not matter if your child is four days old or four years old, we have books, music, programs, and services to help your child learn language and pre-reading skills. Here are just a few examples.
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add any of the following to the right side of the slide: a photo of your library, suggestions for books that parents and children can check out, or related information of your choice. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.) Customize what you say about this slide, depending on your audience and collections. Show examples of materials to children, parents, and caregivers.]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add any of the following to the right side of the slide: a photo of your library, a list of the types of CDs, book/CD combinations, and other materials children and parents can check out, or related information of your choice. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.) Customize what you say about this slide, depending on your audience and collections. Show examples of materials to children, parents, and caregivers.]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add a photo to the right side of the slide that relates to places at the library where children can write. Alternatively, use a photo of the library or a list of library materials that support children as they learn to write. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.) Customize what you say about this slide, depending on your audience and resources.]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add a photo to the right side of the slide that relates to places at the library where children can play and learn. Alternatively, use a photo of the library or a list of library materials that relate to play. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.) Customize what you say about this slide, depending on your audience and resources.]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add a photo to the right side of the slide that relates to programs the library offers, show the cover of a brochure or calendar, or add a list of upcoming programs. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.) Customize what you say about this slide, depending on your audience and resources. Have program brochures or calendars available.]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add a photo to the right side of the slide that relates to one of the other ECRR programs. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.)]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add a photo to the right side of the slide that relates to an early literacy program for parents and caregivers. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.)]
- [Presenter: This is an optional slide. You can customize this slide by adding the name of your library or your library’s logo to the purple sidebar on the left. You also can replace the generic “library” photo in the sidebar with a photo of your library. Add a photo to the right side of the slide that relates to a program you present to community groups or list the types of programs you offer. The ECRR Manual includes examples of slides that have been customized to indicate where to place logos, photos, and information. (See Section II pages 3 and 4.)]
- [Presenter: Customize this slide with the name of your library, a graphic of your library card, your URL, or other library information.]