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Building Blocks: Speech to Print Webinar

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Children can be empowered to match what they know best, speech, with what they need to learn to read, print. The ability to connect individual sounds with letter representations is a powerful predictor of future reading and spelling skills. Activities from the online BUILDING BLOCKS program that strengthen letter naming, recognition, and the sound-to-letter correspondence will be shared.

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Building Blocks: Speech to Print Webinar

  1. 1. BUILDING BLOCKS FOR LITERACY®Webinar SeriesMarch 29, April 23, May 3, and May 17, 2012 View the prerecorded Speech to Print webinar at www.getreadytoread.org
  2. 2. Blanche Podhajski, Ph.D., CCC-SLP President, Stern Center for Language and Learning Clinical Associate Professor of Neurology University of Vermont College of Medicine bpodhajski@sterncenter.org Brenda Buzzell, M.Ed. BUILDING BLOCKS FOR LITERACY®Instructor and Program Coordinator bbuzzell@sterncenter.org
  3. 3. Shared Book Reading emphasizing Vocabulary Speech to PrintPhonological Connection Awareness including Alphabet Knowledge A research-based and research-proven professional learning program for early care and education providers
  4. 4. Effective Instruction for Preschool ChildrenBuilds skillswithin developmentallyappropriate fun-filledEngaging activities
  5. 5. www.buildingblocksforliteracy.org
  6. 6. Meets National Child Development Associate (CDA) credential for Physical and Intellectual Development Counts towards NAEYC and NAFCC accreditations Aligns with the Head Start Child Development and Early Learning FrameworkBUILDING BLOCKS FOR LITERACY® certificate for 12 hours of Professional Learning is available for $50.
  7. 7. BUILDING BLOCKS FOR LITERACY® Supporting Early Childhood Education through Professional Development Free & Online For  Early care and education providers  Parents Videos  Teaching Examples  Interactive Format www.buildingblocksforliteracy.orgDeveloped by Blanche Podhajski, Ph.D., Nancy Clements, M.A., CCC-SLP, Brenda Buzzell, M.Ed., and Marilyn Varrichio, M.Ed.
  8. 8. BUILDING BLOCKS FOR LITERACY® Welcome to SPEECH TO PRINT Including Alphabet Knowledge WEBINAR 4 May 17, 2012 1:00 ESTThanks to generous grant support given to a collaboration between the Stern Center for Language and Learning and the Lee Pesky Learning Center for dissemination of www.buildingblocksforliteracy.org
  9. 9. The Alphabetic Principle Bridging Speech to PrintUnderstanding that sounds heard in spoken words are represented by letters AND knowing the sound each letter or group of letters can make
  10. 10. Letter knowledge and phonological awareness are two of the strongest predictors of later reading. (Whitehurst & Lonigan, 2001)Knowledge of the names Spoken language can be and sounds associated broken into parts with printed letters
  11. 11. Children are wired for sound but print is an optional accessory that must be bolted on painstakingly. (Pinker, 1997)
  12. 12. Speech to PrintThe process of using what they know – speech – to master what they do not yet know – print
  13. 13. Website
  14. 14. Concept of a Word Concept of a word means that words in print are made out of letters with spaces on either sidePhonological awareness Print in context Word awareness Concept of a word
  15. 15. Strategies to Develop Concept of a Word• Finger-point when reading aloud• Child dictates words in a story while adult writes and then reads back• After using pictures with words, progress to writing sentences when labeling objects (Boots go here.)• Let child have his or her own pointer to read song charts or daily news charts
  16. 16. Concept of a Letter Letters have specific shapes Letters have names Letters have sounds Letters are used to form wordsA, B, C, G, I, TBIG CAT
  17. 17. Alphabet SongTo the tune of Mary Had a Little Lamb A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
  18. 18. Alphabet Song a b c dto the tune of “London Bridge” e f g h i j k l m n o p q rs t uv w x y z
  19. 19. Website
  20. 20. Website
  21. 21. BUILDING BLOCKS FOR LITERACY®ZONE OF PROXIMAL DEVELOPMENT What the child needs to learn ZPD What the child knows Vygotsky, 1978 Performance comes before competence. Cazden, 1981
  22. 22. SCAFFOLDINGThe support given to children to help them advance to the next skill 22
  23. 23. BUILDING BLOCKS FOR LITERACY® HOW TO SCAFFOLD Find the zone Identify what the child knows Build on strengths Amplify skills: “turn it up” (Zaporozhets, 1978, 1986)
  27. 27. BUILDING BLOCKS FOR LITERACY® MATCHING N E KU L M “Find the one that looks like 27 this one.” M
  28. 28. Components of Letter Knowledge• Letter recognition• Letter naming• Letter sounds• Letter writing• Connecting letters and sounds through invented spelling (M. Invernizzi)
  29. 29. Website
  30. 30. Alphabetic Principle Contributes to Early WritingChildren use theirknowledge of phonemesto code each soundwith a letter or acombination of lettersof the alphabetExplore inventedspellings that establishan understanding of thealphabetic principle
  31. 31. Beginning Writing This says, Emergent Spelling Stage “I love my teacher.”Symbols and symbol-like formsRandom scribbles,letters, numbers, formmessagesNo Speech to Print link Development does not always follow the sequence • Scribbling (birth to 3 years) • Recognizable figures and shapes (3-6 years) (Washington Research Institute , 2005)
  32. 32. Two Year-Old PhaseWriting sample2 years, 9 months
  33. 33. Three Year-Old Phase Writing looks like… Curves Lines Oval ShapesExamples: Sun-like figures, railroad tracks, crosses and faces (Parker & Marrow, 1989)
  34. 34. Four Year-Old PhaseMore shapes are added to form familiar objects (Parker & Marrow, 1989) “No Cordelia allowed” by Madeline, 4 years old (4/27/08)
  35. 35. Five Year-Old Phase Writing looks like…• Letters (correctly formed or reversed)• Copied words• More details added to pictures(Parker & Marrow, 1989)
  36. 36. Website
  37. 37. Website
  38. 38. How do you know if your children are ready to read?http://www.getreadytoread.org/
  39. 39. Alphabet Knowledge: the names and sounds associated with letters Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named. Recognizes that letters of the alphabet have distinct sound(s) associated with them. Attends to the beginning letters and sounds in familiar words. Identifies letters and associates correct sounds with letters.Literacy Knowledge and Skills: Alphabet Knowledge:The Head Start Child Development and Early Learning FrameworkPromoting Positive Outcomes in Early Childhood ProgramsServing Children 3–5 Years Old (Revised Version, 2011)
  40. 40. Sample of Common Core State Standards for Kindergarten Literacy Element Common Core State StandardPrint Concepts •Recognizes that spoken words are represented in written language by specific sequence of letters • Understand that words are separated by space in print • Follow words from left to right, top to bottom, and page by pageAlphabet Knowledge • Print most upper and lower case letters • Write a letter or letters for most consonants and short vowel sounds (phonemes) • Spells simple words phonetically using knowledge of sound-letter relationships
  41. 41. Learning to read and write starts long before first grade and has long lasting effects.(Strickland and Ayers, 2006)
  42. 42. BUILDING BLOCKS FOR LITERACY® Thank you for joining us! View the prerecorded webinar at www.getreadytoread.org Please visit www.buildingblocksforliteracy.org