1	EVERY CHILD READY TO READ @ YOUR LIBRARY Public Library Association Association for Library Services to Children
2	Agenda Welcome Project Background Every Child Ready to Read Overview Brain Development & Research Workshop Structure & Activities Choosing Books Resources Incorporating ECRR into Storytimes / Story Circles
3	Project Background The Public Library Association and the National Institute of Child Health and Human Development released the report Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction Dr. Grover C. Whitehurst and Dr. Christopher Lonigan developed a model program for parents and caregivers. The premise of these research-based materials was to enlist parents and caregivers as partners in preparing their children for learning to read and to provide the most effective methods to achieve this end. 2001 Twenty demonstration sites were selected representing a wide range of library size and demographics. 14 sites evaluated the program in 2002 2005 An ECRR Workshop was held in Calgary at the Canadian Library Association Conference 2007 An ECRR Workshop was held in Regina in May as part of the Saskatchewan Library Association Conference. A Sasksmart Innovations grant has been awarded to expand the program to staff working in daycares, schools, libraries and community based organizations.
4	Brain Development From Birth – age 5, the brain develops the neurological pathways needed for future learning Brains that are not stimulated do not develop these pathways between cells Children whose brains have been stimulated to develop the neurological pathways needed for early literacy understandings are ready to learn to read
5	"There is nearly a 90" There is nearly a 90% probability that a child will remain a poor reader at the end of the fourth grade if the child is a poor reader at the end of the first grade
6	The Earlier We Start The Better For 60%, reading is not an easily acquired skill 90% - 95% of the poor readers can reach average reading skills with early intervention If intervention comes at 9 years – 75% still have difficulty. - National Institute of Child Health and Human Development
7	"Knowledge of alphabet letters at..." Knowledge of alphabet letters at entry into kindergarten is a strong predictor of reading ability in 10^th grade.
8	Parents: The Key Role in Developing Early Literacy Skills Current research has proven the critical role of parents and caregivers in developing language and early literacy skills in children from beginning at birth. Studies point to a relationship between shared reading experiences, language development and reading achievement. Children who are read to from an early age have more advanced language skills at age four. They also have a greater interest in books and enjoy reading activities to a greater extent. A child’s interest in reading is an important predictor of later reading achievement.
9	Every Child Ready to Read @ Your Library Training The training provides community workers with the material and resources to teach parents how to develop reading readiness skills in children based on scientifically-based techniques. Parents learn proven techniques for developing their child’s reading readiness skills. The workshops are fun and interactive, with plenty of hands-on activities so that parents can put the things they learn into practice. The workshops also provide staff with information on how to incorporate the material into storytimes / story circles.
10	Every Child Ready to Read Three Developmental Workshops Early Talker (birth to 24 months) Bonding with Baby Through Books Talker (2-3 years) Dialogic or Hear and Say Reading Pre-Reader (4-5 years) Phonological Awareness
11	Structure of Workshops Presenter Introduction List of Items Needed Introduction Importance of Parent / Caregiver What does child do? What is Early Literacy Six Early Literacy Skills Relate what child does to skills Developmentally appropriate activity Closing
12	Importance of Parents / Caregivers Parents are a child’s first teacher especially when it comes to a child’s early literacy. Simple activities such as reading storybooks or singing songs to a child can have significant impact on a child’s ability to develop language and literacy skills
13	What happens at home makes a difference! Parents/caregivers know their children best Children learn by doing Children model parents’ behavior The first five years set the stage
14	What do they do? What do you do with them?
15	What is Early Literacy? Early literacy is what children know about reading and writing before they can actually read or write.
16	Every Child Ready to Read Six Reading Readiness Skills Print Motivation Vocabulary Narrative Skills Print Awareness Letter Knowledge Phonological Awareness
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20	Effects of Mothers’ Speech on Infant Vocabulary
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25	Developmentally Appropriate Activity Early Talkers – Bonding with Babies Through books - Print Motivation, Print Awareness Talkers – Dialogic Reading – Vocabulary, Narrative Skills Pre-Readers – Games for Word Play, Phonological Awareness, Letter Knowledge
26	Making the Connections What the Child does, Relate to Early Literacy Skills Early Talkers - Five Steps for Sharing Books With Your Baby Talkers - Dialogic or Hear and Say Reading Pre-Readers - Say It Slow Say It Fast Game
27	5 Steps for Sharing Books with Babies Pick the best time Show baby the book Talk and have fun Watch what baby does Share a book with your baby every day.
28	“Hear and Say” Reading (Dialogic Reading)
29	Dialogic Reading: “What” Questions Ask “what” questions Follow answers with questions Repeat what your child says Help your child as needed Praise and encourage Follow your child’s interests
30	Dialogic Reading: Open Ended Questions an Expansion Ask open-ended questions about the pictures If your child doesn’t know what to say about a picture, say something and have your child repeat it. As your child gets used to open-ended questions, ask your child to say more. Expand what your child says Keep the expansions short and simple Have your child repeat your longer phrase
31	Use general questions to encourage child to say more Simple what questions Add description What do you see on this page? What’s happening here? What else do you see? Build upon the child’s phrases Have your child repeat Relate to child’s experiences
32	Pre-Readers Four and Five Year-Olds Games to develop an awareness of the sounds in the words (phonological awareness). Say it Slow Say it Fast Letter Sound Day Game
33	Early Literacy and Later Reading
34	Helpful Hints: Keep It Fun Pay close attention to what your child can and cannot do. Follow child’s lead. Use toys, books, and words that interest your child. Have fun! Stop before you or your child become frustrated. Be helpful. Praise your child for all efforts even if the answers are not always correct. Teach the correct answer but do not expect perfection. Do not correct speech errors at this time. The goal is to learn that words can come apart, not perfect speech. Encourage the whole family to play!
35	Choosing Books FOR BABY Board Books with photos of babies Books with bold, clear, familiar items Books with texture - Touch and feel, board and cloth books Books with animal sounds Books with rhythm and repetition Lullaby books FOR TWO AND THREE YEAR OLDS Board Books Books that appeal to senses Wordless picture books Books with rhyme and rhythm Books with repetition Bright, bold, colorful pictures Simple text, familiar situations Follow your child’s interests Simple alphabet books Predictable story Twos need books about real things FOR THREE - FIVE YEAR OLDS Books with rhyme and rhythm Books with repetition Bright, bold, colorful pictures Simple text, familiar situations Follow your child’s interests Predictable stories Folk tales Fairy tales Simple poetry As your child’s reading interest grows, look for less predictable stories.
36	Resources
37	Parkland Regional Library Website http://www.parkland.lib.sk.ca
38	Storytime / Story Circle Model for parents and caregivers ways they can help a child develop the six early literacy skills during storytimes / story circles. Encourage parents and caregivers to attend storytimes with their children. Highlight at least one early literacy skill during each storytime. Have the storytime leader model activities during the storytime that build early literacy skills. Select books and activities that promote the use of early literacy skills. Provide information to parents and caregivers either verbally, through a handout or both about ways they can build early literacy skills with their child/children at home.
39	Every Child Ready to Read @ Your Library Storytime Storytime Applications How Storytimes for Preschool Children Can Incorporate Current Research What Can I Say Early Literacy Observation Checklist From Research to Storytime to the Parent Bookmarks Sample Programs Evaluation of Programs
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45	The Name Song Bippity boppity bumble bee, Can you say your name for me? Notice the “B” sound in this song. Do you know other words that start with this sound? (b-ed, b-ounce) Letter Knowledge Hamilton Public Library
46	The Gingerbread Man Man Can Ran Run, run as fast as you can, You can’t catch me, I’m the gingerbread man Phonological Awareness Hamilton Public Library
47	Storytime Resources American Library Association - Storytime Application Dallas Public Library - Craft Ideas Hennepin County Library - ELSIE: Early Literacy Storytime Ideas Exchange Johnson County Library - Storytime Handouts Indiana Government - Storytime Kits Iowa Library Services - Storytime Kits Iowa Library Services - Storytime Plans North Carolina Blog - Concept of the Day
48	Have Fun!