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Brenda Buzzell, M.Ed.BUILDING BLOCKS FOR LITERACY®
I d P C diInstructor and Program [email protected]
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
PROGRAM ELEMENTS:
Shared Book ReadingShared Book Readingemphasizing Vocabulary
Phonological AwarenessPhonological Awareness
Speech to Print Connectionincluding Alphabet Knowledge
A research-based and research-proven professional learning program for early care and education providers
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Effective Instruction for Preschool Children
Builds skills within developmentally Builds skills within developmentally
appropriate fun-filled engaging activities
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
BUILDING BLOCKS FOR LITERACY®Supporting Early Childhood Education through Professional Developmentpp g y g p
Free & OnlineDeveloped by Blanche Podhajski, Ph.D., Nancy Clements, M.A., CCC-SLP, Brenda Buzzell, M.Ed., and
ForEarly care and education providersParents
Videos Teaching Examples Interactive Format
e da u e , M d , a d Marilyn Varrichio, M.Ed.
Videos Teaching Examples Interactive Format
www.buildingblocksforliteracy.org
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
www.buildingblocksforliteracy.org
Meets National Child Development Associate (CDA) credential for Associate (CDA) credential for
Physical and Intellectual Development
Counts towards NAEYC and NAFCC
accreditations
Aligns with the Head Start Child Development and Early Learning Framework
BUILDING BLOCKS FOR LITERACY® certificate for 12 hours of Professional Learning is available for $50
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
of Professional Learning is available for $50.
Research-provenp
( dh k h )(Podhajski, B., & Nathan, J.)2005
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
BUILDING BLOCKS FOR LITERACY ® Pre/Post Test Results: Average % correct PLSS
BUILDING BLOCKS FOR LITERACY®Year 3
46%54%
60%
Preliteracy Skills Screening Test (PLSS)Pre/Post Test Results: Average %
34%
46%
32%
30%
40%
50%
e %
cor
rect
LS
S
0%
10%
20%
Ave
rage P
Pre-Test Post-Test Pre-Test Post-Test
Control Children Target Children n = 88n = 13(p <.05)
Children whose providers participated in BUILDING BLOCKS made significantly greaterearly literacy gains than children whose providers had not taken BUILDING BLOCKS.
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org (Podhajski & Nathan, ECEJ, 2005
BUILDING BLOCKS FOR LITERACY®Year 3
Preliteracy Skills Screening Test (PLSS)
56%60%
y g ( )Pre/Post Test Results: Average %
31%38%
40%
50%
60%
21%
10%
20%
30%
0%
10%
Pre-Test Post-Test Pre-Test Post-Test
(p = 1 0) Not significant (p = < 001) SignificantControl Children Target Children
More children in the lowest 20th percentile—our at-risk children—rose from below to above an at-risk level when their providers participated in
(p = 1.0) Not significant (p = < .001) Significant
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
below to above an at-risk level when their providers participated in BUILDING BLOCKS. (Podhajski & Nathan, ECEJ, 2005)
Learning to read and write starts long before first grade g g f f gand has long lasting effects.
Strickland and Ayers, 2006
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
h l k l h h h l“Language is the link to literacy that enriches the lives of learners.”
Blanche Podhajski Ph DBlanche Podhajski, Ph.D.Stern Center President
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Language includes:
Listening Speaking Reading WritingListening Speaking Reading Writing
Important elements of language are:
• Phonology• VocabularyVocabulary• Morphology• Syntax• Pragmaticsg
Scaffolding helps support children advance from what they know to what they need to learn.
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
SOURCE: Meaningful Differences by Hart and Risley
32 Million Word Difference!
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
http://www.trelease-on-reading.com/rah-ch1-pg3.htm
Vocabulary FactoidsVocabulary Factoids
In 1st and 2nd grade, children need to learn 800+ words per year, about 2 per day
Children need to learn 2,000 to 3,000 new words each year from 3rd grade onward, about 6–8 per day.
Research has shown that most typically developing children need to encounter a word about 12 times before they know it well enough to improve their comprehension.p
4th, 5th, and 6th graders encounter about 10,000 words they have never seen before in print during a year’s worth of reading. Bi ill N & A dBiemiller; Nagy & Anderson
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
16
The Effects of Weaknesses in Oral Language on Reading Growth
16
15
14
High Oral Language in Kindergarten
13
12
11Reading Age Level
5.2 years difference
11
10
9
8
Age LevelLow Oral Language in Kindergarten
8
7
6
5 6 7 8 9 10 11 12 13 14 15 165
Chronological Age Hirsch, 1996
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Chronological Age Hirsch, 1996
Shared Book Reading
Help Children Learn $50 Words in Conversation and through Shared Book Reading
$50 Words are high frequency words for mature language users
Examples: delicate, fragile, precious, brilliant, d ti t l amused, antics, spectacular,
pranced, stomped, hesitated
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Children are able to understand sophisticated concepts in oral sophisticated concepts in oral language, so adults should take advantage of this to increase
o b l r o th t h n hildr n vocabulary, so that when children learn to read independently, they will understand the words they encounter in print.
Beck et al., 2002
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
View the video here: http://www.youtube.com/watch?v=RTYHhjpY0FY
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Phonological Awarenessunderstanding that spoken language can be broken into partsunderstanding that spoken language can be broken into parts
Phonological awareness is not phonics!
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
g p
Responsiveness to Rhyme
Rhyme Awareness:The Itsy Bitsy Spider
Rote:
hill, mill, will, Bill, gill, still, dill, Jill…
Alliteration:Peter Piper picked a peck of pickled peppers.
Children will enjoy and recite known rhyming words and alliteration. This is a great beginning to phonological awareness! g g g p g
(Moats & Tolman, 2009)
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
View the video here: http://youtu.be/oyz3Gahb2Fw
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Blending (putting syllables together)
Guess m ord (t lk like robot)Guess my word (talk like a robot)
Snow – flake (snowflake)
Syllable Awareness
Segmenting (separating words into syllables)
How many claps are in rainbow? Puppy?
“If you are happy and you know it…”
Deleting: (taking away syllables)
Starfish without the fish is just ___? (star)
Cowboy without cow is just ? (boy)Cowboy without cow is just ___? (boy)
Duck Duck Goose game includes both blending and segmenting syllables
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
View the video here: http://youtu.be/cQsbSe7f06o
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Progression of Rhyme Skills
Recognizing g g
Moose, loose, and goose all rhyme.
If your name rhymes with ______Rhyme
Pick up toys by creating nonsense rhymes
“Lets find all the wocks.” (blocks)
C l ti
Rhyme
Completing
Did you ever see a bear combing his _____? (hair)
A Hunting We Will Go and Down by the Bayg y y
Producing
What rhymes with fox? (box, ox)
Use empty paper towel holder and play I Spy
Sing the songs above and let your child complete the rhyme
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
p y
View the video here: http://www.youtube.com/watch?v=_4VZSis65AE
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Phonemic Awareness
understanding that words are made up of soundsg p
and being able to identify and manipulate them.
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org Yopp, 1992
A phoneme is the smallest segment of sound within a word that distinguishes meaning
tb/ /b tb e/ /b
w e t/ /ww e t/ /w
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
A phoneme is the smallest segment of sound within a word that distinguishes meaning
tb / /ttb e / /t
b e d/ /db e d/ /d
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
A phoneme is the smallest segment of sound within a word that distinguishes meaning
tb / / tb e/ /e
b a t/ /ab a t/ /a
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Progression of Phonemic Awareness Skills
Phonemic Awareness Sound Awareness
Matching sounds
Which starts like ball? bench, fish, window (bench)
Isolating sounds (identifying sounds in words)Initial sound What’s the first sound in monkey? (/m/)Final sound What’s the last sound in match? (/ch/)Medial vowel Bounce the vowel in fish.
(feel how the /i/ sound is made)(feel how the /i/ sound is made)
Blending two sounds (some children can do three!)
S l t d Gi thi t / / / / (S )Solve my secret code. Give this to /s/ /oo/. (Sue)
Blending three sounds What am I trying to say? /m/ /a/ /p/ ? (map)
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
(Adapted from Moats, 2000)
Progression of Phonemic Awareness Skills
Segmenting and counting 3-4 sounds (including blends)
g
How many sounds in bat? (3) /b/ /a/ /t/
What are the sounds in sun? (3) /s/ /u/ /n/
H d i tiff? (4) / / /t/ /i/ /f/
Phonemic Awareness
How many sounds are in stiff? (4) /s/ /t/ /i/ /f/
What are the sounds in lunch? (4) /l/ /u/ /n/ /ch/
Deleting Soundsg
Can you say cat without /k/? (/at/)
Can you say game without /m/? (/ga/)
Can you say flap without /f/? (/lap/)
Manipulating sounds
h
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Can you change top to pot? (Adapted from Moats, 2000)
How many phonemes?
26 ?250 ?
How many phonemes?
26 ?
44 ?
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Phonological Awareness Phonemesg
The ability to segment words into phonemes (sounds)
is the single most important predictor of future reading and spelling skillsis the single most important predictor of future reading and spelling skills.
(Lyon, 1995)
/c/ /a/ /t/
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Phoneme Games
• Robot Talk (stretch out words)
S S d ( lk h h ki l )• Stomp Sounds (on a walk though a parking lot)
• Simon Says (bathtub)
• Clean up Time
• Shop for Items by Initial Sound
• Duck Duck Goose
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
View the video here: http://youtu.be/fRvt-lcBL48
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Phonological AwarenessPhonological Awareness
There are many books we can read with children to promote phonological awareness children to promote phonological awareness.
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Phonemic AwarenessPhonemic AwarenessPhonemic AwarenessPhonemic Awareness
Phonemic awareness is the KEY to unlocking the alphabetic principle:Phonemic awareness is the KEY to unlocking the alphabetic principle:
– Understanding that the sounds children hear in spoken words are represented by letters they see in print
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
The Alphabetic Principle Bridging Speech to PrintThe Alphabetic Principle Bridging Speech to Print
Understanding that sounds heard in spoken words are represented by letters AND knowing the sound each letter or group of letters can makeg g p
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
h ld d f dChildren are wired for sound
but print
is an optional accessory
h b that must be
bolted on painstakingly.
(Pinker, 1997)
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Speech to Print
The process of using
what they know – speech –
to master what they to master what they
do not yet know – print
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Children Develop Concepts
• Concept of Print
• Concept of a Word
• Concept of a Letter
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Concept of Print
• Points to pictures
• Turns pages• Turns pages
• Shows front and back
• Follows left to rightg
• Follows top to bottom
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Concept of a Wordp
Concept of a word means that words in print are made out of letters with spaces on either side
Phonological awareness Print in context
Word awareness Concept of a word
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
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
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Concept of a Letter
Letters have specific shapes
Letters have names
Letters have sounds
Letters are used to form words
A B C G I TA, B, C, G, I, T
BIG CATBIG CAT
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Components of Letter Knowledge
• Letter recognition
• Letter naming
• Letter sounds
• Letter writing
• Connecting letters and sounds through invented spellinginvented spelling
(M. Invernizzi)
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Alphabet SongTo the tune of Mary Had a Little LambTo the tune of Mary Had a Little Lamb
A B C D E F GH I J
K L MN O P Q R S TN O P Q R S T
U V WX Y Z
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
a b c d f
Alphabet SongTo the tune of “London Bridge” e f g
h i j
To the tune of London Bridge
h i jk l mk l m
n o p q r s tu v
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
w x y z
View the video here: http://youtu.be/ougfIQ4Tehk
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Letter knowledge and phonological awareness are two of the strongest predictors of later reading. (Whitehurst & Lonigan, 2001)
Knowledge of the names and sounds associated with
printed lettersSpoken language can be
broken into parts
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
View the video here: http://youtu.be/irSz3phMi3I
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Alphabetic Principle Contributes to Early Writing
Children use their knowledge of phonemes to code each sound
with a letter or a combination of letters of the alphabet
Explore invented spellings that establish an understanding of the alphabetic principle
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Parental involvement in children’s education is critical to support and enhance children’s learning.
(Griffith, Beach, Ruan, & Dunn, 2008)
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
Parent Workshop Series begins in March!Shared Book Reading and Vocabulary Development Tuesday March 26 2013 Preregister!Shared Book Reading and Vocabulary Development Tuesday, March 26, 2013
Explore how to choose words to build a vocabulary foundation for reading comprehension. Engage in activities that are research-proven to help children comprehend stories and extend conversation. Leave with new ideas to use during shared book reading time with your children!
Preregister! Call Linnea at 802-878-2332
Sounds of our Language/Phonological Awareness Tuesday, April 2, 2013
Come and engage in songs, games, and activities using rhymes, syllables, and individual sounds (phonemes) Based upon familiar children's songs and games these play-based strategies help(phonemes). Based upon familiar children s songs and games, these play based strategies help children to explore the sounds that make up our words and hear that sounds change to form new words. Learn how to use these in everyday experiences to build the foundational early literacy skills that help children become successful when learning to read.
The Speech to Print Connection: Combining Sound Awareness withThe Speech-to-Print Connection: Combining Sound Awareness with Alphabet KnowledgeTuesday, April 9, 2013
Explore how the sounds of our language relate to print and engage in play based ways to help children bridge the relationship of sounds to letters. Learn fun strategies that build alphabet knowledge, word awareness, and concepts of print that help children to successfully transition to the kindergarten expectations.
Cost: $25 / workshop or $70 / series
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org
pLocation: Stern Center for Language and Learning |183 Talcott Road, Williston, VTTime: 6:00 p.m. - 7:30 p.m.
Thank you for joining our webinar!y j g
To learn more about BUILDING BLOCKS please visitwww.buildingblocksforliteracy.org
Stay up-to-date Stay up to date on upcoming webinars and workshops
by signing up to receive our Professional Learning email. www.sterncenter.org
2013 BUILDING BLOCKS FOR LITERACY® | www.buildingblocksforliteracy.org