fun with building blocks for literacy webinar · (podhajski & nathan, ecej, 2005) in submission...

Fun withBUILDING BLOCKS FOR LITERACY®

WebinarWebinarFebruary 13, 2013

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


Effective Instruction for Preschool Children

Builds skills within developmentally Builds skills within developmentally

appropriate fun-filled engaging activities


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


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


of Professional Learning is available for $50.

Research-based


Research-provenp

( dh k h )(Podhajski, B., & Nathan, J.)2005


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


below to above an at-risk level when their providers participated in BUILDING BLOCKS. (Podhajski & Nathan, ECEJ, 2005)

In submission


Learning to read and write starts long before first grade g g f f gand has long lasting effects.

Strickland and Ayers, 2006


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


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.


SOURCE: Meaningful Differences by Hart and Risley

32 Million Word Difference!


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


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


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


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


View the video here: http://www.youtube.com/watch?v=RTYHhjpY0FY


Phonological Awarenessunderstanding that spoken language can be broken into partsunderstanding that spoken language can be broken into parts

Phonological awareness is not phonics!


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)


View the video here: http://youtu.be/oyz3Gahb2Fw


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


View the video here: http://youtu.be/cQsbSe7f06o


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


p y

View the video here: http://www.youtube.com/watch?v=_4VZSis65AE


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



tb / /ttb e / /t

b e d/ /db e d/ /d



tb / / tb e/ /e

b a t/ /ab a t/ /a


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)


(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


Can you change top to pot? (Adapted from Moats, 2000)

How many phonemes?

26 ?250 ?

How many phonemes?

26 ?

44 ?


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/


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


View the video here: http://youtu.be/fRvt-lcBL48


Phonological AwarenessPhonological Awareness

There are many books we can read with children to promote phonological awareness children to promote phonological awareness.


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


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


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)


Speech to Print

The process of using

what they know – speech –

to master what they to master what they

do not yet know – print


Children Develop Concepts

• Concept of Print

• Concept of a Word

• Concept of a Letter


Concept of Print

• Points to pictures

• Turns pages• Turns pages

• Shows front and back

• Follows left to rightg

• Follows top to bottom


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


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


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


Components of Letter Knowledge

• Letter recognition

• Letter naming

• Letter sounds

• Letter writing

• Connecting letters and sounds through invented spellinginvented spelling

(M. Invernizzi)


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


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


w x y z

View the video here: http://youtu.be/ougfIQ4Tehk


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


View the video here: http://youtu.be/irSz3phMi3I


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


Parental involvement in children’s education is critical to support and enhance children’s learning.

(Griffith, Beach, Ruan, & Dunn, 2008)


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


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


fun with building blocks for literacy webinar · (podhajski & nathan, ecej, 2005) in submission...

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