sights and sounds - family literacy...

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Sights and Sounds

Sights and Sounds

Notes Tab: The notes tab contains the audio script for each slide.

Sights and Sounds – Vocalizing and Listening. Before we get started, please note the slide titles to the left of the screen. You can use this area if you need to go back to review a slide. At the bottom of your screen, you will find the "player controls" you can use this button to pause the slide at any point. After you have watched each slide, you will need to click the right button on the player control with the line and arrow that points to the right to advance to the next slide.

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Sights and Sounds

Welcome Video

Welcome to Sights and Sounds a lesson on how you can use sounds and toys to help your child develop verbal and early literacy skills. Infants become familiar with sounds and words by hearing and matching different sounds with people, animals, and objects. This presentation includes some ways to help your baby become familiar with different sounds. Use the sounds of animals, toys, and other objects to give your child opportunities to hear sounds as part of parent–child play. The buzzing sound of a bee, for example, is used as an interesting response whenever the baby makes a sound. The more a child hears the sounds “that go with” different toys and objects, the more she will begin to notice when sounds are the same or different.

Power Point Download Directions

• From the “Attachment” link at the top of the page

• Download and print or save the document “Sights

and Sounds Power Point”

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Sights and Sounds

If you would like to print out a copy of the power point presentation that we will be using for this lesson, please download and print it now. In the top right corner of your screen is the word “attachments.” Click on the word attachments, download, and print or save the document titled “Sights and Sounds Power Point.” Pause the presentation while you get the document. Once you download the document, click on the “OK” button or the “x” to close the attachment panel.

Responsive TeachingSights and Sounds

As your children are taking in all of the sights and sounds in the world around them, you can turn these experiences into learning opportunities by using a strategy called responsive teaching. As children hear and see new objects in their environment, you can add to their learning by listening and paying attention to their interests, responding to them by repeating the words or sounds that they make, introducing new information by naming objects or telling them a little more about the object they are interesting in, and encouraging them by asking questions or commenting on what they say or d. The video you are about to watch will help explain these strategies and talk about ways you can try these strategies with your child.

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Sights and Sounds

Responsive Teaching Video

Video: Copyright 2009 – Center for Early Literacy Learning

Pay Attention

Respond

Introduce New Information

Support & Encourage New Child Behavior

Learning to read and write starts long before children start school. Research shows that the experiences children have early in life helps set the stage for their later literacy learning. One of those experiences is the ways adults respond to, support and encourage communication, language and literacy learning. Listening to young children, responding to them, asking lots of questions, and encouraging them to communicate are different ways parents can encourage early literacy skills. This video illustrates the steps for using a technique called responsive teaching. Responsive teaching is a simple but powerful way of encouraging children’s early literacy learning. This video, “Get in Step with Responsive Teaching,” shows you how this practice can be used by parents or practitioners to support and encourage young children’s learning and development, including their early literacy development. This practice can be used anywhere, in the home, community, class room or a child care program. The ways in which parents, teachers and care givers support and encourage include: pay attention to the child’s interests by tuning into the child. Respond to the child’s interests in people and things by repeating or imitating the child. Introduce new information that elaborates on what the child does or says by labeling or naming. Support and encourage new child behavior by asking questions or commenting on the child’s behavior. Watch as we show you this responsive teaching practice during adult-child interactions where the child is interested in the activity or the materials. Notice that the child expresses her interest by reaching for the book. [Parent: Do you want to read a book? Ooh butterflies!] Mom responds by repeating what he says. [Baby: up! Parent: Up. Baby: up, up, up. Parent: up! You got up!] Here the childcare provider repeats what the child says. [Child: I got it! Childcare Provider: She got it! Good job.] Mom introduces new information by labeling objects in the book. [Mom: what are they having in the wheel

barrow? Child: mailbox. Mom: they have a mailbox? Looks like a whole bunch of letters, maybe they are going to the mailbox.] This teacher introduces new information by talking about monkeys, labeling parts of their body and naming what they eat, bananas. [Teacher: He’s waving his arms and saying “I can do that.” Can you wave your arms like a monkey? Monkeys scratch their heads and they like to eat bananas!] Mom supports and encourages Stella by asking questions and commenting on what she says. [Mom: One ice cream cone, one pickle. Child: I like ice cream cones mom! Parent: You like ice cream cones. What kind is your favorite Stella? Child: I like orange. Parent: You like orange ice cream cones.] This practice can be especially useful during interspaced activities to promote children’s learning, including early literacy development. Let’s watch Jacob and his Dad read a book. We will point out ways Dad is supporting Jacob’s early literacy development using responsive teaching. [Dad: instead of being a shrimp dinner, it’s dinner time for the shrimp. Jacob: What’s that? Dad: that is a Moray Eel. See his big teeth? He looks scary doesn’t he? Jacob: he’d bite. Dad: he will bite, but see he doesn’t bite this shrimp because this shrimp cleans his teeth like the dentist. Remember going to the dentist? What’d they do? They clean your teeth out?] Now you’ve seen what responsive teaching looks like in action. Let’s look at more examples of how adults use responsive teaching to help young children develop their early literacy skills. [Baby: laughing. Mom: Peek-A-Boo! Baby: Laughing. Mom: peek-a-boo! Baby: laughing. Adult: do you know what these are? Child: yeah. Adult: What? Child: Um, Oranges! Adult: Well, they’re tomatoes but they are orange aren’t they? Orange tomatoes! They are a little yellowish and orange tomatoes. Child: I don’t want that one, I want that one. Adult: This one? You can’t eat it. Smell it. Baby: Mama ma be bapy. Grandparent: who is on the telephone? Baby: Dat daddy. Grandparent: Oh is it for me now? Baby: yeah. Grandparent: hello. Courtney, she said what’s your name? Baby: cha. Grandparent: say Courtney. Baby: Courtney. Grandparent: it’s for you. Say hello. Adult: do you have trees? Girl: yeah! Adult: can I see your trees? Boy: you can see my trees. Adult: can I see Jacob’s trees? Look Jacob, the trees kind of look like the broccoli that we eat. Want to have broccoli for lunch? Do you like broccoli? Boy: yeah. Adult: What color is broccoli? It’s green. Child: moss. Look everybody its moss! Female Adult: moss! Isn’t that neat. Male Adult: What does moss feel like? Kids: Whoa! It’s so soft. Female Adult: so soft isn’t it? All: by moss! Mom and child speaking in mixed English and foreign language. Baby: cocoa. Cocoa. Grandparent: let’s see. What did you find? Baby: cocoa. Grandparent: let’s see. Baby: cocoa. Grandparent: oh, cocoas. Ok, yes you found cocoas. See if you can find any chips in there. ] Responsive teaching can occur quite naturally during adult-child interaction. Parents, teachers and other care givers can support children’s early literacy learning by using this practice anytime and anywhere they’re interacting with young children. Remember to pay attention by tuning in, respond by repeating or imitating, introduce new information by labeling or naming, and support and encourage new child behavior by asking questions or commenting on the child’s behavior. As a result, you’ll be helping young children develop their early literacy skills.

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Sights and Sounds

Sights & Sounds Game

Now that you have learned a little more about responsive teaching, let’s look at a fun way you can put what you have learned into practice. Sight and sound games offer a great opportunity for you to listen, respond, and encourage your children as they learn. An infant is sitting and facing his mother. The mother shows her child a stuffed puppy and mimics the sound, “Gruff!” She slowly moves the puppy toward the baby, repeating the barking sound, until the toy “tickles” the child’s tummy or neck. The mother waits until the child vocalizes, smiles, laughs, or shows some sign that he wants to play the game again. The mom repeats the game anytime her son vocalizes, smiles, or laughs at her.

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Sights and Sounds

How to PlayFind 3 or 4 familiar objects• Stuffed animals work the best

Show the toy & make the sound that goes with it• Make the toy dance or move

Repeat the sound as move toward your child• Pretend toy kisses your child• Make it fun!

Repeat the game, but wait until your child gives you a sign that he wants to play again

Play with different sounds & different toys

Start by finding three or four objects or toys that are familiar to your baby. Soft toys like favorite stuffed animals work best. Show your child the toy and make the sound the toy makes. For example, if it’s a pig, say “Oink, oink” while showing the toy to the child. While making the toy seem to dance or move, repeat the animal sound, move the toy toward your child, and touch him with the toy. For example, pretend like the pig is kissing him. Make it fun! Repeat the game, but wait until your child gives you the sign that they want to play again. For example, the way he looks at you or a sound that he makes — any sound. Play with different sounds and different toys. Vary where you tickle or kiss your baby to make the game more interesting.

Sights and Sounds

Mom and son playing with stuffed cat. Mom: Hi. Son: Hi. Mom: Kitty says "Meow" Son: Meow. Mom and son repeat and mom makes kitty kiss son. Mom and son on floor looking at flash cards and talking about the images on the cards, a kitty, tractor and fish.

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Sights and Sounds

Get excited!

Istockphoto.com

You can see how your games are working by observing how your child responds to the game. Does your child get excited and enjoy the game? Does your child vocalize more often to get you to continue the game? Does your child anticipate having the toy tickle or kiss her?

Things to try!

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Sights and Sounds

Istockphoto.com

Here are some examples of ways you can try this at home! Joshua’s mother noticed that he listens intently to sounds of animals around him. She uses his interest to play sound and word games with animals and hand puppets to get Joshua to “talk.” His mother has a puppet “talk” to him, saying things like “you are such a big boy. Do you want to play a game with me?” When Joshua responds, she starts saying the animal sound as she makes the puppet dance on Joshua’s tummy and in an exaggerated way has the puppet walk toward his face and pretends to nibble on his nose. Joshua starts making sounds and “talking” to the puppet. Another example is Sarah and her dad who play a game in which he “makes up” sounds for every different things Sarah likes to do. He says, “bang-bang” when she is hitting pots or “click-clack” when she is playing with blocks. She tries hard to repeat the sounds that her father makes and looks to see what Dad will say next when she is trying a different activity. Another way to play with sights and sounds is using toys that make noise, such as a frog that “ribbits” when you squeeze it. Ask your child to say “hello” to froggy and make the frog reply by squeezing it. Continue on asking your child questions and each time he answers have the frog make another sound.

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• Download and print or save the document “Sights & Sounds Practice Activity”

• Pause the presentation while you are downloading file.

• If you are working with an instructor, save completed activity and e-mail it to

your instructor

• Click on the “OK” button or the “x” in your attachment panel to close the

attachment list.

ActivitySights and Sounds

Let’s practice. Here is a chance for you to try some of the activities we talked about in your home. In the top right corner of your screen is the word “attachments.” Click on the word attachments, download, and print or save the document titled “Sights and Sounds Practice Activity.” Pause the presentation while you get the document. Once you download the document, click on the “OK” button or the “x” to close the attachment panel. If you are working with an instructor, when you finish the activity, save the completed document and e-mail it to your instructor. If you are doing this as part of an independent study, complete the activity and keep it for future use.

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ReviewSights and Sounds

Use soft familiar toys

Make the sounds and play

Wait for your child to respond and repeat

Make up sounds for different things

Engage your child with other toys

Let’s review what we have learned about vocalizing and listening today. When playing, use soft familiar toys and puppets. Make their sounds and play around with the toys and puppets with your child. Wait for your child to respond and then repeat the activity. Try making up sounds for different activities that your child likes to do, such as banging on pots or playing with blocks. Engage your child with other toys – become the toy or use it as a response to your child’s vocalization.

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The Tuscarora Intermediate Unit 11 is an equal rights and opportunity educational service agency and will not discriminate on the basis of race, color, national origin, ancestry, sex, disability, age or religion in its activities, educational and vocational programs or employment practices as required by Title VI of the Civil Rights Act of 1964, Title IX of the 1972 Educational Amendments, Section 504 of the Rehabilitation Act of 1973,

The Americans with Disabilities Act of 1990 as amended and the Pennsylvania Human Relations Act of 1955 as amended. For information regarding civil rights or grievance procedures, contact Kathy J. McCool, Equal Rights and Opportunity Coordinator, at Tuscarora Intermediate

Unit 11, 2527 US Hwy. 522 South, McVeytown, Pennsylvania, 17051-9717, Phones: 814-542-2501 or 717-899-7143.

CELLpractices is a publication of the Center for Early Literacy Learning (CELL), funded by the U.S. Department of Education, Office of Special Education Programs (H326B060010). The opinions expressed, however, are those of CELL and not necessarily those of the U.S. Department of Education. Copyright ©

2008 by the Orelena Hawks Puckett Institute, Asheville, North Carolina


• Download and print or save the document “Sights & Sounds Key Points”

• Pause presentation while you are downloading file.

Thank You!Sights and Sounds

Thank you for participating in Sights and Sounds – Vocalization and Listening. We hope you enjoyed it. If you would like a copy of the “Key Points” from this lesson, click on the attachment link at the top of this page and download and print or save the document “Sights and Sounds Key Points.”

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sights and sounds - family literacy...

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