Early Literacy Training

WelcomeWelcome to your Early Literacy Training. This PowerPoint will cover the material outlined in the Kindergarten Literacy Assessment that you may be working on with a student. The sections being covered are as follows:

1. Concepts of print

2. Letter naming and sounds

3. Consonants and vowels

4. Phonemic Awareness

5. Rhyming

6. Oral Language

7. Sight Words

Early Literacy Basics•Our goal is to supplement the current teachers lesson plans and provide additional support and interventions to increase student proficiency with the Kindergarten Literacy assessment.

•The Kindergarten Literacy Assessment is administered to all kindergarten students in the Springfield School System. The students are given the assessment 3 times a year. We will be working with students who fall below proficiency on the assessment or those who score less than 80%.

•Minimum requirement is one morning a week for one hour. During that hour you will meet with small groups of students (1-3 students) for 15 minute intervals. It is found that younger students will retain more information with short and frequent interventions.

Cultural DiversityDistrict Student Enrollment by Race/Ethnicity

(2015-16)

Race % of District % of State

African American

19.4 8.8

Asian 2.5 6.5

Hispanic 64.5 18.6

Native American

0.0 0.2

White 12.3 62.7

Native Hawaiian, Pacific Islander

0.0 0.1

Multi-Race, Non-Hispanic

1.2 3.2

Why is it important to know this information?

It is important to understand the demographics of the students so we know who we will be servicing.

It is also so we are aware that there are different learning barriers and styles for each demographic (for example an accent).

Concepts about printIn this section the student is going to identify the parts of a book:

• Title, author, and illustrator (point to each, what do they do?)

• Purpose of print (Point to where I would start to read)

• Left to right direction (Show me which way to read)

• Return sweep (show me where to read next)

• Letter (Show me an uppercase letter and a lower case letter)

• Word (Have the student identify a word on the page)

• Reading ( Point to word )

• Punctuation ( point to period, exclamation point, comma, question mark, and quotation marks. Ask what are these, what are they for?)

Concepts About Print

Example video

Concepts about print

Ways to teach concepts about print:

• Use big print books

• Reading books together

• Play with print- make a sign, make a list, write a letter, make a card

• Reinforce the forms and functions of print- point them out on calendars, signs in the school/classroom, posters etc.

• Discuss print- Identify the parts of the book for the student and discuss. Example: This is a question mark, we use this when asking a question.

Letter naming and Consonant Sounds

• Letter Identification

•Upper and lower case identification

•Consonant Sound

Letter Naming & SoundsWays to teach letter naming and sounds:

• The alphabet song (Develop your own song!)• Letter flashcards (can also be used with consonant sounds)• Letter memory game• Letter matching game( match the upper case letter to the

lower case letter)

Vowels

Example video

Phonemic awarenessIn this section we will be covering these topics:

• Syllables

• Alliteration Production

• Onset and Rime

• Phoneme Isolation

• Listen for the Rhyming Pair

• Producing Rhymes

Syllables

Example Video

In this section students are learning to

count the syllables “chunks” of a word.

Other ways to teach syllables:

• Clapping games

• Jumping

• Using syllable counting cards and

tokens

• Using blocks or Legos to “build” the

word

• Underlining the syllables of a word with

different colored utensil

Alliteration productionAlliteration production:

The student listens to a word, produces the beginning sound of the word, and a word that begins with the same beginning sound.

Example:

Listen to the sound in nest, /n/. A word that begins with /n/ is nap. Nest and nap both begin with /n/.

Now its your turn. Listen to the word _____. What is the beginning sound of that word? What is another word that begins with that sound?

Onset and RimeA syllable can normally be divided into two parts:-the onset, which consists of the initial consonant or consonant blend ( the /c/ in cat)

-the rime which consists of the vowel and any final consonants. ( the /at/ in cat)

Ways to teach onset and rime:

• Underline the onset or rime in one color• Play “odd man out”- have a list of words that have

the same onset or same rime and have them sound out each ( one word should be different-the odd man out)

• Matching cards

Phoneme Isolation

Example video 1 Example Video 2

In this section the student listens to a word and articulates the sounds.

Example:

My word is get. The sounds in get are /g/-/e/-/t/.

Your word is mop. The sounds in mop are…..( wait for students response)

/m/-/o/-/p/.

The videos below give some examples of how to teach phoneme isolation (it

may also be named “phoneme segmentation”)

Listen for the Rhyming pair

Example Video

In this section the student listens to two words

and decides if they rhyme.

Ways to teach listen for the rhyming pair:

• Have an “anchor” chart ( see photo on left)

• Songs, poems, nursery rhymes.

• Rhyming books ( Dr. Seuss books)

• Name Rhyming (silly Billy)

• Rhyming Cards

Producing Rhymes

In this section the student is presented with a word, and is expected to be able

to produce a rhyming word.

Ways to teach producing rhymes:

• Rhyming game

- Listen, fun/run. Fun/run rhyme, they have the same ending sounds.

Your turn. Tell me another word that rhymes with run.

• Rhyming cards with words

• Rhyming cut and paste sheet

• Discussion- rhymes have the same sound at the end, Lets think of

some!

Oral Language

What the assessment will monitor is if the response:

• Make sense (meaning)

• Sound Right? (structure)

• Stay on topic

• Answer who, what, and where?

• Use topic vocab ( ex. Talking about snow: vocab would be wet, cold,

white, winter, falling, blizzard etc.)

This section is for the students oral language. This can be taught

in having conversation with the student. Any time there is a

mistake correction can be utilized in order to teach.

Example: Student :“My dog woof”, You: “Your dog says woof?”

Sight Words

Example video 1

In this section the student will be expected to

read each sight word.

Ways to teach sight words:

• Flash Cards

• Teaching with pictures and words

• Sight words in context

• Songs

• Wordo- (bingo with words instead of

numbers)

• Word searches

• Go fish (write the word on an index card,

shuffle and deal)

Thank you!

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—Website: springfieldschoolvolunteers.org

—Phone: 413-787-7015

Be sure to refer to our

website’s volunteer

section for additional

resources!