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Children can be empowered to match what they know best, speech, with what they need to learn to read, print. The ability to connect individual sounds with letter representations is a powerful predictor of future reading and spelling skills. Activities from the online BUILDING BLOCKS program that strengthen letter naming, recognition, and the sound-to-letter correspondence will be shared.
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BUILDING BLOCKS FOR LITERACY®Webinar SeriesMarch 29, April 23, May 3, and May 17, 2012
View the prerecorded Speech to Print webinar
atwww.getreadytoread.org
Blanche Podhajski, Ph.D., CCC-SLPPresident, Stern Center for Language and LearningClinical Associate Professor of NeurologyUniversity of Vermont College of [email protected]
Brenda Buzzell, M.Ed.BUILDING BLOCKS FOR LITERACY®
Instructor and Program [email protected]
Shared Book Readingemphasizing Vocabulary
PhonologicalAwareness
Speech to Print Connection
including 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
appropriate fun-filled
Engaging activities
www.buildingblocksforliteracy.org
Meets National Child Development 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.
Developed by Blanche Podhajski, Ph.D., Nancy Clements, M.A., CCC-SLP,
Brenda Buzzell, M.Ed., and Marilyn Varrichio, M.Ed.
BUILDING BLOCKS FOR LITERACY®
Supporting Early Childhood Education through Professional Development
Free & OnlineFor Early care and education providers Parents
Videos Teaching Examples Interactive Formatwww.buildingblocksforliteracy.org
BUILDING BLOCKS FOR LITERACY®
Welcome to
SPEECH TO PRINTIncluding Alphabet Knowledge
WEBINAR 4May 17, 2012
1:00 EST
Thanks to generous grant support given to a collaboration between the Stern Center for Language and Learning and the Lee Pesky Learning Center for dissemination of www.buildingblocksforliteracy.org
The Alphabetic PrincipleThe Alphabetic PrincipleBridging Speech to PrintBridging 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 make
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 letters
Spoken language can bebroken into parts
Children are wired for sound
but print
is an optional accessory
that must be
bolted on painstakingly.
(Pinker, 1997)
to master what they
do not yet know –
Speech to Print
The process of using what they know –
speech –
Website
Concept of a Word
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 LetterLetters have specific shapes
Letters have namesLetters have sounds
Letters are used to form words
A, B, C, G, I, T
BIG CAT
Alphabet SongTo the tune of Mary Had a Little Lamb
A B C D E F G
H I J
K L M
N O P Q R S T
U V W
X Y Z
a b c de f gh i jk l m
n o p q r s tu v
w x y z
Alphabet Songto the tune of “London Bridge”
Website
Website
BUILDING BLOCKS FOR LITERACY®
ZONE OF PROXIMAL DEVELOPMENTWhat the child needs to learn
ZPDWhat the child knows
Vygotsky, 1978
Performance comes before competence. Cazden, 1981
22
SCAFFOLDINGThe support given to children to help
them advance to the next skill
BUILDING BLOCKS FOR LITERACY®
HOW TO SCAFFOLDFind the zone
Identify what the child knows
Build on strengths
Amplify skills: “turn it up”
(Zaporozhets, 1978, 1986)
BUILDING BLOCKS FOR LITERACY®
NAMING
RECOGNITION
MATCHINGTeach Up
Test Down
BUILDING BLOCKS FOR LITERACY®
NAMING
“What’s this one?”
E
L
K
UFM
BUILDING BLOCKS FOR LITERACY®
RECOGNITION
“Find the M”
EU
LKM
FN
BUILDING BLOCKS FOR LITERACY®
MATCHING
27
“Find the one that looks like this one.”
LK
U
E
M
M
N
Components of Letter Knowledge
• Letter recognition• Letter naming• Letter sounds• Letter writing• Connecting letters and sounds through
invented spelling(M. Invernizzi)
Website
Alphabetic Principle Contributes to Early Writing
Children use their knowledge of phonemesto code each sound with a letter or a combination of letters of the alphabet
Explore inventedspellings that establish an understanding of the alphabetic principle
Beginning WritingEmergent Spelling Stage
This says, “I love my teacher.”
Symbols and symbol-like forms Random scribbles, letters, numbers, form messagesNo Speech to Print link
Development does not always follow the sequence• Scribbling (birth to 3 years)• Recognizable figures and shapes (3-6 years)
(Washington Research Institute , 2005)
Two Year-Old Phase
Writing sample
2 years,
9 months
Three Year-Old Phase
Writing looks like…
Curves
Lines
Oval ShapesExamples: Sun-like figures, railroad tracks, crosses and faces
(Parker & Marrow, 1989)
Four Year-Old Phase
More shapes are added to form familiar objects
(Parker & Marrow, 1989)
“No Cordelia allowed” by Madeline, 4 years old (4/27/08)
Five Year-Old PhaseWriting looks like…
• Letters (correctly formed or reversed)
• Copied words
• More details added to pictures(Parker & Marrow, 1989)
Website
Website
How do you know if your
children are readyto read?
http://www.getreadytoread.org/
Alphabet Knowledge: the names and sounds associated with
lettersRecognizes that the letters of the alphabet are a special category of visual graphics that can be individually named.
Recognizes that letters of the alphabet have distinct sound(s) associated with them.
Attends to the beginning letters and sounds in familiar words.
Identifies letters and associates correct sounds with letters.
Literacy Knowledge and Skills: Alphabet Knowledge:The Head Start Child Development and Early Learning FrameworkPromoting Positive Outcomes in Early Childhood Programs Serving Children 3–5 Years Old (Revised Version, 2011)
Sample of Common Core State Standardsfor Kindergarten
Print Concepts •Recognizes that spoken words are represented in written language by specific sequence of letters• Understand that words are separated by space in print• Follow words from left to right, top to bottom, and page by page
Alphabet Knowledge • Print most upper and lower case letters• Write a letter or letters for most consonants and short vowel sounds (phonemes)• Spells simple words phonetically using knowledge of sound-letter relationships
Literacy Element Common Core State Standard
Learning to read and write starts
long before first grade and has
long lasting effects.
(Strickland and Ayers, 2006)
BUILDING BLOCKS FOR LITERACY®
Thank you for joining us!
View the prerecorded webinar atwww.getreadytoread.org
Please visitwww.buildingblocksforliteracy.org