6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes
•Télécharger en tant que PPTX, PDF•
3 j'aime•1,034 vues
Drawing from ALSC's Every Child Ready to Read, the 6 by 6: Early Literacy skills promoted in Kansas libraries add literacy activities and supports to storytimes. But, adding early literacy tips to storytime can be intimidating if you've never done it before. This presentation provides advice on how best to add, and talk about, the early literacy elements in your storytimes.
Recommandé
Contenu connexe
Tendances
Tendances (20)
Similaire à 6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes
Similaire à 6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes (20)
Plus de Melendra Sanders
Plus de Melendra Sanders (20)
Dernier
Dernier (20)
6 by 6 in Your Storytime: Adding Early Literacy Elements to Your Storytimes
- 1. Integrating Early Literacy Skills into Your Story Times 6 BY 6 IN STORY TIME
- 2. Why Add Early Literacy Skills to Story Time? •Demonstrate how to encourage specific early literacy skills. •Highlight aspects of books that best lend themselves to teaching the early literacy skills.
- 3. Why Add Early Literacy Skills to Story Time? •Train adults to select books that promote specific skills. •Help adults understand the benefits of what librarians do during story time.
- 5. Have Fun with Books • If they have fun with books, children develop an interest in reading. • If children think reading is fun, it will be easier for them to learn to read. • Print Motivation Books that promote this skill: • Books about topics that are especially interesting to the child; • Books that have vivid, colorful illustrations; • Rhyming books; • Silly books.
- 6. Talk, Talk, Talk • Talking to children teaches them the names of things, concepts, and emotions. • The larger a child’s vocabulary is the more words s/he will recognize when learning to read. • Vocabulary Books that promote this skill: • Nonfiction books; • Books with lots of descriptive words; • Rhyming books.
- 7. Taking Time to Rhyme, Sing Songs, & Play Word Games • Rhymes, songs, and word games all help children hear the smaller sounds that words are made up of. • Being able to hear these smaller sounds helps a child sound out words when learning to read. • Phonological Awareness Books that promote this skill: • Books with rhymes and songs; • Books with alliteration; • Books with nonsense words; • Books with animal sounds.
- 8. Notice Print All Around You • Noticing print in the environment helps children recognize that we read words. • Seeing adults read teaches children how to handle books and how to follow the words on a page. • Print Awareness Books that promote this skill: • Books with different sized print or print that moves around the page; • Books with big, clear print.
- 9. Look for Letters Everywhere • Paying attention to letters expands a child’s understanding that letters are different from each other. • Recognizing individual letters and knowing that they make different sounds is essential to learning to read. • Letter Knowledge Books that promote this skill: • Books with alliteration; • Books with rhymes; • Alphabet books.
- 10. Tell Stories about Everything • Making stories out of everyday events demonstrates to children how events and stories follow patterns with beginnings, middles, and ends. • Knowing that stories have predictable parts helps children comprehend when they start reading. • Narrative Skill Books that promote this skill: • Books with predictable patterns; • Books with clear cause and effect events; • Folk and Fairy tales.
- 12. Selecting a 6 by 6 skill •Select the books, rhymes, and songs for story time as usual. •Reread the books looking for an early literacy skill that appears in one or more of the books.
- 13. Selecting a 6 by 6 skill •One technique can encourage multiple 6 by 6 skills •6 by 6 skills rhymes promote: Take Time to Rhyme Talk, Talk, Talk Have Fun with Books •Most books support more than one early literacy skill
- 14. My Books My Many Colored Days Taking a Bath with the Dog Don’t Worry Bear
- 16. MyManyColoredDays •Which skills does it promote? 1. Take Time to Rhyme 2. Have Fun with Books 3. Tell Stories about Everything
- 18. TakingaBathwiththeDog •Which skills does it promote? 1. Noticing Print All Around You 2. Have Fun with Books
- 20. Don’tWorryBear •Which skills does it promote? 1. Noticing Print All Around You 2. Tell Stories about Everything
- 21. How do I pick? • MyManyColoredDays 1. Take Time to Rhyme 2. Have Fun with Books 3. Tell Stories about Everything • TakingaBathwiththeDog 1. Noticing Print All Around You 2. Have Fun with Books • Don’tWorryBear 1. Noticing Print All Around You 2. Tell Stories about Everything
- 22. How do I pick? • MyManyColoredDays 1. Tell Stories about Everything • Don’tWorryBear 1. Tell Stories about Everything • TakingaBathwiththeDog 1. Noticing Print All Around You • Don’tWorryBear 1. Noticing Print All Around You
- 23. What else can I use? •Tiethe6by6skilltoanotherpieceofstorytime: 1. Songs, rhymes, finger plays 2. Flannel/Magnet boards 3. Activities 4. Crafts
- 24. to one 6 by 6? Can I connect them all My Many Colored Days Don’t Worry Bear Taking a Bath with the Dog Tell Stories about Everything Notice Print all around You
- 25. Integrating an early literacy skill into story time ADDING THE 6 BY 6
- 26. Integrating a 6 by 6 skill •Readingorder 1. MyManyColoredDays 2. TakingaBathwiththeDog 3. Don’tWorryBear • Treatmentoftheme:broadesttonarrowest • Howdoeseachtieintotheskill?
- 27. How does Noticing Print All Around You connect? •MyManyColoredDays Theprintedwordsonthepagemovearoundandchangesize,font, andcolor •TakingaBathwiththeDog Repeated phrase that always appears in the same place on the page •Don’tWorryBear Repeated phrase that is the book’s title
- 28. What Can I Say •Findtheskill 1. NoticePrintallaroundYou • Matchittotherighttypeofmaterial 1. Books • Readthroughthestatementsandfindonethatfits therationaleforselectingtheskill
- 29. My Many Colored Days • Original explanation: Theprintedwordsonthepagemovearoundandchangesize, font,andcolor • What Can I Say statement: “Books with text that moves around the page make it easy to point to the text and talk about how we normally read from left to right and that the words are what we are reading.”
- 30. Revised statement: • Book 1 statement: Books with words that move around the page or change size, like My Many Colored Days, make the print easy to notice and allow you to point out the words and demonstrate that you are reading the words not the pictures.
- 31. Introductory Statement Our next book is My Many Colored Days by Dr. Seuss. The words in this book move all around the pages and even change size. An easy way to help your child notice that you are reading the words is to point to them where ever they appear on the page.
- 32. Taking a Bath with the Dog • Original explanation: Repeated phrase that always appears in the same place on the page • What Can I Say statement: “Books with repeated phrases provide children with an opportunity to recognize the repeated words and allow them to feel like they are reading along with you.”
- 33. Follow up Statement • Book 2 statement: “Did you notice that Taking a Bath with the Dog has a repeated phrase that appears in the same way on each spread. This makes it perfect for helping your child notice that printed words have specific meanings. Inviting a child to “read” the repeated phrase reinforces this idea.”
- 34. Transition Statement • Between book 2 and book 3 statement: “Did you notice that the little girl in Taking a Bath with the Dog keeps repeating “What makes you happy?” Our next book, Don’t Worry Bear, has a repeated phrase too. See if you can guess what it is.”
- 35. Connecting the early literacy skill to rhymes, songs, or other activities 6 BY 6 AND STORY TIME FILLER
- 36. What Can I Say •Findtheskill 1. NoticePrintallaroundYou • Matchittotherighttypeofmaterial 1. Only Books! • Adapt 1. Turnthepaperupside-down 2. Pointtothewordsasyousingthem
- 37. I’ve Got Something in My Pocket • What Can I Say statement: Hold book upside down. See if children notice that it is upside down. If not, point it out. • Adaptation: “What’swrongwithmyrhyme?Ican’treadit. Oh, it’s upside down! I can’t read like that. HowshouldIreadit?”
- 40. Where else should I talk about the 6 by 6 skill? ANYWHERE ELSE?
- 41. Always add it to the Introduction • Explaintheskillinthestorytimeintroduction 1. Whatisit’sname? 2. Whatdoesitmean? 3. Bebrief “The 6 by 6 skill we’re focusing on today is Noticing Print All Around You, this means helping your child recognize words in the environment and teaching them how to hold a book, turn the pages, and follow the text. Understanding that we read words and how text works is an essential step to someday learning how to read.”
- 42. Always mention it in the conclusion • Wrapuptheskill 1. Repeatthename 2. Callattentiontoany6by6materialsinthelibrary 3. Mentiontipinthetakehomeflyer “Thank you for coming to story time. I had a great time! The early literacy skill we focused on was Notice Print All Around You. On the flyer, I’ve included an activity you and your child can do at home. I’ll see you next week for Zoo story time.”
- 43. Sample Story Time Plan • This is a sample of my typical story time planning sheet. • I always use a planning sheet • Because it helps me • But also because it allows someone to substitute if I’m unexpectedly absent. • I like to write everything I’m going to say on my planning sheet. • This keeps me from forgetting things • And holds me to my good intentions.
- 44. Feelings Story Time Plan
Notes de l'éditeur
- Integrating the six Early Literacy skills into story time requires that I think about story time in a slightly different way. Now not only do I need to choose books around the story time theme, I also need to choose books that highlight a particular Early Literacy skill. Along with this change, I have to start actively addressing the parents and caregivers during story time. All this can be difficult to plan and uncomfortable to perform, especially since addressing the parents in-between stories, songs, or rhymes can feel like it breaks the flow of story time, so why do it at all?
- Well, I know it’s important to read to young children because it helps them learn later in life. I also know that certain types of books are better to read than others. But not all parents understand this, nor do they know how to select books that best help their children. And, even if lucky parents pick out a “good” book, by chance or skill, they often don’t know the best ways to read the book and discuss it with their child. By discussing the six Early Literacy skills during story times, and by sharing specific details about a book that make it perfect for promoting one of the Early Literacy skills, I illustrate for parents the importance of early literacy and demonstrate strategies they can use to instill these skills in their children.
- I also teach parents and caregivers to be better book and media selectors for their children. At the same time, by discussing early literacy and demonstrating how to teach it during my story times, I highlight the value of what I do everyday in story time. A key aspect of this is understanding that the focus of 6 by 6 is not on teaching children to read. The focus is not even on teaching children their alphabet or the sounds letters make. The focus is Early Literacy, so what exactly does that mean? The term Early Literacy means the skills that a child needs to have before they can learn to read and write. Or what a child knows about reading and writing before they learn to read. 6 by 6 defines the following six skills as early literacy skills.
- Have fun with books, Talk, talk, talk; Take time to rhyme; Notice Print all around you; Look for letters everywhere; and Tell stories about everything. Having a really good grasp of the 6 early literacy skills makes a big difference when integrating them into story times. Because to add the skills to my story time, I am going to have to talk about the skills a lot, and I’ll need to be able to explain them in different ways depending on how I am using them in the story time. So let’s look at these skills individually.
- Learning to read is difficult, and children need to WANT to learn to read. Fortunately, I already know that reading is fun. But, I need to let that fun shine through. Reading with funny voices and making the silly faces. I need to pick books I love and love the books I pick. Nothing turns listeners off like a flat presentation. So even if I love a book, if I can’t read it with animation, I shouldn’t read it! Nonfiction books are great to add to story time because they are super fun for children between two and five-years-old when many children think reading about true things is especially interesting.
- If a child doesn’t know what a word means, it’s a lot harder to sound it out and a lot harder to put the words around it into context. It just makes sense that talking to children helps them learn new words. While reading, this means asking questions about the illustrations and text of the story and taking time to explain unusual words that a story might use. Since books use a broader vocabulary than most people do in everyday conversation, reading is a great way to expand a child’s vocabulary.
- Rhymes and songs expand a child’s ability to hear and play with the smaller sounds in words which is essential to sounding out words later. But, different things promote this skill better for different ages: for example, books that have a lot of animal noises promote Phonological Awareness better for 2s and 3s because animal sounds are more interesting to this age, while books with rhymes promote playing with sounds well for 2s through 5s, since rhymes are just plain fun and the language used in rhymes is so varied.
- Once children start paying attention, they will notice that there really are words everywhere. This is especially true in libraries and story times. But this skill is more than just the ability to recognize words. It’s also about other reading knowledge, so even a wordless book can teach children about how to read. Since even if a book doesn’t have words, the books still has to be turned right-side up and the illustration are read from Left to Right.
- Since letters are the smallest building blocks of words, being able to tell them apart is key to reading.
- Reenacting stories and events is another way to help children truly grasp the structure of stories. It’s also a great opportunity to explore cause and effect. Getting children to imagine what might come next stretches this skill even further. Using a story as a jumping off place into a child’s imagination works best with four and five-year-olds, since they have the cognitive skills to make that leap.
- Although adding an early literacy focus to my story time will change the way I plan and execute story times, the basics of planning and performing story time will stay the same. For example, an early literacy focus shouldn’t significantly impact the way I select my books or filler activities. I’m still going to select my books based on the standard qualities that make a book fun in story time: dynamic illustrations, bright colors, clear text that isn’t too wordy, rhymes and rhythm, and easy to follow plot. In order to illustrate the process of adding 6 by 6 focus to a story time, I’m going to go through the process I follow. For this demonstration, I’ll be using the NCKLS Feelings Story Time kit.
- After selecting the books I plan to use for my story time, I reread them thinking about how they work together to highlight one of the Early Literacy skills. A good way to start is to select my favorite book first. Once I’ve selected that book, I think about which of the 6 by 6 skills it best exemplifies. The thing I like best about the book may lead me directly to the Early Literacy skill it best promotes. For example, books with lots of fun rhymes are perfect for discussing Take Time to Rhyme, otherwise known as phonological awareness, because such books help children hear and think about the small parts of words.
- It’s also important to remember that a specific technique can promote multiple skills. If I look back at that rhyming book, I might see that it promotes vocabulary since creating rhymes often requires using unique language. Any unique language provides the opportunity to talk about what those new words mean. Additionally, rhymes encourage having fun with books, since repeating rhymes is a favorite activity for children. Another thing to remember is that most “good” books support multiple early literacy skills. Knowing this, I will write down the 2 or 3 Early Literacy skills that my favorite book best promotes. Then I will look at my other “chosen” books another time.
- The books I selected from the Feelings story time kit are My Many Colored Days by Dr. Seuss, Taking a Bath with the Dog by Scott Menchin, and Don’t Worry Bear by Greg Foley. The books are all about the same length, but they have quite different tones.
- My first book is My Many Colored Days. It is playful, but not humorous. It’s bright with fun illustrations that mirror what is going on in the text. It works well as an introduction or conclusion because it discusses many emotions. It promotes at least 3 early literacy skills.
- It has solid, but fairly simple rhymes, so Take Time to Rhyme is an easy one. It’s really colorful and provides the opportunity for lots of movement and sound during reading, which is great for Have Fun with books. It also makes a story out of everyday feelings, so it can be used to discuss Tell Stories about Everything.
- My second book is Taking a Bath with the Dog. It is both playful and humorous. The illustrations provide a lot of the silliness. It focuses on Happy and Sad, mainly addressing things that make people happy. It does a great job promoting at least 2 different skills.
- It has a repeated phrase which is great for Noticing print all around you because when I’m reading the book aloud I can point out the phrase and ask my listeners to be watching for it. I can also ask them to “read” it along with me, which is fun. Not to mention the silly things the main character picks that make her happy. These silly things make the book extra fun.
- My third book is Don’t Worry Bear. This book is rather earnest and reassuring. Although the illustrations are subdued, they are clear and large on the page. The book focuses on worry, which isn’t an emotion that we commonly discuss with children. But even Don’t Worry Bear has a playful element. It, also, has 2 skills it’s perfect for promoting.
- Like Taking a Bath with the Dog, Don’t Worry Bear has a repeated phrase that just happens to be the title of the book. As I mentioned, this is great for Noticing print all around you. Additionally, Don’t Worry Bear is especially good for Tell Stories about Everything because it centers on the story of a caterpillar’s metamorphosis into a moth, which is a process that many children will have some familiarity with. The process also provides a clear beginning, middle, and end that are easy to follow.
- Because it is best to focus on one skill per story time, after I figure out which skills each book best embodies, I need to select one of those skills to highlight. To do that, I will look at all the relevant skills together. Do any of the books promote the same skills? Do all the books promote one skill? I want to find the best overlap of Early Literacy skills. That means that if each of my selected books promotes 2 to 3 skills I want to find the one skill I think they all encourage. Generally speaking, the skill that has the broadest overlap is the skill I will select. In this case, there is overlap between my chosen books, but not a perfect overlap.
- Looking at the three books together, the books pair up differently based on different skills. Both My Many Colored Days and Don’t Worry Bear could easily be used to discuss Tell Stories about Everything. On the other hand, Taking a Bath with the Dog and Don’t Worry Bear are great for Noticing Print all around you. At this point I have a couple of options.
- The first option is that not every item in my story time has to promote one skill. As long as I can find three things in my story time that could be used to discuss a 6 by 6 skill, I don’t have to worry about the rest of the items lining up perfectly. Other items in story time that offer opportunities to discuss a skill are any rhymes, songs, flannel boards, or activities I incorporate into the story time.
- The second option is to find a way to connect all the books to the same skill. For example, if I really want all my books to tie into Noticing Print all around you, I can reread My Many Colored Days to see what I can find. Right away, I notice that the text moves around the page and sometimes changes size, font, and color. That certainly draws attention to the print which I can easily turn into a comment supporting Noticing Print all around you.
- Now that I’ve selected my 6 by 6 skill, I need to figure out how to integrate it into my story time. This can sometimes be difficult, since discussing the early literacy skill between stories, songs, or rhymes can feel like it breaks the flow of story time. But, it is essential that I take the time to discuss the 6 by 6 skill if I want caregivers to understand how reading enforces early literacy skills, what techniques best promote these skills, and how important the 6 by 6 skills are for their child’s future academic success.
- To find “natural” ways to talk about my 6 by 6 skill, I need to know which introductions or transitions provide the best opportunities to discuss the skill and at the same time keep me from having all my 6 by 6 tips happen in one part of story time. This requires that I put my books in the order I intend to read them. For my story time, what feels best is this order. Here’s why: This order addresses feelings from the broadest to the narrowest, since My Many Colored Days discusses many emotions, Taking a Bath essentially discusses two emotions, and Don’t worry focuses on one emotion. The books tie into the skill in a way that progresses naturally. My Many Colored Days has text doing lots of different things all over the page. Taking a Bath has the repeated phrase that always appears in the same place, but it also has a double-page spread with much tinier text. Finally Don’t Worry Bear has a repeated phrase, but it’s almost hidden by the text around it.
- With my books in order, the next step is deciding what to say about the 6 by 6 skill in connection to each book. A good place to start is to think about why I selected this 6 by 6 skill for each book. Then I need to articulate that reason at it’s basic form and turn that explanation into something I can say in an introduction or a transition. For the sake of this demonstration, I will come up with an explanation of the 6 by 6 skill for each of the books, as well as for a filler activity. This is much more than you would normally need to do when planning a story time, but I want to illustrate how one skill can be talked about in almost a multitude of ways. When you are planning your own story time, you will probably only plan explanations for the items you’ve already selected as key examples of the 6 by 6 skill.
- When I am creating a “tip” for each story, an easy place to start is the “What Can I Say” document that I’ve included in the resources. This document has a variety of ways to talk about each of the 6 by 6 skills, as well as some ways to talk about dialogic reading. First, I will look for the skill I’m focusing on. Then I will find a statement that aligns with my reason for highlighting this skill in relationship to the book. This means looking again at the explanation I developed earlier.
- One of the things that’s great about the “What Can I Say” document is it provides variations on the definition of each skill. This allows me to think about the skills in a broader way. The original reason I selected Notice Print all around you as my skill for My Many Colored Days is the way the text moves around the page and changes colors and sizes. Notice that the “what can I say” statement doesn’t exactly match the explanation I came up with earlier. That’s fine, especially because the next step in this process is to put the “What can I say” into my own words.
- When I put the statement into my own words, I’ll add specifics like the book’s title. I can also point out how I would focus on the skill in question. In this statement, I simply note that I can “point out the words.” Discussing the skill does not mean that I have to give a full definition of the skill with each tie-in statement. I just have to use the name of the skill in some way. As you can see in the statement on this slide, I don’t say “notice print all around you.” Instead I paraphrase, and say “make the print easy to notice.”
- With a little adaptation, this statement can be added to either the introduction or follow up to this book. If I use it in the introduction, I can demonstrate how well the book promotes this skill. Additionally I can draw attention to what I intend to do when I read the book. This allows the caregivers to pay closer attention to how the book encourages the skill. Since I tend to talk more about the books I’m reading in advance, this works well for my normal flow.
- For the second book, I’ll look again at my original rationale and the “what can I say” phrases. The repeated phrase in Taking a Bath with the Dog aligns with this statement from “what can I say.” “Books with repeated phrases provide children with an opportunity to recognize the repeated words and allow them to feel like they are reading along with you.” In this instance the What Can I say statement provides more information than my original explanation. When I talk about this book, I really want to emphasize the fact that the reoccurring phrase appears in the same place on every spread. So, I’ll say something like this.
- Since I plan to use the statement as a follow up to reading the book, I will have to remember to point out the phrase and ask the children to read it along with me while I’m reading. Discussing the 6 by 6 skill after the story allows me to focus on exactly what about the story promoted the skill I’m discussing or the technique I used while reading without giving away parts of the book. This is especially important for a book with a surprise ending. When I talk about the girl’s repeated question, I will have a couple of those spreads flagged so that I can easily turn to sample pages and point to the words again.
- The explanation can also act as a transition between two items that encourage the same early literacy skill. Because Don’t Worry Bear and Taking a Bath with the Dog both have the repeated phrase as their key element of Noticing Print all around You, that could work as a transition statement between the two books. I could use this transition right after finishing up Taking a Bath or I could do it after a rhyme or song filler piece. If the two items don’t promote the skill in the same way, it can be helpful to remind the audience how the first book promoted skill before explaining how the next item promotes the skill.
- Of course, the books aren’t the only thing in story time that promote early literacy skills. Songs, rhymes, and a plethora of other activities can also promote early literacy. In fact, a letter flannel (like Babysitter’s Backpack) is a fantastic way to promote Look for Letters everywhere.
- Tying an early literacy skill to a rhyme or song can be very easy and can be done in almost the same way as tying the skill to the books. Let’s look again at the “What Can I Say” document. The first thing I notice is that all the “Story time Pieces” for Notice Print all around You are Books. That might seems like a problem, but when I look closely at the suggestions for things to say, I notice that the first one says “Hold the book upside down. See if the children notice.”
- Since I have my rhymes and songs printed up on a sheet of paper to help the parents participate, I can just as easily turn the paper upside down. Then I can ham it up a bit, by trying to read it backwards or saying: “What’s wrong with my rhyme? I can’t read it?” and asking for the children’s help.
- Noticing that the rhyme is upside down maybe more difficult for the kids to catch than an upside down book; however, as long as there is a large image on the sheet, I think most kids will notice that it is upside down, especially if I draw attention to it by bending over to read it upside-down.
- Once it’s turned right side up, I can easily point to the words as we sing the song. In the presentation, make this flip and possibly make it over-ride the text slide before the upside down rhyme.
- Obviously there are lots of places I can talk about the 6 by 6. Really I can talk about it in relation to pretty much everything I do in story time. But, that would be way to much talking. Instead, I like tie my 6 by 6 skill to 2 items in the story time, and I try not to have those 2 items be close together in the plan. The other essential place to talk about the skill is the introduction.
- The introduction is the perfect time to briefly explain the 6 by 6 skill I plan to focus on. I try to make my explanations as short as possible. For noticing print all around you, I would say something like this: “The 6 by 6 skill we’re focusing on today is Noticing Print All Around You, this means helping your child recognize words in the environment and teaching them how to hold a book, turn the pages, and follow the text. Understanding that we read words and how text works is an essential step to someday learning how to read.”
- I will address the skill one last time in my conclusion. In the conclusion, I’ll say the name of the skill, point out the 6 by 6 poster and/or cards that are up in the library, and draw attention to the fact that I’ve included an early literacy tip or activity on the story time flyer. “Thank you for coming to story time today. I had a great time! The early literacy skill we focused on today was Notice Print All Around You. On the story time flyer, I’ve included an activity you and your child can do at home. I’ll see you next week for Zoo story time.”