For parents and their children who: Number of families and staffing. Session structure (excluding Session 1) Activities for children

Transcription

1 For parents and their children who: Are 3-5 years of age Are typically developing, at risk for language and literacy delay or have mild delays Are Later Sentence Users Most sentences at least four words long Adequate syntax (some grammatical errors may persist) Able to link two or more ideas together Can hold conversations for extended periods of time Have good comprehension Are able to attend to a book for reasonable length of time Number of families and staffing 4-8 families Parent sessions 1 ABC and Beyond certified leader who is familiar with the I m Ready training materials Children s component Ratio of 1 adult to 4 children SLP, CDA, SLPA or early childhood education professional who: is familiar with the I m Ready strategies has experience with coaching families I m Ready Sessions 10:00 a.m. 12:00 p.m. Topic Date Turn Book Reading Into a Time to Talk (Parents only) Tues. July 15 Make New Words sparkle Tues. July 22 Help Your Child Understand the story Tues. July 29 Deepen Your Child s Understanding Tues. Aug. 12 Build Your Child s Understanding of How Print Works Plus Review OR Build Your Child s Sound Awareness Tues. Aug. 19 Review (If not done in previous session) Tues. Aug. 26 Session structure (excluding Session 1) Duration Parents Children 1 hour Reflection on home practice Review of pre-assigned guide book reading Prepare and Present activities - Strategy demonstration (role play and/or videos) Practice role plays Complete 1 st draft of Home Plan to prepare for live practice ½ hour ½ hour Debrief of live practice Complete Home Plan Assigned guidebook reading Live practice with child Coaching provided as needed Variety of literacy-related activities with focus on theme in program practice book Further activities Snack Promote language and literacy development Activities for children Incorporate I m Ready strategies Developmentally appropriate Attuned to children s interests Relate to common practice book Can be shared with parents Craft activities Structured games that promote turn-taking, peer play, etc. Story re-enactment activities 1

2 I m Ready Resource Materials Leader s Guide Power Point slides Handouts Outcome Measures Learning activities What to say Animation instructions Embedded video examples Pre-session Reading Checklist Strategy Observation Checklists Home plans Observation Checklists Participant Feedback Forms Leader feedback forms Example of Leader s Guide Session #1 Turn Book Reading into a Conversation Example of Leader s Guide Flexible delivery Discussion without slides Demonstrations and guidebook examples Session #1 Turn Book Reading into a Conversation Projected slides Slides on I-Pad Demonstrations and Video examples Use of children s books During the parent group Live practice in session Home Plan and practice 2 Program practice books Examples Demonstration Role plays Yes Yes Personal practice books Discussion Yes Yes Presession Reading Checklist 2

3 Helpful Information Early Literacy Corner Turn book reading into a time to talk and have fun Session 1 (Parents only) 14 What you will learn today How language and literacy are related What your role is in helping your child with language and literacy development What your child needs to learn about literacy before learning to read and write Why reading to your child is important How to turn book reading into a conversation Building blocks of literacy Language Decoding Vocabulary Print knowledge OWL How to turn book reading into a conversation Observe, Wait and Listen Understanding Letter-sound knowledge Follow your child s lead Keep the conversation going 17 3

4 Follow your child s lead Let your child set the pace with comments and questions Pay attention to what your child is interested in Make your child s message more complete Look, baby bear sleep! Yes, baby bear is sleeping. Yes, baby bear is sleeping in his little bed. Spend more time on pages your child really likes Respond warmly and enthusiastically to what your child says or does with a comment or question Keep the conversation going What do you see? OWL Follow the child s lead Read page, then pause and look expectantly at your child Make a comment, then pause and look expectantly at your child Ask a question, then pause and look expectantly at your child. Questions that work Open-ended no right/wrong answers About things your child is interested in. Relate to your child s experience What do you see? Keep the conversation going Encourage your child to think and give an opinion 4

5 Turn book reading into a conversation You try it! Take turns reading 1-2 pages to a partner OWL Observe, Wait and Listen Follow your child s lead Turn book reading into a conversation Home Plan Keep the conversation going with comments and questions Turn book reading into a conversation Home Plan Session 2 Make new words sparkle 28 Make new words sparkle What did you think about the information in Chapter 3? 30 5

6 Key messages in Chapter 3 Vocabulary Vocabulary matters for reading and school success You can help your child learn new words Reading books to your child builds vocabulary You need to make new words sparkle (Shoot for the SSTaRS) Use new words throughout the day Familiar, everyday words wet Step it up More sophisticated, precise words soggy Specialized topic words Step 1 Step 2 Step Franklin is so disappointed that he fell off his bike. Shoot for the Make new words sparkle Stress the new word Show what the word means Tell what the word means and Relate the word to the children s experiences, knowledge and other situations Say the word again Shoot for the SSTaRS Say it again Practice Role play With child Make new words sparkle throughout the day 36 6

7 Shh. We need to be quiet. If we wake Isla, she will be very disgruntled. Try making words sparkle in some other books! Books that interest your child Books with new words in the text Books with opportunities for you to add words 37 Books with illustrations that show the meaning of words 38 Help your child understand the story Help your child understand the story Session 3 Part A Help your child understand the story Two levels of understanding Two levels of understanding Use CSPAR names Use thinkingout-loud comments Ask questions that build understanding Bring the story to life Chapter 4 What did the bus driver do? Did the dog move? What colour is the bus? Why do you think the dog is in the middle of the road? What would you do if you were the driver? What do you think will happen next? 42 7

8 Two types of questions that build understanding Two types of questions that build understanding Level 1 Help your child understand what is in the words and pictures What did the bus driver do? Did the dog move? What colour is the bus? Level 1 Help your child understand what is in the words and pictures What did the bus driver do? Did the dog move? What colour is the bus? Level 2 Help your child understand what is beyond the words and pictures Why do you think the dog is in the middle of the road? What would you do if you were the driver? What do you think will happen next? Why do you think the dog is in the middle of the road? What would you do if you were the driver? What do you think will happen next? Help your child learn the story behind the story Characters Setting Problem Actions Resolution Use CSPAR names Who is the main character? What is the setting? Do you remember the problem? What was the resolution in the end? Ask Level 1 Questions Who is the story about? Who is the main character? What is the setting? Where does the story take place? What problem did Franklin have with his bike? What did Franklin do next? Who did Franklin see in the park? Use thinking-out-loud comments Show your child how to think about a story I m think that/ I m thinking that... I m wondering about... I m trying to figure out... 8

9 Practice Role play With child Bring the story to life Collect some props Plan who will take on each role Have to book handy Home practice Select a good book A clear storyline with easy-toidentify CSPAR elements Clear illustrations to show what is happening in the story A story that relates to your child s experience and knowledge Deepen your child s understanding of the story Session 3 Part B Something to interest your child and spark his imagination Deepen your child s understanding of the story Deepen your child s understanding Two levels of understanding Level 2 understanding (Beyond the words) Use thinkingout-loud comments Ask questions that build understanding Use the E s and P s Chapter

10 Build Level 2 understanding Get your child thinking Why do you think the dog is in the middle of the road? What would you do if you were the driver? What do you think will happen next? How the story connects to your child s knowledge and experiences Why things happen How to solve the problem What will happen in the future 55 Double E E, Double PP How the story connects to your child s knowledge and experiences Why things happen How to solve the problem What will happen in the future E Experiences E Explain P Problem-solve P Predict 56 Use thinking-out-loud comments to show your child how to think about a story I m think that/ I m thinking that... I m wondering about... I m trying to figure out... E Experiences E Explain P Problem-solve P Predict Experiences Explain Problemsolve Predict I m thinking that Bear is missing his mommy and daddy. I m wondering what Franklin could do to make Bear feel better. I m trying to figure out why Bear say he doesn t feel well Ask Level 2 Questions Experiences Explain Problem-solve Predict Why do you think Franklin is having so much trouble learning to rid his bike? How do you think Franklin feels when he sees that all his friends can ride their bikes better than he can? What do you think Franklin will do to make it easier for him to ride his bike? 59 Practice Role play With child 10

11 Home practice Select a good book Clear illustrations to show what is happening in the story A story that relates to your child s experience and knowledge Something to interest your child and spark his imagination Invites different opinions and encourages your child to think and talk Build your child s understanding of how print works Review Session 5 Non-fiction books that contain information on a topic 61 Building blocks of literacy Decoding Comprehension Print knowledge Vocabulary Alphabet knowledge Story structure Phonological awareness Inferential language Print is meaningful Books are used in a specific way Print is read in a specific way Print includes words, spaces, letters and punctuation marks What children need to learn about print at home Children learn about print through positive interactions with adults who Point Out Print and talk about print

12 on the go POP during play POP during writing activities What do you see? 70 Practice Role play With child Final Session Review 1. Introduce and discuss learning value of several new books 2. Parents select 2-3 books to work with 3. Assign parents each strategy to try one by one 4. Parents/pairs plan post-it reminders 5. Parents share plans and then practice in a role play 6. Parents decide which book and strategies to try in the live practice 7. Parents practice with their children and are coached if necessary 8. Debriefing discussion 9. Complete final home plan 12

13 Final Home Plan Help your child hear the sounds in words Key messages for Sound Awareness The alphabet is not enough Children must recognize the individual sounds in words before they can match them to letters Phonemes (Rhyming) Phonemes (Alliteration) Sound (phonological awareness is the strongest predictor of reading and spelling success There are many opportunities for talking about sounds in words in books and during other daily activities Give another example 76 Rhyming throughout the day Listen, Stella. High sounds the same as sky. High and sky rhyme. They sound the same at the end of the word. Let s think of another word that sounds like high and sky. Sound talk throughout the day Look, Ria, we found something else in our grocery bag that starts with the sound /k/ just like carrots. We found cookies. C-ccookies. Cookies starts with /k/ just like carrots

14 Practice Role play With child Print knowledge Phonological awareness Letter-sound knowledge Four S s Show Sound Say Stress 80 Use the Four S s to build letter-sound knowledge Use the throughout the day Show Say Sound Stress 5 Find 5 another word starting Find One Like with the letter M and It the sound /m/. 1 Show Point the to the letter letter M 2 2 Milk starts with Say the the letter M. This name is an M. milk 4 Stress 4 the Like in fmmmilk. sound 3 The 3 letter M Sound makes the it sound out /m/. 81 Parent feedback Practice Role play With child What I learned Important to set aside a time for book reading How to have a conversation during book reading All the strategies Waiting to see my child s interests What I changed Our entire reading time and process Now using strategies Having conversations Now wait and follow his lead 14

15 Feedback on I m Ready strategies Most helpful Now using All of them OWL CSPAR SSTaRS SSTaRS POP CSPAR OWL Participation in reading More engaged Having a conversation vs. just listening Asks questions Speaks more about the books and story Changes in your child General communication Points out information Asks questions; more curious Responds more when I ask questions Uses more words Feedback on training activities Most useful Least useful Liked best General Feedback General comments Seeing professionals use strategies Practicing strategies with feedback Sometimes too much time covering strategies we had already read about Chance to ask and learn from professionals Whole idea that reading books could be useful and productive Good atmosphere Fine with number of sessions, length of sessions and number of parents in group Awesome experience Learning information and strategies from clinicians Feedback and suggestions while practicing with my child Strategies Hearing about the importance of practice Whole learning experience Appreciate efforts to make session fun for kids and educational for parents Would definitely recommend this to other parents (all) Future Plans for I m Ready Aug. Sept./15 Distribute draft training materials to pilot sites Sept. Dec./15 Run pilots and collect feedback Winter 2016 Finalize I m Ready training materials Spring 2016 Develop I m Ready train-the-trainer training Fall 2016 Launch training Are you set to pilot I m Ready? Have an appropriate group of children and parents Have time to become familiar with the I m Ready training materials Able to offer a 5-6 session training between September December, 2015 Able to complete session Fidelity Checklists Able to collect and submit outcome measures, e.g., pre/post video observations, checklists, participant and leader feedback 15

16 Next steps for you 1. Download the Application to Pilot I m Ready from the link in the: Pre-meeting landing page On-screen resource section Post-meeting 2. Complete the form and submit by July 3, 2015 to janice.greenberg@hanen.org 3. Will receive confirmation by mid-july 16