Language

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Language LiteracyHelping Students Become
Better Readers

• Presenters
• Marcella Bell, Speech-Language Pathologist, LFE
• Karen Henley, Speech-Language Pathologist, CCE
• Autumn Leach, Speech-Language Pathologist, CCE
• Stephanie McCall, Reading Specialist, CCE
• Kim Victor, Reading Specialist, LFE

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What is meant by language and literacy?

• Language and literacy involve overlapping skills
• Language includes listening, speaking, reading,
  and writing
• Literacy requires the efficient use of listening,
  speaking, reading, and writing
• Listening and speaking skills develop prior to
  reading and writing skills
• Listening and speaking directly impact the
  development of the reading and writing processes

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A Proficient Listener and Speaker

• Understands basic concepts and vocabulary
• Understands and follows oral directions
• Understands and answers questions appropriately
• Notices and responds to different intonational
  patterns (recognizes questions, exclamations,
  etc.) and recognizes differences in facial
  expressions
• Uses appropriate vocabulary, word choices
• Uses correct word structure and sentence
  structure
• Speaks in complete sentences
• Asks questions effectively
• Carries on a conversation appropriately
• Makes inferences and predictions

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A Proficient Reader and Writer

• Demonstrates oral and written knowledge of
  letters and the sounds they represent
• Makes and checks predictions before, during, and
  after reading
• Decodes (translates letter symbols into words)
• Encodes the opposite of decodes (changing the
  words back into the letter symbols)
• Reads with fluency
• Recalls and retells what is read
• Asks and answers questions about what has been
  read
• Summarizes a reading passage orally and in
  writing
• Makes oral and written connections to text (self,
  text, world)
• Filters and evaluates information read

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Todays Focus

• Phonemic Awareness
• The ability to hear and work with the individual
  sounds in spoken words
• Vocabulary
• The words we must know in order to communicate
  orally or in print

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Phonemic Awareness ActivityHumpty Dumpty

• Humpty Dumpty sat on a wall,
• Humpty Dumpty had a great fall.
• All the kings horses and all the kings men
• Couldnt put Humpty together again.

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Humpty Dumpty Review

• Skills
• Rhythm
• Rhyme
• Sense of word (blending, segmenting, clapping)
• Intonation
• Expression
• Vocabulary

• Why is phonemic awareness important?
• It lays the foundation for becoming a fluent
  reader (oral reading sounds like conversation)

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Vocabulary ActivityGoing to the Store
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Going to the Store

• Talk about where you are going. (preview)
• What will you do there? (anticipate)
• What will you see there? (predict)
• What places do you see on the way? (recall)
• What signs do you see? (attention to details)
• Play word games and letter games during the trip
  (phonemic awareness)

• How are things organized at the store?
  (categorizing)
• How many do we need? (number concepts)
• What are these called? (labeling)
• What do these look like? (describing)

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Lets Read a Book!

• Discuss parts of the book (title, author,
  illustrator).
• Practice phonemic awareness activities during the
  story.
• Reinforce and expand your childs vocabulary
• Ask your child questions to improve critical
  thinking skills.

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How Can You Foster Your Childs Phonemic
Awareness?

• Nursery Rhymes
• Counting Sounds in Words
• Poetry and rhymes
• Dr. Seuss books
• The Name Game
• Songs and chants
• Read aloud with repetitive text

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How Can You Increase Your Childs Vocabulary?

• Engage in adult-like conversation with your child
  daily and constantly
• Read to your child and with your child daily
• Connect reading to prior knowledge and
  experiences
• Participate in a wide variety of experiences and
  discuss them with your child
• Use reference materials (maps, dictionaries,
  etc.)
• Read various kinds of reading materials (fiction,
  non-fiction, magazines, etc.)

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Characteristics of Families Whose Children Do
Well in School

• Establish a daily family routine
• Monitor out of school activities
• Model the value of learning, self-discipline, and
  hard work
• Express high but realistic expectations for
  achievement
• Encourage reading, writing, and discussions at
  home
• Make reading a priority
• Use school and community resources (teachers,
  libraries, etc.)

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Parent Resources

• http//pbskids.org/lions/words/
• http//www.nifl.gov/partnershipforreading/publicat
  ions/readingk-3.pdf

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You Are Your Childs First Teacher
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You Will Always Be Your Childs Most Influential
Teacher
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Parenting is the Hardest Job in the
World!!!!We Appreciate YOU!