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 Medicinebpodhajski@sterncenter.org

Brenda Buzzell, M.Ed.BUILDING BLOCKS FOR LITERACY®

Instructor and Program Coordinatorbbuzzell@sterncenter.org

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 –

print

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