6 by 6 Workshop

6 by 6 Workshop – February 10, 2012 with Brenda Hough and Stacey Van Houten from Basehor | 6 by 6 Ready to Read

Intros involved talking about our favorite picture books used for story time.  Mine: I ain’t gonna paint no more or Barnyard Dance or Llama llama red pajama

Pinterest Board – online pinboard.  pinterest.com/nekls and Flannel Board Friday list-serv and Facebook page (also pinning on Pinterest)

Johnson County Library’s 6 by 6 is a version of PLA’s “Every Child Ready to Read” – Topeka and Lawrence are doing Every Child, but Johnson County used different words and created their own version of the program, with State Library of Kansas and an IMLS grant to take this Statewide.

Agenda: Intro, Ages and statges, 6 skills, Interactive space, Outreach

What is Early Literacy? – Develop skills for school | Make children aware that learning starts very early | Combat the ‘you learn to read when you go to school’ mis-conception | Help level the playing field | Share pre-reading skills (learning games to recognize shapes and left-to-right progression) | Get kids excited about books and reading | Exposure to reading | Involve whole body in reading (toddler tumble time)

Early Literacy is what children know about reading and writing BEFORE they can actually read or write.

Research says… have fun with books, kids are born with 1 billion brain cells, but the need to have connections be made through learning, repetition is important to maintain the connections, children with more language skills are better readers, and help the parents and care-gives know how to do these things, even though you are educated it doesn’t mean they know how to approach reading with children (wordless-picture book story from Brenda).

Librarians are the natural partners – libraries get the kids when the parents roll in the stroller!  Libraries are Community Partners.  Parents and caregives are critical – not just the kids, but the readers!  What are they doing with the kids outside of story time?

Activities (beyond lego) – Card with activities and props available to compliment the story.  Pete the Cat, have the words to the song and a play mic.  Teaches colors.  Each library will do something different.

What are you most interested in doing?

  • Increase outreach to parents and caregivers
  • Improve programming the library provides to birth to 5 year olds
  • Create an interactive space for parents/caregivers and children in the library (Visit Antioch and DeSoto branches – interactive spaces)
    • Use end cap of shelving unit, baking sheet as a magnet board on the wall, etc.
    • Small libraries – Have an evening or Saturday where you can take the activities OUT to the Community as a program.
    • Bags – take the activities home (Beck Book Bags, for example)
    • Activity time – stations that show by example – go through the stations (just like in Kindergarten) – take over the meeting room
    • Playing to read – centers for the kids – matching, games
    • Timing is hard – evenings are hard to get out, so parents show how they can do it yourself at HOME
    • Find the Recipe Cards on the 6 by 6 Blog Web site
  • Generally learning about the importance of early literacy efforts
  • Finding out about good books for 0-5 year olds

Web site – http://6by6.mykansaslibrary.org/recipe-cards/

Cards in the Packet

  • Ages and Stages:
    • Birth to Two– Early Talkers: Board books, music, lift the flaps, simple story lines, songs and rhymes, sound effects – Stay on one book for a month – same routine and same story.  Reassuring and know what to expect.  Work on modeling to the parents!  Teach paraphrasing, finger plays, pop-up books, puppet that tastes their finger and ‘tastes’ something from the book (color, character, etc.) –
      • 20 minute story time: “if you wanna story follow me….” and parade into the room, “hello wavers” song, finger plays/tickle, bounce, flannel board (colored houses and a hide-the-mouse game), puppet and good-bye song
      • Texture board books are popular, but same structure even with different presenters
      • Baby doll prop to use with bounces and tickles – for modeling
    • Two to Three– Talkers: Repetition, Colorful pictures, children should be actively involved in the reading and storytelling process.
      • How and How Often we read is important – engage the child with the story –  “dialogic reading” and ask open-ended questions “what is happening?” or “where are they going?”
      • Books without words or few words – have to be active in telling the story –Tuesday or Goodnight Gorilla or My Friend Rabbit or Very Busy Spider
      • 30 minutes: Longer songs, ask more questions about the book or introduce the book, “where does this story happen?”, repeat phrases together, do a dance to get out the fidgets, sit and read a 2nd book in the theme, puppet to taste fingers and pass out a coloring sheet to take home.
      • Movement and activity – stomping, music makers and make the parents participate (silliness),
      • Sneak in tips to the parents “as an aside” – say WHY you are doing WHAT you are doing.  For example, talking about ‘what is a book?’ – title page, covers, etc.
      • Some parents invited, others are given option not to stay
      • Multi-Age Storytime – Try to incorporate something for all ages, if you have multi-age storytime groups.  Bigger kids can be helpers – Brainstorm this…Shoot for the middle, quick and active rhyming books, finger plays, craft for the older kids, and snacks (apples and pretzels), 34-45 minute storytime in Baldwin City and tailor to fit the group that shows up.  Have the kids eat while you read – add the snack into the storytime. Ten sly piranhas
    • Four to Five – Pre-Readers: Rhymes and word sounds, stories they can memorize, scary stories, funny and imaginative stories

Six Skills (post them in the bathroom stalls)

  • Have Fun with Books
    • Print Motivation – associate books and reading with FUN – “find the right time when you and your children are in the mood and enjoy reading…together.”
  • Take Time to rhyme
    • Playing with words is Phonological Awareness. Sing, make silly rhymes, clap out syllables, use word endings to create rhymes. “Willowby Wallowby Woo, An elephant sat on you. Willowby, Wallowby Wee, An elephant sat on me…”
  • Look for Letters everywhere
    • Learn to recognize the differences and sameness in letters and represent specific sounds – Letter Knowledge.  Point out letters, pick a letter of the day, alliteration, find shapes, make letter art.
  • Talk, Talk, Talk
    • The more words children hear, the larger their vocabulary will be. Create a rich language experience.  Don’t substitute easier words.  Create and attach labels, have children describe illustrations, introduce new words with explanations, label abstract concepts.  Effect of Caregiver’s speech and vocabulary growth = at 20 months there is a dramatic difference in how vocab size increases.  Model the behavior – talk to babies, interact with the child, be silly, and involve the parents.  “It’s OK.”
  • Tell Stories about everything
    • Narrative skills – children learn that stories have a beginning, middle and end. Learn to understand sequence of events – comprehension. Use dialogic reading by asking open-ended questions. Ask older children to tell you stories and relate their activities to you.  Use stringing beads to re-create sequences, sort items, talk about activities in the order that they occurred, practice counting and encourage kids to reenact a story you’ve read.  Different parts of the brain are activated by different activities – hearing v. seeing v. speaking v. generating..takes time to build connections between the parts.  Symbolic Play – play picnic, reinterpret the story in their own way through play.
    • Johnson County’s Videos, including reading wordless books – Web site geared towards parents
  • Notice Print all around you
    • Give children experiences handling books in their everyday world. Print awareness – different from knowing letters, it includes knowledge about how a book works.  Use puzzles, point out authors and illustrators of books, talk about the parts of a book, explain what you are doing when you write and identify print on shirts, boxes, etc.  Example: Read the ‘cereal box bok’ – a book created from cereal boxes.  a = a circle and a line. Mushroom in the Rain by Mirra Ginsburg and Tip Tip Dig Dig by Emma Garcia

Notes and Brain Scans…

  • Thank you Brad Sneed! Large file sizes available to maintain the integrity of the artwork.
  • Plasticity of the Brain– effects of extreme deprivation – healthy child v. neglected child – Temporal lobes are not connecting – emotions, interactions, learning all reinforced by repetition.
    • At 2 years old, intervention can get past this – Age 3 is the cut-off.
    • Amer Academy of Pediatrics recommends ZERO screen time before 2 years old.
    • One Year old well-child check-up – hand the child a book and see if the child knows what it is and what to do with it. If not, intervene.

Pete the Cat example

  • by Eric Litwin, illustrated by James Dean
  • Read and sing the song together
  • Activities: Matching games (colored shoes)
  • Pictures of colored food and ask, “what color would Pete’s shoes be if he stepped in…?”
  • Microphone and words to the song
  • Counting activity
  • Pete the Cat Fruit Salad – shapes of triangles and circles for strawberries and blueberries – color, shape, texture and activity of putting them in the bowl.  Old child – have the child match a pattern set by the parent (red, red, blue, red)
  • Coloring pages – “roll of the dice” to select what color you color the shoes
  • Sensory – different fabric scraps (wet, dry, smooth, rough, etc.)
  • Have a COPY of the book to stay with the activities after launch of the program

Options for Cooperation and Collaboration

  • Collect ideas
  • Create kits
  • Share ideas and send them from library to library
  • NEKLS as hub for ideas
  • Sling backpacks – group order with our own ART
  • Share kit art / templates / print or personalize on the Web
  • Launch Date will lead to what?  Launch is aimed at librarians, not the general public.
  • Interact on a 6 by 6 Facebook site?
  • Make and take workshop and show and tell
  • Access the 6 by 6 Web site (editors or authors)
  • Email Brenda materials that she can put on the Web site, as well
  • Forum for questions – FB or Email or both?
  • Be aware of copyright – give where to find what you can copy for fair use
  • Outreach ideas – work with kids who have kids (daycare at the high school), parenting classes, Doctor’s office, Parents as Teachers partnership, Healthy Community Coalition in Brown county, WIC clinic, Recreation commission , post on public bulletin boards,
  • Early Childhood Fair

Creating Interactive Spaces and Activities

  • Temporary or Permanent
  • Magnet on the wall
  • Have the recipe cards out (laminated) or put it in the book
  • Stations around a book and leave it out for at least a month
  • Kick off event – Fair for example
  • Take-aways – bag with activities, songs, music, finger plays
  • Early Literacy Activity Center (Baltimore video) – Activity unit with 9 bins full of activities – self-service with instructions and books that support the theme, puppet theater and a magnetic activity.  Together or spread out.  Themes (busy bugs, for example) Puzzles, word wall (picture and word), board books, picture books, easy non-fiction and fairy tales.   Retell the story.  Magnets of upper and lower-case letters.
  • Almena City – white/magnet board, bags, bin with activities, chair or seating area
  • Johnson County – reading carrels – make it comfortable – be patient, count people, be creative, make it a whole-staff effort, staffing, patrons, “It’s never a failure” (from Antioch)
  • Think Vertical – wall space, easel, end caps, etc.
  • Share what we develop on the Web site…
  • Senior project for the industrial arts kids – build the activity centers
  • Ask Johnson County for additional information about their kits
  • Use NExpress comments and tagging to identify books and what to use them for??
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