hennepin county library world language storytimes what children need to be ready to learn to read...
TRANSCRIPT
Hennepin County Library World LanguageStorytimes
What children need to be ready to learn to
read
Bernie FarrellHennepin County Library
Portions of this presentation are taken from
a joint project of the Public Library Association and the Association for Library Service to Children (divisions of the American Library Association).
For more information, go to: www.pla.org and click on the
Every Child Ready to Read icon.
What is “early literacy”?
Early literacy is what children know about reading and writing before they can actually read or write.
Why do this now?
• Children get ready to read long before they start school.– From the first months through age 2,
children’s experiences with oral language development and literacy build a foundation for later reading success.
– From 2 to 3 years of age, children begin to produce understandable speech in response to books and the written marks they create.
– From 3 through 4 years of age, children show rapid growth in literacy.
Why do this now?
• The earlier shared reading begins, the more likely children will have better language scores when assessed at four years of age.
• Research has also shown that the age at which parents started to read to their children is associated with their children’s interest in and enjoyment of reading activities.
• Librarians play a role by encouraging parents to read, providing materials and modeling early literacy techniques.
Why do this now?
• Learning pre-reading skills now will make it easier for children to learn to read when they start school.
• Learning to read and write is essential to school (and life!) success.
• So any time we start to read with children– and build their early literacy skills—will help them succeed!
Developing pre-reading skills
• The development of early literacy skills through early experiences with books and stories is critically linked to a child’s success in learning to read.
• Reading or sharing stories with children is one way to talk with them, and it helps them understand their world.
What if the parents don’t read English?
• Providing opportunities for children to read in their home languageconnects readingto love, caring and family.
• Reading with children in theirhome language helps give thatlanguage status.
What if the parents don’t read English?
• Children learn more from bookswhen they are actively involved:when they can ask questions andwhen stories can be explained anddeepened by caring adults.
Why World Language Storytimes?
• Families who speak languages other than English have significantly less access to formal storytimes. World Language Storytimes are an opportunity for these families to gain the early literacy benefits of storytime.
Why World Language Storytimes?
• The primary goal of World Language Storytimes is to demonstrate to parents and caregivers how to effectively share books with children and to support families as they help their children with early reading success.
World Language StorytimeBest Practices
• World Language Storytimes can be offered for babies, toddlers, preschoolers and their families.
• Offer storytimes in languages that your collection supports.
World Language StorytimesBest Practices
• Best practices outlined in “Components for a Successful Storytime” are applicable to World Language Storytimes.
• Use these Best Practices as guidelines. Each community is unique.
World Language StorytimeBest Practices• Librarian presents
World Language Storytime together with a community partner who is a native speaker of the target language and who has had training in storytime best practices.
World Language StorytimeBest Practices
• Librarian provides: coaching, knowledge of the collection and early literacy resources.
• Community partner provides in-depth knowledge of the language and cultural practices that enrich the storytime experience.
Native Speakersof Target Language
• Families speak the target language at home, and they may also speak English or be learning English
• Goal: To model early literacy techniques and to teach the target language group (e.g., families who speak Spanish, Hmong or Somali) about library resources.
Native Speakersof Target Language• Entire story, dialogue, and follow-up activities
will be presented by the native-speaking partner in the target language, including early literacy tips.
• The librarian may use some English to welcome families, introduce storytime, describe library resources or events and to coach the native-speaking partner.
• Special efforts should be made to thoroughly explain library services and resources, for both adults and children.
Native Speakersof Target Language• In many cultures, reading is not done “for
fun,” but more for gathering information. Use nonfiction books as part of the storytime. Explain the “fun” component of storytime.
• In many cultures libraries are either non-existent or a resource for academic use only. Families may not be familiar with the “public library” concept and services, especially services for young children.
Native Speakersof Target Language
• You may need to be more directive with families about the mechanics of “how a storytime works” and encourage them to participate.
Native Speakersof Target Language
• Use books that have a high context for target culture, e.g. stories and props the families may be able to identify with.
• Use books that have simple concepts and very literal themes. Look carefully at the illustrations and make sure that they support the text.
Native Speakersof Target Language
• Just like any other storytime, as you continue and develop cohesiveness in your group, you can stretch them with more challenging stories.
Immersion Audience
• This storytime may have a mixed audience. Some parents do not speak target language, but want their children exposed to a second language.
• Some families have one parent who speaks the target language and the other parent doesn’t.
Immersion Audience
• Native speakers may also attend this storytime.
• Goal: To introduce literature in the target language and to model early literacy techniques.
Immersion Audience
• Librarian will lead the discussion, and the native-speaking partner will read the stories and lead songs and other activities.
• Dual language education indicates that children learn two languages best when they are kept separate.– Read book entirely in target language and then discuss
book in English.– Summarize book in English before reading story. Then
have the native-speaking partner read the book entirely in target language.
– Read text in target language, and briefly summarize key points in English at the same time.
Immersion Audience
• When using books with bilingual text on each page, read only the target language.
• Use books with more literal themes
• Themed storytimes may work well for highlighting new vocabulary words and allowing families to continue conversations at home.
Immersion Audience
• Give clear guidelines about how the storytime is set up and the goals.
• Include culturally traditional stories or songs, not just translations.
Incorporating theSix essential
early literacy skills
Six pre-reading skills
• Print awareness• Vocabulary• Letter knowledge• Print motivation• Phonological awareness• Narrative skills
Print awareness
• Encourage children to print their own nametags.
• Add “print” words to the environment. Keep to one language.
• Use flip charts with words to action songs and fingerplays.
• Point to letters and words as you read.
Vocabulary
• Use books with realistic and literal illustrations.
• Be aware that there may be slight variations in the words used by people from different countries or regions.
Vocabulary
• Use stories that are vocabulary rich. Explain the meaning of unfamiliar words before reading the story.
• Read the text first. If you have more than ten unfamiliar words, the book is too difficult.
• Use objects from the target culture to encourage further conversation and promote understanding.
Narrative Skills
• Use a puppet to help tell and retell a story
• Many cultures have strong oral traditions. Invite parents and caregivers to share stories from their childhoods or lead songs.
Narrative Skills
• Provide support and understanding for parents and children to participate.
• Use wordless books or have pictures and prompt a story. Give families some time to practice.
Phonological Awareness
• Use culturally familiar music, fingerplays and rhymes. These activities help with rhyming and alliteration.
• When you use commonAmerican songs, you arehelping create newtraditions.
Phonological Awareness
• Use themes to create repetitions of words and sounds.
• Point out words that start with the same sound.
• Choose books that incorporate rhymes and point them out.
• Ask parents and storytime partner to share rhyming chants or games.
Letter Knowledge
• Have a “Letter of the Week,” and encourage families to emphasize that letter all week.
• Use a letter theme for your storytime.• Have letters available for children to
use, e.g. alphabet squares, magnetic letters.
• Choose fun alphabet books to share, such as “A is for airplane / A es para avión.”
Letter Knowledge
• Nametags, name songs, focusing on the first letter of each child’s name.
• Point to letters or the beginning of words as you read—point out instances of the letter of the week.
Print Motivation• Encourage parents and children to sit
together or very close.• Model how much fun reading is.• Use a variety of formats.• Read silly stories.• Encourage parents to make
reading a fun, lowpressure familyactivity.
• Plan how you will share early literacy tips during each storytime.
• Connect the early literacy tip to an activity or story you share during storytime.
Spreading theEarly Literacy Message
Spreading theEarly Literacy Message
• Schedule World Language Storytimes regularly, not just during “festival” times.
• Recommend 4 sessions when working with a community partner.
Spreading theEarly Literacy Message
• Showcase your World Language collection during storytime.
• Look for nonfiction titles that go beyond shapes and colors.
• Go out in the community and have World Language storytimes at a church, community organization or another place where the community is comfortable.
Spreading theEarly Literacy Message
• Tell parents that using the library and reading in both English and the child’s native language will help their child learn better in school.
• Parents receive conflicting information regarding using their native language with their children versus learning English only.
Case Studies
• “Mama, Do You Love Me?” by Barbara Joosse.
• Books published in Spain
• Words for songs
Case Studies
• Have community partner help you select stories
• Have enough lead time so that you and your community partner can practice
• Build relationships with families• Learn a bit of another language and
other cultures.
Case Studies
• You have to leave your comfort zone.
• The difference between earlier “bilingual” storytimes that I led and World Language storytimes is tremendous.
Case Studies
• When the children are engaged, focused, singing, laughing, and shouting out, you know that you’re doing the right thing.
Have fun together!