Partners in Literacy

Arkansas Parent Training and

Information Network/Arkansas
State Improvement Grant
1123 S. University, #225,
Little Rock, AR 72204

800.223.1330 501.614.7020
Fax 501.614.9082
Website adcpti.org
What is Parent Involvement?

“The participation of parents in

regular, two-way, and meaningful
communication involving student
academic learning and other
school activities.”
NCLB Act 2002
Sec. 101 [32]
What is Literacy?
- The ability to speak, listen, read and write.
- The ability to locate, evaluate, use and
communicate meaning using a wide range of
resources including text, visual, audio and
video sources.
What is Literacy?
What ALL Parents Can DO!

 TALK with your

child and ask your
child questions

 READ to your
child and let your
child read to you
Skill Teaching Strategy

 Step 1. I DO (Parent demonstrates)

Repeat as needed

 Step 2. WE DO (Parent with Child)

Repeat together until child
understands what to do

 Step 3. YOU DO (Child)

Repeat many times until child
can do it well.
If needed, start again at step 1 or 2
 Phonological Awareness

 Definition
- The understanding that spoken
language is made up of individual
and separate sounds

Phonological awareness activities

can involve work with rhymes,
words, sentences, syllables, and
phonemes.
 Phonological Awareness
Activities

1. Oral Rhyming (cat rat sat)

Read poetry and other rhyming books. (Humpty Dumpty)
When reading a familiar rhyme, stop before a rhyming
word and ask your child to say the word.

2. Syllable awareness in spoken words

Clap parts of words. Start with your child’s name.

3. Phonemic awareness (an essential element) Individual

sounds in spoken words is a part of phonological
awareness.
Five Essential Elements of Literacy
The BIG IDEAS

1. Phonemic Awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Comprehension
Five Big Ideas of Literacy

Phonemic Awareness
– The ability to notice, think
about, and work with the
individual sounds
(phonemes) in spoken words.

– The ability to hear, identify

and manipulate the individual
sounds (phonemes) in spoken
words.
Phonemes

 Phonemes are the smallest parts of spoken

language that make a difference in the
meanings of words.
– For example, changing the first phoneme (or first
sound) in the word hat from /h/ to /b/ changes the
word from hat to bat, and so changes the
meaning of the word.
Phonemic Awareness

 Children need to learn

– The spoken word consists of individual sounds
or phonemes
– How the sounds work:
 1. segment (break apart) into sounds
 2. blend (put back together)
 3. manipulate (add, delete & substitute).
Instruction in phonemic awareness skills helps
children learn to read and spell. They understand
that letters and sounds are related in a predictable
way.
Phonemic Awareness
Activities

 1. Isolation-Individual sounds in a word.

“What is the first sound in van?” /v/
 2. Categorization-Child recognizes the word in a set
of 2 to 4 words that has the “odd” or different
beginning sound.
“Which word doesn’t belong? bus, bun, rug.”
rug
 3. Blending-Blend sounds into words.
“What word is /s/ /u/ /n/?“ sun
Phonemic Awareness Activities

 4. Segmentation-Break words into separate sounds, say

each sound as your child taps or counts it.
fish = /f/ /i/ /sh/ (3 sounds)
 5. Addition-Make a new word by adding a phoneme.
“What word do you have if you add /s/ to the
beginning of the word park?” (S PARK) SPARK
 6. Substitution-Substitute one phoneme for another to
make a new word.
“The word is BUG. Change /g/ to /n/. What’s the new
word?” BUN
Five Big Ideas of Literacy

Phonics instruction (Alphabetic Principle)

There is a predictable relationship between
phonemes (sounds) and graphemes (writing)

e t i c P r i n c i p le
o f t h e A l p ha b o r e a d
Know le d g e il d ’ s a b i li t y t
e a tl yt o a c h t e x t .
u te s g r nn e c te d
contrib l a t io n a n d in c o
o th i n i so
words b
Phonics Activities
 Practice saying the names and sounds of sh
letters with your child.
 Match pictures of familiar things with the
letters representing the beginning, middle
and ending sounds. (shout, shirt, shell)
 Ask your child to sound out each syllable
when he or she comes to an unfamiliar word,
then put the syllables together to make the
word. (sy lla ble = syllable)
 Five Big Ideas of Literacy

Fluency and Accuracy

– The ability to read text accurately
and quickly; not hurried reading.
 Provides a bridge between word
recognition and comprehension
Readers w
ho have n
fluency re ot yet dev
ad slowly eloped
Their oral , word by
reading is word.
labored. choppy an
d
Fluency Activities

 Read with your child everyday, smoothly

pointing to words as you read.
 Read a story, poem or play to your child, with
expression. Then ask him to read the same
page out loud to you.
 Ask your child to read familiar stories over
and over. See if she can read the story more
quickly and smoothly over time.
Five Big Ideas of Literacy

 Vocabulary
- Understanding what words mean by
themselves and in sentences.

Oral Vocabulary refers to words that we

use in speaking or recognize in listening
Reading Vocabulary refers to words we
recognize or use in print.
Vocabulary Activities

 TALK with your child during everyday

activities and include your child in a variety
of activities .
 Look through a book before reading a story
and ask your child to use words
to describe the pictures.
 Use your child’s textbook and talk to him
about the vocabulary/words being studied.
 Make refrigerator magnet words.
Five Big Ideas of Literacy

 Comprehension
– Understanding what has been read.

r e ad in g !
a s on for
ns ion i s th e r e
omp r ehe o n ot
C w o r ds , b u t d
not
r e a d t h e th e y a re
d e r s c a n r e a d in g ,
If rea h at t h e y a re
s ta n d w
under g .
y r e a d in
reall
Comprehension

Students need to learn how to:

Understand and remember what they
read
Relate their own knowledge or
experience to text
Communicate with others about what
they read
Use comprehension strategies
Comprehension Activities

 While traveling, ask questions about landmarks,

reasons people might live in certain areas, etc.
 “Think out loud” to your child when you are doing things
around the house.
 Check out books from the library with your child. Read
the book’s title, or look at the pictures, and ask what he or
she thinks the book is about.
 Ask your child to retell parts of a story
to you after reading together.
 Allow your child to read and
carry out favorite recipes.
DIBELS
Assistive Technology for Literacy
Improve Functional Capabilities

Low Tech Mid Tech

Light

Fat Pencil
Book stand Magnifier

Hi Tech Tape Recorder

and earphones

Computer and keyboard options Mouse options

Resources for You

 Your child’s teacher

 Parent Facilitators in every public school
 Parent Centers in every
public school
 Public Library
“Ideas to Build Your Child’s Reading
Skills”

3 Levels of
Brochures

 Literacy Activities for Phonemic Awareness,

Phonics, Fluency, Vocabulary, Comprehension
 Sight Words for Lower and Upper Elementary
Levels
 Download at http://arksped.k12.ar.us/
Put Reading First
Helping Your Child Learn
to Read

 Parent Brochure for

Preschool thru Grade 3
(English and Spanish)

 Order booklet:
1.800.228.8813
or can download at

http://www.nifl.gov/partnershipforreading/publications/k
-3.html
A Child Becomes
a Reader

 Parent Booklet for

Kindergarten thru
Grade 3 OR
Birth through Preschool
 Order from
1.800.228.8813
or can download at
http://www.nifl.gov/partnershipforreading/publications/k-
3.html
Helping Your Child
Become a Reader

 Parent Booklet for Birth

through age 6+
(English and Spanish)

 DOWNLOAD ONLY:
1.877.433.7827
download at
http://www.ed.gov/parents/academic/help/hyc.html
Resources for You
Internet Websites

 LiteracyCenter.net www.literacycenter.net
On-line Early Childhood activities in English, Spanish,
German and French

 Reading Rockets www.readingrockets.org

Activities and tip sheets for pre-school through 3rd grade
in English and Spanish

 Compact for Reading & School-Home Links

http://www.ed.gov/pubs/CompactforReading/index.html
Printable activities for grades K-3rd (100 each) in
English and Spanish
Resources for You
Internet Websites

 The Arkansas Family Literacy Partnership

www.accessarkansas.org/afl/about_us.html
Including AR Even Start Family Literacy. 4 In-depth videos.

• DIBELS Parent Brochure gives basic assessment information

http://www.fcrr.org/assessment/PDFfiles/ParentBrochure.pdf

 Special Education http://arksped.k12.ar.us

IDEA changes and downloadable literacy brochures

● Special-Kids email http://groups.yahoo.com/group/Special-Kids

Group email for Arkansas families who have children with special
needs. Parents helping parents.
Resources for You
Internet Websites

 Arkansas Literacy Intervention Matrix

literacymatrix.com
Classroom lessons/interventions and
possible modifications for the five essential
areas of literacy for grades K - 4, 5 - 8,
and 9 -12. Lessons are linked to Arkansas
Frameworks and include activities for
students in need of Tier I, II, III, IV and V
level of support.
Resources for You
Internet Websites

 Family Center on Technology and Disability www.fctd.info

 Arkansas State Improvement Grant:

www.arstateimprovementgrant.com

 Arkansas Disability Coalition (ADC) and

PTI (AR Parent Training and Information Network)
http://arkansaspti.org or adcpti.org
A non-profit organization working with parents of children with
disabilities to develop self-advocacy skills and improve
communication between home and school.
Any More Questions?

 Pleaseturn in your evaluations

before you leave

 Thank you!