Sound Tree

Inspiration: Art project
Goal: Sound awareness and/or sound production
Materials: Paper, a sharpie marker, crayons, glue stick and scissors.

Directions: Draw an outline of a tree on one sheet of paper and draw the outline of leaves on another and make copies.  You can also print these and use them as a template.

Have your child write down letters or words on the leaves and have them say the sounds that correspond to the letters or say the words as they color, cut and glue them on the tree.

A few of my students are working on increasing their ability to discriminate and understand that sounds make up words.  For them I have them point to the word that has the /s/ sound in the beginning, middle or end of the words on the tree shown above.  I say the word "pass" and then say, "Where is the "sssss" sound, is it in the beginning, middle or end of the word?

This activity has been a hit my kindergardeners!

Enjoy!

Summer Time

Inspiration: Pool time
Target Goal: Print awareness and spelling skills
Age: Any
Purpose:  While enjoying the summer sun swimming at the pool with your child use a sponge or your finger to make letters and words.  This activity is a fun way for you to practice working on writing letters and spelling words with your child.
Supplies: a sponge or your finger and water
Modification: If you are fortunate to live near the beach you can use your finger or a stick to write letters and words in the sand.

Say Hello Book

The Importance of Print and Word Awareness Through Home-Based Shared Reading Activities: 
A Book and Parent Guide

Katherine Motschall M.A.

California State University, Long Beach

For my Graduate Project I created a book that targets print awareness in preschool age children.  Here is a sample of some of the pages from the book.  Photos by Cory McGilvery

Print Referencing:

Print referencing is an evidence-based technique that focuses on drawing attention to the print and text during shared reading.  During shared reading, print referencing occurs when the adult uses verbal and non-verbal cues to encourage the child to focus their attention to print and words in the story being read to them.  The intention of print referencing is to increase the child’s understanding of the relationship between written and spoken language and to increase metalinguistic skills of language (Justice & Ezell, 2004).  Metalinguistic refers to the ability to reflect consciously on the nature and properties of language.  Research has found that the development of metalinguistic skills is crucial to the development of print literacy (van Kleek, 1994).  Print referencing during shared reading activities encourages dialogue about print between parent and child.  Based on these findings, the dialogue should consist of questions about the nature and property of print and words in the book.  Examples of how parents can use print referencing during shared reading of the book Say Hello can be found below.

A Parent’s Guide to Print Referencing Using the Book Say Hello

Print Referencing is a strategy used during shared reading that involves activities that promote increasing children’s attention to the print in a book. 
It is recommended that a few of these strategies be used during a single reading session of the book Say Hello.  It is not necessary to use all of the strategies listed each time the book is read.  Parents should use discretion and pick a few strategies from the list to use each time the book is read and rotate them so that the child is eventually exposed to all of the concepts.

 Illustration of Print Referencing Style

Print Referencing Cue	Book Reading Transcript
Tracking Print	Parent: The name of this book is Say Hello (parent tracks finger under the title) Child: That says Say Hello (the child points to the title)
Questions about print	Parent: Your right! Which word do you think says hello? Child: That one. (the child points to the word say.)
Comment about print	Parent: That’s a good try but it says say (points to the word say) This word says hello. (points to the word hello)
Comment about print	Child: What’s this one say (the child points to Katherine Motschall)? Parent: That says Katherine Motschall (the parent points to the authors name) She is the author of the book.
Request about print	Parent: Point with me to the two words- Katherine Motschall Child: Goes like this- one, two (the child points to each word).
Comment about print	Parent: That’s great! You are right there are two words- one, two (the parent points to each word). Well lets see what this book is all about. This looks like a great book. (the parent opens book and begins to read the story)

*Adapted from Justice & Ezell (2004)

A Parent’s Guide to Print Referencing Using the Book Say Hello

Concept	Directions
Recognition of the title of the book	The book Say Hello makes distinguishing the title relatively easy since it is the only print on the cover of the book.  Have your child point to the title before you begin reading the book.
Concepts about the position of the book and the way that it is held	Discuss how you hold the book by showing the child the front of the book and how they should hold it.
Page order	The book’s pages have page numbers.  Discuss the sequence of the order of the pages with your child.
Upper case letters vs. Lower case letters	Tell your child that sentences begin with upper case letters.  Ask your child to point to upper case letters and lower case letters throughout the book.
Letters make up words	Count the number of letters in the words with your child.
Short words vs. Long words	Discuss the size of a word depending on the number of letters it has.  Ask your child to point to short and long words throughout the book
Reading from left to right	Use your finger to track the print while you read each word.
Written words connection to pictures	Point to the objects in the book such as slide and then point to the word slide and tell your child that the word spells slide.
Written words connection to pictures	Use the repositionable plastic printed words to show the child that the object has a corresponding word.
Spoken words connect to written words	Say the word slide and then show the child the word slide in the print.
Encourage language about print while reading	Allow your child to ask you questions about the print of the story while you are reading the book.

*Adapted from Justice & Sofka (2005)

Track Progress with these data sheets

Keeping track of the print knowledge as you are using the print referencing during shared reading is essential in monitoring your child’s success and acquisition of print and word knowledge.  Use the data sheet provided to track your child’s acquisition of print knowledge each time you use print referencing during shared reading.  Mark a + for a correct response to indicate that your child has knowledge of the specific print concept listed in the corresponding box.  Mark a – if your child does not indicate knowledge of the concept.  This chart should be used as a guide to track your child’s print knowledge.

For the data sheet click link below

Child Data Sheet

Keep track of the daily use of print referencing and use this sheet to remind you to incorporate print referencing in reading every day.  Write notes in the comments section about anything that was significant in the progress of print knowledge during the shared reading activity with your child.  Click link below for the parent data sheet.

Parent Data Sheet

This project was created based on the research found in the following studies click the link to access the references.

Bibliography

Post It Notes

Inspiration: Post It notes
Target Goal: Increasing vocabulary
Age: Any

Purpose:
For this activity the focus is on increasing vocabulary for the SAT exam taken during high school.  I searched on Google and found lists of words commonly found on the exam.  Try this site www.freevocabulary.com for words to use.

Supplies:
Post It notes
Pen

Directions:
1) Write vocabulary words and the definitions of the words on the Post It notes.
2) Put the notes in places around your house for your child to find and read.

Enjoy!

Mason Jar

Inspiration: A Mason jar
Target Goal: Increasing positive language, communication and behavior.
Age: Any

Purpose:
With our busy lives and hectic schedules it is important to put an emphasis on the positive.  Acknowledging and rewarding positive behavior and language in your kids is a great way to reinforce good behavior.  This activity focuses on encouraging your child to do and say nice things.  Give them examples of what you expect from them and things that you like for them to say and do.  See examples below.

Supplies:
A Mason jar
Ribbon
Scissors
Paper strips
Rubber band
Pen

1) Cut 8.5x11inch paper in half and then into 1inch strips.
2) Stack in a pile and place a rubber band around the stack.
3) Decorate the Mason jar with a ribbon.
4) Write down all of the positive things your child does and says. Remind them that once it is all filled up that they will earn a reward.
5) Fill up your jar, once it is full take out all of the strips of paper and read them out loud together.
6) Reward your child with a treat of their choice.  You could take them to the aquarium or do an activity that will serve as a reward for all of their positive language and behavior!

Modification:

You can modify what is written on the slips of paper to achieve any goal you set.  If your child has limited language use, you could use this project as motivation to increase there utterance use from 2 words to 3 words.  Every time they used a 3 word utterance you would write it on the paper and put it in the jar.  For example if your child is saying "want ball" you would encourage them to say "I want ball" instead.

Enjoy!

Chalk Board Word Wall

Inspiration: Chalk board paint

Target Goal: Acquisition of early language

Age: 1 year or when your baby begins to say their first words.  For children who have language delays this project could work at any age.

Supplies:

Chalk board (directions to make chalk board below)

Chalk

Items of your choice to hang the chalk board (screws/drill)

1) Buy a chalk board or make a chalk board(see below) and hang it on a wall in your house.

2) On the chalk board write the words you hear your child saying.

3) Fill up the chalk board with the words and read them to your child daily to reinforce the words.

To make your own chalk board:

Supplies:

Piece of wood 

Chalk Board Paint

Paint brush

Chalk

Screws and plastic mirror mounting brackets 

Directions:

1) Buy a piece of wood sold at a hard ware store.  At home depot there is a section of pre cut pieces of wood and manufactured wood in the building supplies. I found a piece that was 2ft wide by 4ft tall.  You want to use something that is light weight so that you can hang it easily on the wall.  

2) Paint one side of the board let it dry and paint a second coat.  Chalk board paint works best with multiple layers of paint.

3) Hang the board on the wall with mirror mounting brackets see image below.

4) On the chalk board write the words you hear your child saying.

5) Fill up the chalk board with the words and read them to your child daily to reinforce the words.

First Words:

It is never too early to begin to communicate with your child. Babies begin to make sounds and babble at 6-8 months. When you hear your child babble, babble back to them. Encourage the back and forth interaction of communication from the beginning. Label and give everything a name. During meal time talk about what your children are eating and drinking. During bath time label the shampoo and the wash cloth. Give toys names and play with your children often. Lastly, there can never be enough emphasis placed on the importance of reading to your children. Read signs, labels, cereal boxes and books to them. Try to make every experience a fun learning opportunity.  

Enjoy!

Easter Eggs

Inspiration: Easter eggs

Target Goal: Reading kindergarten sight words

Age: 3 years and up

Supplies:

Plastic Easter eggs

Scissors (decorative edge if desired)

Colorful paper

Marker/pen

1)  Write the words on the paper with enough space to be cut out in 1x2 inch rectangles.  See list below for sight words.  Sight words are the words that children should be able to read based on kindergarten curriculum standards.  

2) Cut the words out and place them in the plastic eggs.  If desired, add candy and/or treats to the eggs. 

3) Hide the eggs.  When the children find the eggs practice reading the words with them out loud.

Modification:

If your child is not reading words yet put paper with a single letter of the alphabet in the egg and practice naming the letters and the corresponding sound. For example, letter A sound "ahhh"

Enjoy!

Example of some kindergarten sight words:

run, from, stop, here, said, come, big, they, fun, have, am, all, did, her, you, look, a, jump, him, out, had, there, was, old, are, go, by, no, I, some, get, so, and, she, up, give, not, my, to, like, for, you, on, has, an, at, do, it, we, in, yes, can, see, the, dad, me, he, mom, look.