Seeing the Difference



Writing activity



Every time a library staff member visits one of our Jump Start Reading program sites, we are amazed at the progress the children are making with early reading skills. We target program sites in low income, high risk neighborhoods and many of the children we serve cannot demonstrate any pre-literacy skills. However, after only two in a half months of working with the children, caregivers and parents, there is a recognizable change in the children's knowledge and interest towards books and reading.



Connie Ellington facilitating parent workshop



JJ is a three year old student at one of our Jump Start Reading Sites. He was very reluctant to participate in the library program and he was always the last child to sit down for story time. When Connie Ellington, the "Library Lady" (the name the children use affectionately) came to visit on this particular day, JJ had a surprise. JJ asked if he could read a book to her today. He selected three books from the books shelf. He demonstrated several of the pre-literacy skills used in the Every Child Ready to Read curriculum. He modeled reading, he held the book and turned the pages properly, he pointed to the words on the pages and he talked about the illustrations. Through our department encounters, we learned that many students enter kindergarten without the ability to demonstrate these pre-literacy skills. Since JJ's daycare teachers and parents are learning these skills with him, we hope he will continue to learn long after the program ends. The Jump Start Reading program supports the long term learning experience by giving JJ books to take home to begin or enhance a home library and the daycare center that JJ attends will receive fifty books to continue the reading experience. The parents and children also participate in a library tour allowing parents to see all the free resources offered at and through the library. They can have tools and support to continue to be their child's first teacher.



Learning that print represents words



JJ is one of many children who receives literacy support form the library. Child care providers and parents are learning the five simple activities (talking, singing, reading, writing and playing) that they can use to help children get ready to read. Most importantly, JJ is receiving skills and tools that will help him succeed in school and beyond!

Every Child Ready to Read @ Your Library...Again

The American Library Association researched based curriculum, Every Child Ready to Read at Your Library® has been updated. The expanded 2nd version; ECRR 2 incorporates simple practices designed to help parents and  caregivers develop early literacy skills in children from newborns to five. The curriculum has changed form six building blocks to five simple practices, which includes talking, singing, reading, writing, and playing and developing  language and pre-reading skills in children.
The new edition also includes fun with science and math. ECRR 2 still stresses the importance of parents being their child’s first teacher and it promotes the library as a resource for developing early literacy skills in children from birth to age five.
The new ECRR 2 will be used in our Spangler, Jump Start Reading at Home Program. The curriculum is scheduled to be used with our third group of Spangler participants beginning June 2011.  Outreach staff Jump Start facilitators participated in a day-long workshop and webinar on the new curriculum and they are prepared for the roll out! Check us out soon, we will have information and pictures on the new curriculum a long with parents and caregivers reaction to the new curriculum.

Visit to the Library

We are now three months into our six month Jump Start Reading at Home program. Our teachers, children and families have been introduced to Vocabulary; knowing the names of things, Print Motivation; being interested in and enjoying books, and Print Awareness; noticing print, knowing how to handle a book and knowing how to follow the words on a page. In addition, all programs participants received fifteen books to begin their at-home library. (The 2001 Progress in International Reading Literacy Study states that students from homes with more than ten children's books had significantly higher average reading scores than scores of students from homes with ten or fewer books.)

To continue to expose families and teachers to reading, books and literacy, all program participants will tour their neighborhood library. This is a very important element of the program. By taking our families and teachers to the library, we are given them tools and resources to be self-sufficient and empowered to continue to support their child's early literacy education.

To make this experience possible, we have to identify and remove barriers that will allow all families to participate in the library visit and tour. During a recent visits to Plaza Midwood library, the transportation barrier was removed by purchasing bus passes for all program participants. Over fifty people took the bus to the library. The pictures below illustrate the Bilingual Specialist, Veronica Corral organizing the group to board the bus as well as the library visit and tour. Follow the link below to view all the photos of this library experience.

http://www.flickr.com/photos/libraryinaction/sets/72157624725999301/

Jump Start Reading at Home Print Motivation

When the county car pulls into the parking lot of the Park Apartment Clubhouse, parents and children know it is time for Miss Veronica and the library program. Twenty-three children and their mothers gathered in the activity room to hear stories and participate in music and reading activities that encouraged interest and enjoyment of books. The building block for this session was “Print Motivation.” According to the American Library Association, Every Child Ready to Read program, “Children who enjoy being read to will want to learn how to read.” It is a challenge to measure enjoyment but the clapping, smiles, laughter and program participation lets Miss Veronica know that her audience enjoyed the stories.

During this session, families enjoyed the stories; The Squeaky Door by Margaret Read McDonald, Whose Nose? by Jeannette Rowe and Jump Frog Jump by Robert Kalan. Parents also received information on Spanish language computer classes offered at our Hickory Grove location. As the program ended, parents and children helped Miss Veronica carry her material to the car and they prepared for their next session, which will include a visit to their neighborhood library.

Print is Everywhere!

Last Tuesday evening, Amy Kukla returned to Pride and Joy Daycare for a parent workshop, again focusing on the print awareness module of our Jump Start Reading at Home program. Amy explained that print awareness is knowing that print is everywhere and knowing how to follow print on a page. Parents learned tips on little ways in everyday life to help their children become more aware of print, such as making a list together with kids before going shopping, and pointing out the signs of different stores that you shop at, including the sale signs and the words on different items once in the store.

To help kids learn to follow print on a page, Amy shared tips parents could use when reading a book together with their child, including pointing out the words on a page as they are read aloud, and encouraging the child to help turn the pages, to teach him or her how to handle a book and that in English we read from left to right.

Amy encouraged parents to have fun as they explore the world of print with their children, and suggested fun print awareness activities to do together, such as making a photo scrapbook of pictures taken on a "scavenger hunt" of print in the community - photos of familiar street signs, the signage of neighborhood stores, etc. Print is everywhere - have fun exploring it!

Storytime for Adults?

In a way, yes! A key part of our Jump Start Reading at Home early literacy program is our parent workshop series, in which we help inform and assist parents in their critical role as their child’s first teacher. Last night at Seigle Avenue Church, Yvonne Thomas lead a workshop where she modeled storytelling skills for parents. This week’s emphasis was on vocabulary building. Studies show that children who enter school with larger vocabularies do better academically and are better readers, so Yvonne shared some tips with the parents on how to get their children engaged in learning more words.

Dialogic reading (asking “what” questions) is a great way to teach vocabulary and help your child give more complete descriptions about what he or she sees. As she read the story aloud, Yvonne paused to give advice and examples of what kinds of questions parents could ask while reading the same story aloud to their own children. In general, some vocabulary-building storytime tips include:

• Point out the names of things your child may not know
• Ask "what" questions - like "What's this?" or "What's this called?"
• Follow answers with more questions
• Repeat what your child says, to reinforce correct answers
• Help your child with answers as needed
• Ask open-ended questions, and ask your child to say more
• Expand what your child says, to fill in the little words and add detail
• Follow your child's interests
• Have fun!