From natashaf at multcolib.org Tue Sep 6 09:53:23 2011 From: natashaf at multcolib.org (Natasha Forrester) Date: Tue, 6 Sep 2011 09:53:23 -0700 Subject: [RFHF] Family event Message-ID: I just wanted to share a quick note about a family event we had last week at the Midland branch of our library - Youth Librarians and Healthy Start supervisors and FSW's who had been part of the RFHF training and grant partnered to host an afternoon with age-appropriate, literacy-centered crafts, songs and snacks, and we had over 30 families (at least 150 people) attend. We had staff on hand to help with getting new library cards, taking care of fine issues and other barriers that prevent some Healthy Start clients from using the library, and FSW's did a fantastic job in getting clients interested and excited about the event and helping them get to the event with bus passes, and even personal pick-ups! We're doing two more similar events around the county in October, and our hope is to make this an annual event - and we'd love to hear about other events hosted around the state so we can get more ideas! Natasha Forrester, Youth Librarian Capitol Hill Library ~ a neighborhood branch of the Multnomah County Library 10723 SW Capitol Hwy, Portland, OR 97219 503.988.6993 Regular schedule: Tuesday - Saturday, 9 a.m. - 6 p.m. ***"*We all have our la la la song, the thing we do when the world isn't singing a nice tune to us. We sing our own nice tune to drown out ugly." ~ Rita Williams-Garcia, *One Crazy Summer* ~ -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Sep 6 12:30:24 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 6 Sep 2011 19:30:24 +0000 Subject: [RFHF] Updated Healthy Start contact list Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BAF7A60@OSLEXCHANGE.osl.state.or.us.local> Hello! I just received the attached updated Healthy Start contact list. Library staff, if you have lost contact with your Healthy Start partners you may want to check this list to learn who is at your local Healthy Start, what their contact info is, and re-connect. Healthy Start staff, * If you have lost contact with your library partners, call your local library and ask to speak to the children's librarian. You can find your library's phone number via the Oregon Library Directory: http://libdir.osl.state.or.us/ * This list is maintained by Linda Jones at OCCF. If you notice any incorrect contact information, contact Linda to get it corrected. Her info is: 503 - 373-1283 (push 2, then 4) or linda.p.jones at state.or.us Thanks, Katie Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: HS Contact List_September 6, 2011.xls Type: application/vnd.ms-excel Size: 193536 bytes Desc: HS Contact List_September 6, 2011.xls URL: From katie.anderson at state.or.us Mon Sep 12 15:05:13 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 12 Sep 2011 22:05:13 +0000 Subject: [RFHF] Phonological awareness activity Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BB09E3E@OSLEXCHANGE.osl.state.or.us.local> Hello! I just received my newsletter from Learning Disabilities Online newsletter (http://www.ldonline.org/article/377). The following phonological development activity, from the LD Online newsletter, may be a good one for a home visit or story time! The following activity originally appeared in the book Phonemic Awareness in Young Children: A Classroom Curriculum. Listening to sequences of sounds >From chapter 3: Listening games Objective To develop the memory and attentional abilities for thinking about sequences of sounds and the language for discussing them. Materials needed Objects that make interesting, distinctive sounds. Some examples follow: banging on wall/table/lap blowing blowing a whistle blowing nose clapping clicking with tongue closing purse coloring hard on paper coughing crumpling paper cutting with a knife cutting with scissors dropping (various things) drumming with fingers eating an apple folding paper hammering hopping noisy chewing opening window or drawer pouring liquid ringing a bell rubbing hands together scratching sharpening a pencil slamming a book smashing crackers snapping fingers stamping stirring with teaspoon tearing paper tiptoeing turning on computer walking whistling writing on board writing with a pencil Activity In this game, the children are challenged first to identify single sounds and then to identify each one of a sequence of sounds. Both will be very important in the language games to come. The children are to cover their eyes with their hands while you make a familiar noise such as closing the door, sneezing, or playing a key on the piano. By listening carefully and without peeking, the children are to try to identify the noise. Once the children have caught on to the game, make two noises, one after the other. Without peeking, the children are to guess the two sounds in sequence saying, "There were two sounds. First we heard a ____, and then we heard a ____." After the children have become quite good with pairs of noises, produce a series of more than two for them to identify and report in sequence. Again, complete sentences should be encouraged. Remember that, to give every child the opportunity to participate mentally in these games, it is important to discourage all children from calling out their answers until they are asked to do so. In addition, both to support full participation and to allow assessment of individual students, it is helpful to switch unpredictably between inviting a response from the whole group and from individual children of your designation. Note: Because of the importance of the skill exercised through this game, invest special care in noting every child's progress and difficulties. Extra opportunities should be created to work with children who are having trouble with the concept of sequences or in expressing their responses. Variations * With the children's eyes closed, make a series of sounds. Then repeat the sequence, but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence. * Invite the children to make sounds for their classmates to guess. * These games also offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last. It is worth ensuring that every student gains comfortable, receptive, and expressive command of these terms. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Tue Sep 13 09:19:47 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Tue, 13 Sep 2011 16:19:47 +0000 Subject: [RFHF] Children's books with fun vocabulary words Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BB1BCDB@OSLEXCHANGE.osl.state.or.us.local> Hi! There is a discussion about children's books with fun/rare vocabulary words on the one of the national email discussion lists for children's librarians. I thought all of you would like to the following great list of books when working on vocabulary development during home visits or storytime. This list was created by and shared with permission from Heather McNeil, RFHF trainer and participant, and children's librarian at Deschutes Public Library. Books with unusual words are my favorites at storytime. Here are some I've enjoyed: 1. Doyle, Malachy. Horse. 2. Elffers, Joost and Curious Pictures. Do You Love Me? 3. Jenkins, Steve & Robin Page. What Do You Do With a Tail Like This? 4. Mora, Pat. Delicious Hullabaloo/Pachanga deliciosa. 5. Scanlon, Liz Garton. All the World. 6. Slater, Dashka. Baby Shoes. 7. Stutson, Caroline. Cat's Night Out. 8. Williams, Karen Lynn. A Beach Tail. 9. Cabrera, Jane. Kitty's Cuddles. 10. Crebbin, June. Cows In the Kitchen. 11. Doyle, Malachy. Sleepy Pendoodle. 12. Gordon, Gaelyn. Duckat . 13. Hubbard, Patricia. My Crayons Talk. 14. Jenkins, Steve and Robin Page. Move! 15. Lester, Julius. Sam and the Tigers. 16. MacDonald, Alan. Snarlyhissopus . 17. MacDonald, Margaret Read. Teeny Weeny Bop. 18. Montgomery, Tamara and Jodi Parry Belknap. When the Cassowary Pooped: A Tale of New Guinea. A 19. Newbery, Linda. Posy. 20. Pomerantz, Charlotte. The Piggy In the Puddle. 21. Root, Phyllis. The Rattletrap Car. 22. Ruddell, Deborah. Who Said Coo! 23. Schaefer, Carole Lee. Dragon Dancing. 24. Wheeler, Lisa. Bubble Gum Bubble Gum. 25. Yolen, Jane. Off We Go! 26. Becker, Bonny. A Visitor for Bear. 27. Blackaby, Susan. Brownie Groundhog and the February Fox. 28. Browne, Anthony. Little Beauty. 29. Cumberbatch, Judy. Can You Hear the Sea? 30. De Regniers, Beatrice Schenck. What Did You Put In Your Pocket? 31. Fox, Mem. Hello, Baby! 32. Hillenbrand, Will. Fiddle-I-Fee. 33. Johnston, Tony. The Iguana Brothers. 34. Johnston, Tony. Cat, What Is That? 35. Johnston, Tony. My Abuelita 36. Ketteman, Helen. Armadilly Chili. 37. Mwenye Hadithi. Crafty Chameleon. 38. Newbery, Linda. Posy. 39. Rayner, Catherine. Ernest, The Moose Who Doesn't Fit. 40. Ryan, Pam Munoz. Tony Baloney 41. Serfozo, Mary. Plumply Dumply Pumpkin 42. Steinberg, Laya. Thesaurus Rex 43. Stutson, Caroline. By the Light of the Halloween Moon. Heather McNeil Youth Services Manager Deschutes Public Library 507 NW Wall St. Bend, OR 97701 541-617-7099 heatherm at deschuteslibrary.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Wed Sep 21 09:21:55 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Wed, 21 Sep 2011 16:21:55 +0000 Subject: [RFHF] In the News: Oregon & preschool; early childhood & the economy Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BB8C8E2@OSLEXCHANGE.osl.state.or.us.local> Hi! This morning I read to good articles about early childhood education and preschool that I thought you would enjoy and be able to take away some valuable info. In local news, the StatesmanJournal.com reports on Bridging the Gap Between Preschool and Kindergarten: Classes Start with Higher Expectations. Things to keep in mind during this topsy-turvey change in how Oregon does early childhood: * it's not always clear what quality [preschool] means or how to track results in Oregon. * Preschools don't necessarily work with nearby school districts to make sure students are learning what they need to know for kindergarten. * Preschool currently falls under Oregon Employment Department's Child Care Division and not the Oregon Department of Education, except for Head Start. * parents have little help in finding a quality education program * This year the Legislature approved Kitzhaber's birth-to-20 plan that brings early childhood services, K-12 and post-secondary education all under a new Oregon Education Investment Board. The goal is to create an efficient and accountable system. * In the future Oregon will likely adopt a kindergarten readiness assessment and early learning benchmarks and require providers to hit certain goals to renew their contracts. Those will be some of the proposals before the 2012 Legislature. * One innovative program that promotes quality preschool is Pennsylvania's Keystone Starts... The program reviews each provider and gives them anywhere from one to four stars using research-based criteria. Providers can get help to improve their score and parents get a searchable database of providers with three or four stars. Oregon is working on a similar program called Equip. This morning I discovered a new blog which I haven't examined thoroughly, but the September 16, 2011 post Top 5 Reasons Why Investing in Early Childhood Education Can Drive Better Job Creation caught my eye. I've been reading about how investing in early childhood is a good economic decision for many years now, but this article mentioned a few things I hadn't thought about before. Here are the 5 reasons, those in orange were things that caught my eye. These may be good points to bring up when advocating for your programs. 1. Human capital is the key local competitive factor for businesses that is not readily portable. In a global economy, most factors of production are readily transportable, such as capital, energy, information, etc. Labor is not so portable. You can?t just put your business anywhere and expect to get the labor skills you need. 2. Human capital matters not just to my individual business, but to building regional clusters of businesses. The importance of a local area?s job skills is not just the workers I recruit for my business, but also the skills of workers working in similar businesses in my local industry cluster, as well as workers in the suppliers that are part of that cluster. Regional clusters of industries, such as in Silicon Valley, steal ideas and workers from one another. Therefore, any individual business?s productivity depends in part of the skills of its local competitors. In addition, the competitiveness of a cluster depends in part on the productivity of local suppliers, which depends on the skills of these suppliers? workers. 3. Early childhood education is one of the most cost-effective methods of developing better local worker skills.. 4. Early childhood education is particularly good at increasing soft skills, which are of great importance to businesses. 5. A large percentage of early childhood education participants will stay in the same local economy as working adults. Over 60% will stay in the same state, and over 50% will stay in the same metropolitan area. This is important because it means that early childhood education can enhance the local area?s workforce quality. Americans are not as hyper-mobile as sometimes supposed. People will stay due to the familiar places and people of their home. The percentage staying is not much lower in economically distressed areas, as slow growth reduces in-migration more than it increases out-migration. Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 If the hyperlinks don't work, try copying and pasting these URLs into your browser or doing a Google search by copying and pasting the titles of the articles into the search box. * http://www.statesmanjournal.com/article/20110921/NEWS/109210407/-1/7daysarchives/Bridging-gap-between-preschool-kindergarten * http://investinginkids.net/2011/09/16/top-5-reasons-why-investing-in-early-childhood-education-can-drive-better-local-job-creation/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From katie.anderson at state.or.us Thu Sep 22 08:57:34 2011 From: katie.anderson at state.or.us (Katie Anderson) Date: Thu, 22 Sep 2011 15:57:34 +0000 Subject: [RFHF] Research: Babies Benefit From Bilingual Homes Message-ID: <640435851FD7CB4AB3C4BE0D1963BA241BB8CE93@OSLEXCHANGE.osl.state.or.us.local> Hi! Here is a short article/2.5 minute video clip about new research that adds to the case that raising children in a bilingual home has language development benefits. The article is just the dialog of the video transcribed so you can choose to watch or read. The video may be good to show low-literate, bilingual parents who need a little convincing that speaking their native language at home is valuable to their children. Below are some key points: * Countless studies proved the benefits of raising your children in a bilingual household, but new information showed the benefits begin as early as the first year of life. * Her use of both languages when she spoke to her 4-month-old daughter could have some of the greatest benefits. * "There's going to be a point in their lives where Spanish is going to be a requirement for any type of job, being that there is a lot of people everywhere that speak Spanish..." * "Bilingual kids seem to have a long window where they're still paying attention to sounds from both languages," said Dr. Raul Rojas * "If you have a parent or a family member and you have people that can speak multiple languages in the home, by all means, go ahead and it would be great to do it," * Rojas said if you don't know a second language, don't try and suddenly use it in your home. He said you have to have the fundamentals and be a good model to your children for them to properly pick it up. If you are interested in the full research paper, go to: Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production Journal of Phonetics, In Press, Corrected Proof, Available online 17 August 2011 Adrian Garcia-Sierra, Maritza Rivera-Gaxiola, Cherie R. Percaccio, Barbara T. Conboy, Harriett Romo, Lindsay Klarman, Sophia Ortiz, Patricia K. Kuhl Katie Anderson, Library Development Services * Youth Services Consultant * Oregon Center for the Book Coordinator * Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 If the hyperlinks don't work, try copying and pasting the following URLs into your browser. If that doesn't work, try entering "Babies Benefit From Bilingual Homes KDAF TV" and "Bilingual language learning study by Patricia Kuhl" into your Google search box. * http://www.the33tv.com/about/station/newsteam/kdaf-babies-benefit-from-living-in-bilingual-homes-20110916,0,4539711.story * http://www.sciencedirect.com/science/article/pii/S0095447011000660 -------------- next part -------------- An HTML attachment was scrubbed... URL: