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Duke  \nour preschooleris“helping”you make dinner. You need some sour cream. Your child needs to figure out which container has the sour cream—not the cottage cheese.  \nHere’s a teachable moment: “Ssssour cream starts with the ssss sound, and we spell that sound with the letter s. Let’s look for the container with a word that has the letter s at the beginning!”  \nTeachable moments—opportunities to help children learn foundational reading skills—happen every day in our homes and communities. You can use these moments to complement the systematic instruction your  \nchild should be receiving at school (pre  \nschool and early elementary school). Here are some ways to take advantage of teachable moments.  \nPoint Out Print  \nChildren aren’t born knowing that letters have a special importance in our society. As toddlers or preschoolers, they may be just as interested in a door’s hinges as the sign on it. You  \ncan help your child understand that print is important by pointing it out and talking about its purpose. For example, when you see a stop sign, you can tell your child,“The letters on that sign spell ‘stop.’ They tell us to stop. They help us not crash into other cars.”  \nNell K. Duke is the executive director of the Centerfor Early Literacy Success at Stand for Children and a professor of education at the University of Michigan.  \nWhen you are reading a book or other text to your child, run your fingers along the words as you read. In addition to helping your child learn that the letters are telling you what to read/say, you are helping your child to understand the direction in which we read. For example, in English we read from left to right and top to bottom. As children grow, point out more advanced aspects of print, such asthe exclamation point on a “Happy Birthday!” card orthe search results that help you find what you’re looking for online.  \nEmphasize Sounds  \nLearning the names of letters is valuable, but learning the sound or sounds spelled by each letter is also important foryour child’s development. For sounds to teach early on, see the box on page 16 for the English alphabet (if your home language uses a different writing system, teach that instead or as well!). When you are writing, say a sound aloud, invite your child to say it with you, and then show your child how to spell that sound. For example, if you are leaving a note to say that dinner is at six, emphasize the /d/ sound* as you say “dd dinner” and then explain that we spell that /d/ sound with the letter d. Show your child how you write the letter. Take care when you pronounce the sounds. Rather than saying“duh,” try to clip the vowel sound after the d sound as much as possible. And be sure to pronounce words and sounds the way you do in your dialect or way of speaking—children learn best when they can connect letters to the way you and they speak everyday.  \nName It  \nResearch studies have found that children’s names are especially important for their early literacy development. Names  \n*Throughout this magazine, slash marks indicate the letter sound rather than the name of the letter.  \n14 AMERICAN EDUCATOR | FALL 2023  \noften help children understand that print can represent the things we say. Children tend to learn the letters in their names before other letters. And a child’s name is often among the first words they write. Expose your child to their name often and give them lots of opportunities to write their name themselves. Early on, you can invite your child to watch you write their name as you demonstrate how to form each letter. (If possible, use whatever way of forming each letter is  \ntaught in the schools in your community.) Later, children can trace what you have written. As they work to write their names themselves, don’t worry if  \ntheir name doesn’t look perfect; that will come with time.  \nLook for lots of authentic reasons for your child to write thei","cbCairgHv09KWwN3","https://ap.wps.com/l/cbCairgHv09KWwN3","pdf",158483,"English","# Supporting Foundational Literacy Skills\n## Point Out Print\n## Emphasize Sounds\n## Name It\n## Write Away\n## Put It in Perspective","[{\"question\":\"什么是“可教时刻”，家长如何在日常中使用？\",\"answer\":\"可教时刻是每天在家和社区中帮助孩子学习基础阅读技能的机会。家长可利用日常情境补充学校系统教学，例如在做饭或外出时引导孩子关注文字与声音。\"},{\"question\":\"如何帮助孩子理解印刷文字的重要性与阅读方向？\",\"answer\":\"家长可以指认并讲述文字的用途，例如告诉孩子停止标志上的字母如何引导“停”。阅读时沿着文字滑动手指，并说明英语从左到右、从上到下的阅读方向。\"},{\"question\":\"为什么要强调字母的声音而不仅是字母名称？\",\"answer\":\"字母名称很有价值，但字母所对应的声音同样关键。写作时先说出目标声音，邀请孩子一起说，再展示如何用相应字母拼写，并在发音上尽量贴近孩子日常说话方式。\"},{\"question\":\"如何通过孩子的名字促进早期读写发展？\",\"answer\":\"研究表明名字对早期识读尤其重要。家长可经常让孩子接触自己的名字，并提供多次练习写名字的机会，如标签衣物、签卡片或写座位卡；不必追求一开始拼写完美。\"}]","Supporting Foundational Literacy Skills | PDF"]