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Gwr language literacy 1013



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  • 1. Presented by Gaye Tylka Early Childhood RtI Statewide Coordinator CESA #4/DPI-Office of Early Learning For more information on language & literacy, RtI in early childhood settings or to share a success story, please contact me at: 608.786.4844
  • 2. Based on current research, what are the critical content areas of an early literacy program?
  • 3. Listening & Understanding RECEPTIVE LANGUAGE  Derives meaning through listening to communications of others and sounds in the environment  Listens and responds to communication with others  Follows directions of increasing complexity
  • 4. Speaking & Communicating EXPRESSIVE LANGUAGE  Uses gestures and movements (non-verbal) to communicate  Uses vocalizations and spoken language to communicate
  • 5. 2011 EARLY LITERACY Update  Detect, manipulate, or analyze the auditory parts of spoken language  Understand the alphabet represents sounds of spoken language and letters of written language  Appreciate books and how print works  Use writing to represent thoughts or ideas
  • 6. Wisconsin Common Core State Standards (CCSS) – English Language Arts (ELA)  What is expected of students by the end of 5-year-old kindergarten (5K) & beyond  To identify the alignments or connections between WMELS – Literacy and the CCSS-ELA for 5K: 140#anchor
  • 7. Alphabet Knowledge  Phonological Awareness  Concepts about Print  Oral Language  Vocabulary  Writing  Sources: WI Dept. of Public Instruction, Literacy Live! Early Literacy and Language Development, April 2013 Roskos, K., Early Literacy Materials Selector (ELMS),Corwin Press, CA, 2012
  • 8.  Names letters and their sounds  Includes “alphabetic principle”  MORE than reciting or singing the ABCs  Understands that a letter is a symbol  Symbols grouped together form words  Strings of words form sentences with communicative intent
  • 9. Evidence suggests connecting names and sounds of alphabet letters to children’s names is an effective way to introduce the alphabet.
  • 10. ABC “owls” set the stage for the children to bring in their favorite words, labels and logos for display.
  • 11.  Hearing and understanding the different sounds of a spoken language  Ability to hear, identify and manipulate individual sounds in words (phonemic awareness)  Develops along a continuum of complexity (Beginning - rhymes, beginning sounds, segmentation)
  • 12. Book Center A variety of topics is available. This tub combines a favorite topic, animals, with the season. The visual engages the children’s curiosity about what they might find here.
  • 13.  Understands that print carries a message.  Spoken words can be written down and read.  “Conventions of print” – moves left-to-right; upper/lower case letters, punctuation, etc.  Book characteristics (front/back/spine)
  • 14. Books and print are incorporated into this area to reflect real kitchen environments and functions of print.
  • 15. Children decide when they want snack and, using print and pictures, serve themselves. Two to four chairs at the table offer an opportunity for children to engage in conversation while they eat. An adult can join in to support language and appropriate social interaction.
  • 16. Children learn independence and functional use of print when they are provided with instructional prompts such as this one for dressing to go outside.
  • 17.  Syntax (grammar/structure of language)  Semantics (word meaning/vocabulary)  Pragmatics (social aspects of language)  Phonology (sounds used in a given language)
  • 18. A telephone, magazines, and occupational photos are strategically located by these chairs to create a space for children to interact and engage in conversation.
  • 19. PUPPETS add an extra dimension to the book area for pretend play, story telling and re-telling. The poster explains to observers what children are learning while engaged with puppets.
  • 20. Talking with Children: greet every child using his/her name while smiling and making eye contact 1-on-1 turn-taking; build on the child’s statements, questions, and responses using full sentences and rich vocabulary
  • 21.  patiently listen to the child; make eye contact, be at the child’s eye level, and give the child full attention while s/he is speaking  know words/learn more words in the child’s home language; provide opportunities for the child to hear and speak their home language  use a variety of approaches to communicate with children – pictures, symbols, gestures – in addition to printed and spoken words  develop abstract thinking skills by engaging child in conversations about past and future experiences Source: WI Dept. of Public Instruction, Literacy Live! Early Literacy and Language Development, April 2013
  • 22.  Meaning of words  Often refers to the number and quality of words a child understands and uses  Research shows increased vocabulary and experience with language leads to greater success in school
  • 23. Vocabulary Support – Evidence-based Practices  NARRATE children’s activities (describe what the child is doing while s/he is doing it)  Repeat and expand on child’s language (Child: “Dog.” Adult: “Yes, it is a dog. He is a very big, red dog.”)  Use new words that connect to words the child already knows/uses. (Child: “The towel is soaking up the water.” Adult: “Yes, it is soaking up the water. Another word that means the same thing is ‘absorb’; the towel is absorbing the water.”)  Create a language-rich environment
  • 24. Non-stereotypical and culturally rich photographs are that depict occupations and include print to build vocabulary.
  • 25. Non-stereotypical and culturally rich photographs depict occupations and include print to build vocabulary.
  • 26. As children arrive they respond yes/no to the daily question by placing their name tag in the corresponding column. This question reinforces a new vocabulary word introduced previously.
  • 27. Math and literacy are supported in this center. Math and literacy can be supported everywhere.
  • 28.  Begins with scribbles  Preschoolers often combine print with drawing  Understands that thoughts/words can be represented through symbols  Shared writing  Name writing  Foundation for formal writing later
  • 29. Writing options and experimental toys are always available on this table, at just the right height for children.
  • 30. Children find a variety of writing tools, papers, cards, prompts and activities to use here.
  • 31. Morning message is read aloud and used to target literacy concepts of print.
  • 32. Print, numerals, and vocabulary building are all evident in this display.
  • 33.  Change theme of dramatic play area routinely  Allows children to take on new roles  Adults introduce and use new vocabulary (example: office – ‘computer’, ‘printer’, ‘appointment book’,’ receptionist’, etc.; post office – ‘mail’, ‘postage’, ‘ mail carrier’, ‘scale’, ‘pouch’ ‘envelope’, etc.)
  • 34.  Was any of this information new to you?  Did you see any new ideas you can use?  Share your ideas to support language and literacy learning.
  • 35. … a strategy where “the adult involves a child or small group of children in reading a book that may (or mat not) introduce conventions of print and new vocabulary, or encourage predictions, rhyming, discussion of pictures, and other interactive experiences” (National Center for Family Literacy, 2009).
  • 36.  ng_wonderful_tales.php (Source: Language is the Key, 2010)
  • 37. Good strategy to use with younger children or those with limited oral language!  Know child’s interests. Follow the child’s lead when looking at a book together.  Ask questions. What/how/why questions; open ended questions that require more than a one-word answer. “Can you tell me about …?”  Answer if the child does not know the answer, but WAIT/Give the child time to respond (count to 10 in your head).  Repeat child’s answer and add more words. (Child: “Horse.” Adult: “Yes, horse. It’s a big brown horse.”)  Ask another question  Show your enthusiasm – offer encouragement 
  • 38. A form of shared reading where the adult and child switch roles so the child becomes the storyteller while the adult assists as an active listener  Requires multiple readings of the same book  adult uses higher-level prompts to encourage the child to go beyond naming objects/actions to higher level thinking  (Dr. Lonigan)
  • 39.  PROMPT the child with a question about the story (“What kind of animal is this story about?”; see CROWD examples)  EVALUATE & EXPAND on the child’s response to your questions (“Yes, it is a dog. He is a very big, red dog.”)  REPEAT the question as a check for comprehension or to see if the child has more to add
  • 40. C - Completion questions – child says a word or phrase to complete the sentence  R - Recall questions – tells the reader about the child’s comprehension of the story  O - Open-ended questions – cannot be answered with one word or yes/no; requires more words  W-Wh questions - who/what/where/when/why  D - Distancing questions - guide the child to see connections between the story and their own experiences
  • 41.  Preparing for dialogic reading using sticky notes:   Reading Carrot Soup:   Another example: 
  • 42.  Prior to reading, review the book  Consider words that would be ‘next step’ vocabulary; useful in conversation  Generate list of new words Call attention to new words; say the word  Tell what the word means  Point to the picture in the book that illustrates the word (if available)  Connect the new word to a word the child already knows (i.e. - “Enormous – it means really big. Say ‘enormous’ with me.”)  Use the new word in conversation during the day; encourage children to use it, too 
  • 43. intended to increase a child’s attention to print … 3 evidence-based strategies: 1) ask questions about the print seen on a page 2) make a comment about the print seen on the page 3) track under the print with your finger or a pointer as you read the words aloud
  • 45. Read the story before reading it to the children  Evidence mixed on delivering effective “read alouds”: to large groups of children may be less effective; small groups of 2-3 children are more effective; offer both formats  “What do I want children to learn from this book experience?” Rhyming? Oral language? New vocabulary? Letter awareness?  Read the story more than one time; focus on a different aspect of literacy with each reading  Make the book available for children to ‘pretend read’.  Intentional questions can provide assessment information or be used as a transition activity. 
  • 46.  Share a new concept or strategy you learned today that you will use!  Next steps? What do you need to become more effective in supporting language and literacy?