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Ek reed 526 literacy framework 2

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Ek reed 526 literacy framework 2 Ek reed 526 literacy framework 2 Presentation Transcript

  • Literacy Framework Chapter Two: Early Literacy Learning Erin Kelly Dr. Sutton--REED 526
  • Food for Thought “Since reading is so critical to becoming a productive citizen, the reading crisis is considered to be both a major public health problem as well as an education problem” (National Institute of Health, 1999). [2.1]
  • Critical Questions Driving Early Literacy Teaching and Learning “What should early childhood educators know and be able to do to foster competence of early literacy skills?” “How will we know when (and if) teachers know and can do what they ought to know and be able to do to teach early literacy?” To learn more about literacy in early childhood, check out the article, “Historical Perspectives on Literacy in Childhood” by van Kleeck and Schuele
  • Child Development physical--having control over muscles (being able to hold things, throw, or walk) social--building relationships and getting along with others emotional--having a sense of identity What can parents do to increase their child’s development? Take a look at the article “A Family Strengths Approach to Early Language and Literacy Development” by Carter, Chard, and Pool.
  • Cognitive and Language Development There are typically three stages: (birth to 1), (1-3), and (3-6) Piaget--Cognitive Stages--learning involves adding to or changing your schema Vygotsky--Social Development Theory--children talk about a problem or concept to understand or use it Bruner--Constructivist Approach--an active approach to learning, where students construct ideas based on current and past knowledge
  • Brain Research: Literacy Learning Practices Children Need Strong bonds with caregivers or educators Uninterrupted time to play repeated exposure to oral and written language opportunities to listen to quality children’s literature a safe, non-threatening environment For parents/guardians that are not necessarily comfortable or confident as their child’s literacy role model, check out the article by Zeece and Wallace!
  • Brain Research: Think and Discuss “The debate as to whether nature or nurture dominates development is no longer a ‘competition,’ instead scientists now agree that it is a ‘dance.’ [2.11] Click the picture to check out hot topics, news, classroom ideas, and professional resources
  • “Play is the curriculum for early childhood.” [ 2.13] physical/motor play-->helps develop motor skills and brain function social play-->children learn how to share, help others, take turns, and negotiate constructive play-->allows children to experiment with objects and figure out what works and what doesn’t (example: blocks)
  • Emergent Reading begins when kids identify signs and logos in their community or home kids learn through rereading their favorite books (makes sense of pattern, flow, purpose) “In order to be successful in learning to read, prereaders should have knowledge of the alphabet, phonological awareness, letter-sound correspondences, awareness of print concepts and some experience using writing as a form of communication” (Elliott and Olliff, 551)
  • Emergent Reading “Daily classroom read-alouds provide an important context for supporting children’s emergent literacy skills” (Zucker, Ward, and Justice, 62): Educators/Teachers call attention to how many words are on the page, predicting what the words say, identifying where to start reading on a page, point to a letter in your name, following the words while reading from left to right [example is the morning message] from the article “Print Referencing During Read- Alouds: A Technique for Increasing Emergent Readers’ Print Knowledge”
  • Emergent Writing Children develop writing skills in stages: understand that written language conveys messages pretend read and write turn pages of books invent the story using pictures and their memory
  • Assessment-- Typically done through observation, and the goals are: to determine the child’s progress towards the literacy goals and objectives to identify concerns to guide instruction to provide evidence of growth to parents to teach kids to self-assess skills
  • Sources:Articles Carter, D., Chard, D., & Pool, J. (2009). A family strengths approach to early language and literacy development. Early Childhood Education Journal, 36, 519-526. Elliott, E. & Olliff, C. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35, 551-556. van Kleeck, A. & Schuele, C. (2010). Historical perspectives on literacy in early childhood. American Journal of Speech-Language Pathology, 19, 341-355. Zeece, P. & Wallace, B. (2009). Books and good stuff: A strategy for building school to home literacy connections. Early Childhood Education Journal, 37, 35-42. Zucker, T., Ward, A., & Justice, L. (2009). Print referencing during read- alouds: A technique for increasing emergent readers’ print knowledge. The Reading Teacher, 63(1), 62-72. ***Journals are in greenish blue because I couldn’t use italics!
  • Sources: Websites www.earlyliteracy.org * Center for Early Literacy Learning-- great videos, lessons, research www.literacycenter.net/lessonview_en.php *Online activities for letters, shapes, numbers, colors, etc. in a variety of languages www.naeyc.org *The National Association for the Education of Young People, and you will find lots of news, hot topics discussed, activities, and professional development www.earlychildhood.com *News, hot topics, classroom ideas, and professional resources http://www.teachersnetwork.org/ntol/howto/childlit *A great source for lesson ideas and stations