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Module a practice session ppt. 5.18.17
1. Fall 2016
NYPL Early Literacy
Professional
Development
Module A
Foundational Knowledge
2. Fall 2016 2NYS Early Childhood Professional Development Institute
Do Now
INTRODUCTION
• Create a name tent for yourself.
• Introduce yourself to the other librarians at your table.
• Share: When do you feel most successful as an early
literacy specialist?
3. Fall 2016 3NYS Early Childhood Professional Development Institute
Name Game
INTRODUCTION
.
Toss the ball of yarn.
When it comes to you,
share:
1. Your name
2. Your branch
3. One word to
describe who you
are to your
community.
4. Fall 2016 4NYS Early Childhood Professional Development Institute
Early Literacy Series Goal and Main Concepts
INTRODUCTION
The goal of Raising the Bar: Integrating Early Childhood Education Training into
Librarian Professional Development is to support children’s librarians in developing the
knowledge, skills and dispositions they need to be confident early literacy specialists.
Early literacy specialists support children’s healthy intellectual and emotional
development through three core strategies represented in each module:
1. Building strong, lasting relationships with families
2. Modeling and fostering interactions that are responsive to children’s
developmental needs and
3. Creating welcoming and engaging environments for children and their families to
learn and play together.
5. Fall 2016 5NYS Early Childhood Professional Development Institute
Early Literacy Professional Development Series
INTRODUCTION
The NYPL Early Literacy Professional Development Series is
comprised of four modules:
• Module A: Foundational Knowledge
• Module B: Family Engagement 1: Storytimes
• Module C: Family Engagement 2: Early Literacy Workshops
• Module D: Partnering with Early Childhood Programs
6. Fall 2016 6NYS Early Childhood Professional Development Institute
Module A Objectives
INTRODUCTION
By the end of this session, participants will be able to:
1. Describe how they will build strong, lasting relationships with families.
2. Identify elements of a library environment that engages families and
children in the five ECRR early literacy practices: read, talk, sing, write and
play.
3. Notice the development of narrative skills in 0-5 year old children, and
describe why narrative skills are important for early literacy development.
7. Fall 2016 7NYS Early Childhood Professional Development Institute
Your Community
STRONG RELATIONSHIPS
At your tables:
Describe your community.
Why do the families and caregivers of young children in your
community come to the library?
Describe a meaningful and lasting relationship you have
established with a patron. What did you do to foster the
relationship? What impact do you think you had on their
lives?
8. Fall 2016 8NYS Early Childhood Professional Development Institute
Break
9. Fall 2016 9NYS Early Childhood Professional Development Institute
Building Community
STRONG RELATIONSHIPS
Being together in community is crucial to healthy development.
10. Fall 2016 10NYS Early Childhood Professional Development Institute
Actively Building Relationships
STRONG RELATIONSHIPS
In small groups:
1. How did this librarian make a connection with families?
2. How did he connect families with one another?
3. How did he empower families to be their children’s first teacher?
11. Fall 2016 11NYS Early Childhood Professional Development Institute
Movement Break
Being Present:
• Each table get up and stand in a circle.
• Count to 10 as a group.
• Rules:
• No talking
• No gesturing
• If two people say the same number you have to
start over.
12. Fall 2016 12NYS Early Childhood Professional Development Institute
Creating an Early Literacy Environment
ENGAGING ENVIRONMENTS
The environment of the children’s library invites families to
engage in the 5 ECRR 2 practices:
• Read
• Sing
• Write
• Talk
• Play
13. Fall 2016 13NYS Early Childhood Professional Development Institute
LUNCH
14. Fall 2016 14NYS Early Childhood Professional Development Institute
Early Literacy Development
DEVELOPMENTALLY RESPONSIVE INTERACTIONS
Developmentally responsive interactions foster early literacy skills
such as:
• Appreciation and Enjoyment of Books, or print motivation
• Expressive language, including vocabulary development
• Phonological awareness
• Letter knowledge
• Print awareness
• Listening Comprehension
• Narrative Skills
15. Fall 2016 15NYS Early Childhood Professional Development Institute
Narrative Skills: Infants
What do you notice happening in this video?
In the online module we learned about serve and return
interactions. How are the interactions in this video
supporting the infant’s:
Curiosity
Initiative
Persistence
Attention
DEVELOPMENTALLY RESPONSIVE INTERACTIONS
16. Fall 2016 16NYS Early Childhood Professional Development Institute
Narrative Skills: Young Toddlers
• What do you notice happening in this video?.
• How is this a precursor to being able to tell a story?
• Why is symbolic play with stuffed animals and figures important for the
development of narrative skills?
DEVELOPMENTALLY RESPONSIVE INTERACTIONS
17. Fall 2016 17NYS Early Childhood Professional Development Institute
Break
18. Fall 2016 18NYS Early Childhood Professional Development Institute
Narrative Skills: Twos
• What do you notice happening in this video?
• What skills do these two year olds have that support their ability to narrate?
• How do the interactions between the teacher and the child scaffold the
children’s narrative skills development?
• What does the teacher do or say?
• What does he not do or say as they play together?
DEVELOPMENTALLY RESPONSIVE INTERACTIONS
19. Fall 2016 19NYS Early Childhood Professional Development Institute
Narrative Skills: Threes
What do you notice happening in this video?
How does the teacher support the development of these
three year old children's’ ability to re-tell a familiar story?
How does she model flexibility and creativity within
narrative skills?
What do children need to know and be able to do to be
successful in this experience?
What background knowledge are they drawing on?
DEVELOPMENTALLY RESPONSIVE INTERACTIONS
20. Fall 2016 20NYS Early Childhood Professional Development Institute
Narrative Skills:Fours
What do you notice happening in this video?
What background knowledge did the child have to tell this
story?
How does taking a child’s dictation support the development
of his sense of himself as a writer?
DEVELOPMENTALLY RESPONSIVE INTERACTIONS
21. Fall 2016 21NYS Early Childhood Professional Development Institute
Early Literacy Strategies
In these videos, in what ways what evidence did you see of:
1. Strong, lasting relationships?
2. Interactions that are responsive to children’s developmental needs?
3. Safe and welcoming spaces for families?
How will you incorporate these three strategies into your practice?
CONCLUSION
TIME: 10 min 9:30
FORMAT: small groups
MATERIALS: materials for name tents
Facilitator circulates and introduces themselves. Listen to responses about when children’s librarians feel most successful. Ask if you can share a few of their thoughts to the whole group.
Be explicit about why we are learning each others’ names – it’s a conrete outcomes for creating relationships with families at your branches
TIME: 30 min 9:45
FORMAT: standing in a circle
MATERIALS: yarn
In librarian’s active role in the community, it is so important to learn people’s names. Why is it so important to learn people’s names?
As one of the outcomes of this series, we hope that you will learn more of the names of the regular patrons of your branch.
TIME: 5 min 10:15
Facilitator introduces themselves. The NYPL Early Literacy Professional Development Series was developed in partnership with the NYS Early Childhood Professional Development Institute to give children’s librarians tools to feel confident in their role as early literacy specialists. Review PD objectives.
Concepts = strategies
TIME: 5 min 10:20
MATERIALS: Agenda handout, Chart paper for group norms
FORMAT: Whole group
Review modules.
Refer participants to agenda handout. We are going to working in small groups throughout the day, and sharing our experiences and plans with one another. In order to have a productive day, let’s start by setting some group norms. (Include tech breaks for cell phone use.)
TIME: 5 min 10:20
FORMAT: Whole group
TIME: 25 min 10:25
FORMAT: Small group
TIME: 15 10:45
TIME: 10 min 11:00
FORMAT: Whole group
MATERIALS: OHS video
“Connect parents to each other” – last line before we stop the video (1.15 mark)
Many of you noted that your patrons come to the library looking for community.
Brainstorm: What are ways you as a librarian can create strong lasting relationships with families in your community? How do you do this now?
Chart on paper
TIME: 25 min 11: 35
FORMAT: Small group
MATERIALS: short videos from online training
Let’s look again at some of the ways librarians use active family engagement to build community.
Look at videos of librarian actively engaging patrons from online portion.
Answer the questions in small groups.
Everyone is different. What works for you?
TIME: 10 12:00
TIME: 20 12:10
FORMAT: Individual
Materials: Handout mapping 5 ECRR Practices onto the ECE Environment
Slideshow of Inspiring Children’s library spaces
Draw your own environment
Just as the role of the children’s librarian is changing to be more active, the environment of the library is changing to engage young children in all aspects of early literacy.
Slide show of NYPL environments including Chalk spinner, light tables, magnet walls.
As children play with these materials, they develop vocabulary and concepts related to Science, Technology, Engineering and Math. (STEM
TIME: 1 hour 12:30
TIME: 5 1:30
FORMAT: Individual
Materials: Early Literacy Skills definitions handout, ELG
In order to model and foster interactions that are responsive to children’s developmental needs, it is important to have a deep understanding of child development from birth to five. We are going to begin to look at child development this afternoon through the development of narrative skills, which is one of the six pre-literacy skills listed in Every Child Ready to Read.
What are narrative skills?
Narrative Skills are all about storytelling and understanding how stories work.
Narrative skills rely on expressive language skills such as vocabulary use and being able to describe things. As children develop from birth to five they start to think representationally, to make connections between ideas, learn to tell events in order, engage in extended dramatic play, and re-tell and make up stories. Narrative skills are key to later reading comprehension skills and writing skills.
What follows is a sequence of videos that represent developmentally responsive activities that build narrative skills for each age group. As you are watching, think about how you could develop a similar string of activities through the age groups that build other pre-literacy, cognitive and social/emotional skills.
Appreciation and Enjoyment of Books, or print motivation, means that reading is a pleasurable activity and a way to gain information. Research has linked enjoyment of reading to greater frequency of reading and higher reading levels.
Children’s librarians’ unique role is to inspire a love of reading. When librarians have relationships with the children and families who come to their branch they can provide the book that will be most delightful to each child. (Slide of librarian giving child special book.)
Expressive language, including vocabulary development, means children’s verbal attempts to communicate.
Librarians acknowledge the importance of, as well as model, reciprocal interactions that extend children’s communicative attempts.
Phonological awareness is the ability to recognize that words are made up of a variety of sound units.
Librarians model interactions that will best support children’s learning at each developmental level. For example, here is a librarian modelling how to use a rhyming song to support toddler’s phonological development.
Letter knowledge means letters are different from each other, knowing their names and sounds and recognizing letters everywhere.
When librarians create welcoming spaces for children, they give them opportunities to learn about letters in different ways: through puzzles, alphabet blocks, alphabet books, big books and simple words posted at children’s eye level.
Print awareness means understanding what print looks like, how it works, and that there is a connection between oral and written language.
Librarians use writing as a powerful form of interacting that is available for children at all ages: creating spaces that welcome children to scribble, write their names, and dictate stories.
Listening Comprehension is the ability to understand the meaning of words or stories.
Children build knowledge by making connections about topics that are interesting to them. Librarians who have relationships with children and families are able to guide them to books that extend their learning. Librarians use open-ended questions in their interactions with pre-school age children to build their comprehension of stories.
Appreciation and Enjoyment of Books, or print motivation, means that reading is a pleasurable activity and a way to gain information. Research has linked enjoyment of reading to greater frequency of reading and higher reading levels.
Children’s librarians’ unique role is to inspire a love of reading. When librarians have relationships with the children and families who come to their branch they can provide the book that will be most delightful to each child. (Slide of librarian giving child special book.)
Expressive language, including vocabulary development, means children’s verbal attempts to communicate.
Librarians acknowledge the importance of, as well as model, reciprocal interactions that extend children’s communicative attempts.
Phonological awareness is the ability to recognize that words are made up of a variety of sound units.
Librarians model interactions that will best support children’s learning at each developmental level. For example, here is a librarian modelling how to use a rhyming song to support toddler’s phonological development.
Letter knowledge means letters are different from each other, knowing their names and sounds and recognizing letters everywhere.
When librarians create welcoming spaces for children, they give them opportunities to learn about letters in different ways: through puzzles, alphabet blocks, alphabet books, big books and simple words posted at children’s eye level.
Print awareness means understanding what print looks like, how it works, and that there is a connection between oral and written language.
Librarians use writing as a powerful form of interacting that is available for children at all ages: creating spaces that welcome children to scribble, write their names, and dictate stories.
Listening Comprehension is the ability to understand the meaning of words or stories.
Children build knowledge by making connections about topics that are interesting to them. Librarians who have relationships with children and families are able to guide them to books that extend their learning. Librarians use open-ended questions in their interactions with pre-school age children to build their comprehension of stories.
TIME: 30 1:35
FORMAT: Small group- share out
Materials: All videos: http://streaming.videatives.com/playlists/share/60a3f7a9278f66115f69194163ef92c9
Video: Infants Love of Faces
Really unfortunate that they are not diverse, but they are the best videos that show these skills. This person’s decades long research project – it’s very difficult to get video to show specific skills
Video: Infant’s Love of Faces
What do you notice happening in this video? Infant develops sequence of events/ cause effect relationship
In the online module we learned about serve and return interactions.
How are the interactions in this video supporting the infant’s:
Curiosity – cause and effect – reaches out to see if he gets the kiss…this leads to prediction, which leads to building stories
Initiative
Persistence – baby/parent has sustained engagement for a long time. Focusing
Attention – building attention – will be able to sit through lit activities when the child is older
These approaches to learning allow the infant to continue to develop new skills and knowledge as he grows.
Story is “I’m reaching and you’re kissing.”
Presenter note: Remember to mention secure attachment and its importance
TIME: 30 2:05
FORMAT: Small group- share out
Materials: All videos: http://streaming.videatives.com/playlists/share/60a3f7a9278f66115f69194163ef92c9
Video: : An infant’s toy: animate or inanimate
What do you notice happening in this video? One year old uses sound to represent intention. Makes prediction about properties of an object/ being.
What background knowledge does the toddler draw on in this video?
How is this a precursor to being able to tell a story? – make a prediction about what a dog might do in a story. A story for a 1 year old is “A dog walks.”
Why is symbolic play with stuffed animals and figures important for the development of narrative skills?
TIME: 15 2:35
TIME: 30 2:50
FORMAT: Small group- share out
Materials: All videos: http://streaming.videatives.com/playlists/share/60a3f7a9278f66115f69194163ef92c9
Video: Animal train
What do you notice happening in this video? What skills do these two year olds have that support their ability to narrate?
How do the interactions between the teacher and the child scaffold the children’s narrative skills development? What does the teacher do or say? What does he not do or say as they play together?
How are the interactions in this video supporting the children’s
Curiosity
Initiative
Persistence
Attention
AND
Inventiveness
Reflection and Interpretation
All videos: http://streaming.videatives.com/playlists/share/60a3f7a9278f66115f69194163ef92c9
Prior knowledge: building world around them – going to the office, train riding
Matching baby animal to parent animal
Teacher has more of a role because the child can now converse
He doesn’t offer the “right” answer
Observed before he asked questions – attune to what they’re doing
great moment to show what happens in a library – caregiver takes over activity for kid, and we want to move caregivers away from this
Open ended questions in play
TIME: 30 3:20
FORMAT: Small group- share out
Materials: All videos: http://streaming.videatives.com/playlists/share/60a3f7a9278f66115f69194163ef92c9
Video: three little pigs
What do you notice happening in this video?
How does the teacher support the development of these three year old children's’ ability to re-tell a familiar story? How does she model flexibility and creativity within narrative skills?
What do children need to know and be able to do to be successful in this experience? What prior experiences are they drawing on?
Have to know what a stage, audience and performance are. Have to know the story.
Can see these behaviors when kids play @ library
Flannel boards, maybe think about acting out a familiar story one week
Talking to their parents about retelling stories
Importance of repetition
General importance of dramatic play
why we need environments to encourage this – reference library spaces
TIME: 30 3:20
FORMAT: Small group- share out
Video: NYPL dictation video (Kristy Raffensberger)
What do you notice happening in this video?
What background knowledge did the child have to tell this story?
How does taking a child’s dictation support the development of his sense of himself as a writer? (Confident in their ability to think representationally, develop a story
TIME: 30 3:20
FORMAT: Whole group
These are the things that are always needed for healthy child develiopment.
We just looked at narrative skills, but many overlap and we could do this with each skill (ex. Background knowledge, phonological awareness, etc…)
Narrative skills are linked to many other early literacy skills such as expressive language, listening comprehension and background knowledge. We will continue to talk about the development of narrative skills through the other three sessions.
There are other early literacy skills that we could have looked at in equal depth. These include, but are not limited to, vocabulary, phonological awareness, print concepts, letter knowledge, communication skills, and writing. As you develop your practice as an early literacy specialist, take time to learn about the emergence of these skills.
Early language and literacy is always supported when families, caregivers and community members take time to form relationships with children, interact with them in developmentally responsive ways, and create warm and engaging spaces for them to learn and play in.
