HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
Module a the early literacy environment
1. Fall 2016 1NYS 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.
2. Fall 2016 2NYS 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
3. Fall 2016 3NYS 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
Editor's Notes
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: 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.
