gwr language literacy 1013

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

gtylka@cesa4.k12.wi.us

Based on current research,

what are the critical content

areas of an early literacy

program?

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

Speaking & Communicating

EXPRESSIVE LANGUAGE

Uses gestures and movements (non-verbal) to

communicate

Uses vocalizations and spoken language to

communicate

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

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:

http://www.livebinders.com/play/play?id=892140#anchor

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., et.al. Early Literacy Materials Selector (ELMS),Corwin Press, CA, 2012

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

Evidence suggests connecting names and sounds of

alphabet letters to children’s names is an effective

way to introduce the alphabet.

ABC “owls” set the stage for the children to bring in their favorite

words, labels and logos for display.

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)

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.

Book Center

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)

Books and print are incorporated into this area to reflect real kitchen

environments and functions of print.

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.

Children learn independence and functional use of print when they are

provided with instructional prompts such as this one for

dressing to go outside.

Syntax (grammar/structure of language)

Semantics (word meaning/vocabulary)

Pragmatics (social aspects of language)

Phonology (sounds used in a given language)

A telephone,

magazines, and

occupational

photos are

strategically

located by these

chairs to create a

space for children

to interact and

engage in

conversation.

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.

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

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

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

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

Non-stereotypical and culturally rich photographs are that depict occupations

and include print to build vocabulary.

Non-stereotypical and culturally rich photographs depict occupations

and include print to build vocabulary.

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.

Math and literacy are supported

in this center.

Math and literacy can be supported everywhere.

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

Writing options and experimental toys are always

available on this table, at just the right height for

children.

Children find a variety of writing tools, papers, cards, prompts and

activities to use here.

Morning message is read aloud and used to target literacy

concepts of print.

Print, numerals, and vocabulary building are all

evident in this display.

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.)

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.

… 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).

http://www.earlyliteracylearning.org/weaving_wonderful_tales.php

(Source: Language is the Key, 2010)

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

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

http://community.fpg.unc.edu/connect-

modules/resources/videos/video-6-2

(Dr. Lonigan)

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

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

Preparing for dialogic reading using sticky

notes:

http://community.fpg.unc.edu/connect-

modules/resources/videos/video-6-5

Reading Carrot Soup:

http://community.fpg.unc.edu/connect-

modules/resources/videos/video-6-8

Another example:

http://community.fpg.unc.edu/connect-

modules/resources/videos/video-6-10

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

… 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

OVERVIEW OF DIALOGIC READING PRACTICES

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.

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?