sign-in sheets project development year one –physical transformation of classrooms –initiate...

Sign-In Sheets

Project Development

• Year One– Physical transformation of classrooms– Initiate literacy classes– Learn to mentor

• Year Two– Implement spiral curriculum of literacy classes– Learn to develop portfolios

• Year Three– Focus on examining student work to plan instruction

Organizing the Environment

• a class library• a writing center• literacy tools in every

center   

Organizing Instruction

• Reading and writing experiences in meaningful contexts

EVERY CLASSROOM SHOULD HAVE

Print Awareness

a b c d e f g h i j k l m n o p q r s t u v w x y and z

Word window – View of back

Strip – tape edgesSliding mask

• A quick write – How do you think reading and writing are related?

• Share your writing with the person next to you.

• Who would like to read what you wrote?

Reading and Writing Processes to Scaffold in Early Literacy Classrooms Preparing to Read

Identify title, author and illustrator Activate prior knowledge through

strategies such as picture walk Make predictions

 Constructing Meaning While Reading Confirm and predict Make inferences Interpret and evaluate Integrate ideas into a coherent

representation of the text Monitor understanding

Reviewing and Reflecting on Reading Discuss what happened Discuss favorite parts Relate to other characters and stories

Preparing to Write Prewriting

Constructing Meaning While Writing Drafting Revising

Reviewing and Reflecting on Writing Revising Editing Publishing

Adapted from Griffith and Ruan, 2005

Why integration? Both reading and writing

• involve language and thought.

• involve written language.

• are interactive. Each informs the other.

• are the active construction of meaning.

Classroom model for supporting writing and reading

Student Readers and Writers

Independent Reading and WritingTeacher Modeling

SharedExperiences

Peer Collaboration

Teacher as Writer

Thinking Aloud

Teacher Read-Alouds

Teacher as Scribe

Language Experience

Shared Reading and

Writing

Collaborative Decisions

Interactive Writing

Oral Language

Revising and Editing Groups

Student as Scribe

ConferencesCooperative

Groups

Buddy Reading and

Writing

Author's Chair

Revising and Editing Groups

Student as Writer and

Reader

Conferences

Choral Reading

Adapted from Laframboise, Griffith, & Klesius (1997)

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Shared Experiences

Peer Collaboration

Independent Experiences

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Shared Experiences

Teacher and students make predictions about events in Elbert’s Bad Word

Peer Collaboration

Independent Experiences

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Teacher reads Elbert’s Bad Word to students

Shared Experiences

Teacher and students make predictions about events in Elbert’s Bad Word

Peer Collaboration

Independent Experiences

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Teacher reads Elbert’s Bad Word to students

Shared Experiences

Teacher and students make predictions about events in Elbert’s Bad Word

Teacher and students complete story map of Elbert’s Bad Word

Peer Collaboration

Independent Experiences

Simple story map to use with younger readers and writers.

Who? Where?

What? How?

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Teacher reads Elbert’s Bad Word to students

Shared Experiences

Teacher and students make predictions about events in Elbert’s Bad Word

Teacher and students complete story map of Elbert’s Bad Word

Peer Collaboration

In library students review and discuss book/In writing center students complete story map

Independent Experiences

Phonological Awareness

Phonological Awareness Phonemic Awareness

• Words in sentences• Syllables• Rhymes• Onset and rime• Beginning consonants

• Phonemes

Early Warning Signs of Difficulty Acquiring Phonological Awareness

Delay in speaking beyond the general developmental rule of first words by one year and phrases by 18 months to two years (Shaywitz, 2003)

Difficulties in pronunciation beyond five to six years of age (Shaywitz, 2003)

Insensitivity to rhyme (Shaywitz, 2003) which may include

• not comprehending or enjoying rhyming books (Ericson & Juliebo, 1998)

• not being able to detect or produce rhyming words (Ericson & Juliebo, 1998)

Difficulty detecting or producing patterns of alliteration (Ericson & Juliebo, 1998)

Difficulty tapping out the words in a sentence or the syllables in a word (Ericson & Juliebo, 1998)

Difficulty learning the names and/or the sounds of the letters of the alphabet (Shaywitz, 2003)

Language Play in Books

• Syllables

• Rhymes

• Alliteration

• Assonance

Alphabetic Principle

The components of the alphabetic principle are

phonemic awareness and letter knowledge.

Developmental Sequence for Understanding the Alphabetic Principle

Alphabet knowledge

Emerging phonemic awareness-initial sounds in words

Understanding of concept of word

Emerging phonemic awareness-ending and them middle sounds in words

Understanding of alphabetic principle-association of letters with sounds in written words

Adapted from Morris, D., Bloodgood, J. W., Lomax, R. G., & Perney, J. (2003). Developmental steps in learning to rad: A longitudinal study in kindergarten and

first grade. Reading Research Quarterly, 38, 302-328

PRE-ALPHBETIC READING AND WRITING BEHAVIORS

• Word learning occurs through selective association.– Remembering words by features

such as length or by unusual characteristics

• Writing looks like the print in their environment, but is not readable.– Writing and drawing not

distinguished.– Scribbling with reoccurring

movements such as the over and under strokes of adult handwriting

– Letter strings.

ALPHABETIC READING AND WRITING

BEHAVIORS

• Word learning occurs by bonding of a word’s spelling with its pronunciation.– Associating the phonemes

in a spoken word with the letters in a written word

• Writing becomes readable– Beginning and ending

sounds represented in written words

– More mature writing with vowels represented

Oral Language

Oral LanguageMeaningful Differences

• How did Hart and Risley study children’s home language experiences?

• What were the meaningful differences?

• What are the implications for ERF teachers?

How did Hart and Risley study children’s home language

experiences?• 42 families

– 13 families upper SES– 10 families middle SES– 13 families lower SES– 6 families on welfare

• Observations began when the children were 7-9 months old.• Monthly hour-long observations• Observations continued for 2 ½ years• Recorded behaviors of each person that were likely to be followed by a

change in the other person’s behavior• Paid $5 for each observation.• Observers never interacted with the children.• Maintained reliability through initial training for observers and

recalibration of observer techniques every 6 months

What were the meaningful differences?Heard More Words

Professional• By age 3 heard more than

30 million words• More different words of all

kinds, complex (multiclause) sentences, past and future verb tenses, declaratives, and questions

• 5 prohibitions per hour• Affirmative feedback more

than 30 times per hour• Preparing children to

participate in a culture concerned with symbols and analytic problem solving

Welfare• 10 million words

• Less than half the language experience of working-class children in each hour of their lives

• 11 per hour

• Affirmative feedback about 5 times per hour

• Preparing children to participate in a culture of established customs – obedience, politeness, and conformity

What were the meaningful differences?

Learned More Words

What are the implications for ERF teachers?

Characteristics of Quality Interactions with Children

Just Talk

• The more we talk to children, the more words they will hear over time. So ramble on.

• Talk to children beyond what is required to manage or provide care.

• Remain involved through casual talk about activities.

Listen

• Focus on what children have to say in order to encourage more child talk.

• Listen to add information, encourage commenting, and prompt elaboration.

Be Nice

• Maintain a positive emotional tone.

• Name the right behaviors rather than commenting on children’s misbehavior.

• Children should hear more affirmative language than prohibitions. – An effective form of affirmative language is an

approval with a repetition.

Give Children Choices

• Use yes/no and wh-questions to remind and instruct children. – “Have you put the blocks away?” – “Which color are you going to use on that?”

• Use levels of prompts to teach making choices.1. State a social rule: It’s cold. You will need to wear

your coat outside.2. Question: Can you get your coat?3. Demand: Get your coat.

Tell Children About Things

• Name, repeat, and restate to help children understand.

• Put words to what children seem to be thinking or feeling.

• Tell children what is worth noticing or remembering.

• Tell children about what to expect and how to cope.

Characteristics of Interactive Storybook Reading and Shared Book Experience

Interactive Storybook Reading

Shared Book Experience

oInformaloSmall group of childrenoConversationaloBalance of teacher- and student-initiated eventsoNonpredictable sequenceoStrong oral language emphasisoSmall book usedoEmphasis on negotiation meaning

oFormaloLarge group of childrenoTeacher reading and questioningoTeacher-guided instructionoPredictable sequenceoStrong literacy emphasisoBig book usedoEmphasis on print concepts and word identification

Teacher Modeling During Reading

Teacher Behaviors: 

Clarify informationDemonstrate strategies of a reader: predicting and confirmingDevelop story structureDraw attention to illustrationsExtend vocabulary InformMetanarrate (text and/or pictures)Point out text features

Adapted from Klesius & Griffith, 1996

Teacher Modeling During Writing

• Think-aloud

• Use the vocabulary of instruction Emphasize initial sounds

• Rubber-band words

• Emphasize onsets and rimes

• Do not overusing any strategy

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Children have been studying making healthy choices

Shared Experiences

Peer Collaboration

Independent Experiences

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Children have been studying making healthy choices

Teacher models preparing a grocery list

Shared Experiences

Peer Collaboration

Independent Experiences

Preparing to Read & Write

Constructing Meaning

Reviewing & Reflecting

Teacher Modeling

Children have been studying making healthy choices

Teacher models preparing a grocery list

Shared Experiences

Peer Collaboration

Independent Experiences

Children construct grocery list in writing center

Meaning Vocabulary

Make a bulleted list of everything you can think of that relates to meaning vocabulary and vocabulary development.

General Principles of Vocabulary Instruction

• Offers rich information about words and their uses

• Provides frequent and varied opportunities for students to think about and use words

What does it mean to know a word?• The extent of knowledge about individual

words can range from a little to a lot.

• There are different kinds of knowledge about words.

The extent of knowledge about individual words can range from a little to a lot.

• Never saw it before.

• Heard it, but doesn’t know what it means.

• Recognizes it in context as having something to do with ________.

• Knows it well.

The extent of knowledge about individual words can range from a little to a lot.

Fast Mapping

• Young children map word meanings onto familiar concepts

Extended Mapping

• Full understanding that occurs over time and multiple encounters

There are different kinds of knowledge about words.

• Relationship of a word to other concepts– whale --- mammal– hot, cold, cool --- warm

• Register – use or formal or less formal contexts (pragmatics)

• Grammatical form

• Connotations

WORD

Know it well

Has something to do with

Heard it/don’t know what it means

Never saw it before

tyranny

surreptitious

grapnel

purport

sensitive

dubious

What words to teach!

• Tier 1 – basic vocabulary

• Tier 2 – words of high frequency for mature language users; high utility words

• Tier 3 – low frequency words limited to specific domains (e.g., isotope)

Identifying Tier 2 Words

• Importance and utility– Words that are characteristic of mature language

users and appear frequently across a variety of domains

• Instructional potential– Words that can be worked with in a variety of ways so

that students can build rich representations of them and their connections to other words and concepts

• Conceptual understanding– Words for which students understand the general

concept but provide precision and specificity in describing the concept

Introducing New Vocabulary

• Contextualize the word for its role in the story • Have children say the word – creates a phonological

representation of the word• Provide definition related to context • Provide examples in contexts other than the one used in

the story • Children interact with examples or provide their own

examples– provide sentence pattern• What is the word we have been talking about? Children

say the word again to reinforce phonological representation.

• Children listen for and raise their hand when they hear the work in subsequent readings of the book

• Teacher uses and encourages children to use work in other contexts