supporting language and early literacy: at home and in early childhood

Supporting Language and Early Literacy:

at Home and in

Early Childhoodand Community Settings

Session 1: Vital Components

Your …

• (insert your name/title here)• Insert your co-presenter’s name/title here)

FACILITATORS

for this Session …

• Become familiar with standards that apply to language and early literacy development for children, birth through 5 years

• Identify and define the vital components of an early literacy program

• Describe strategies adults can use to support language and early literacy development

GOALS

for today’s SessionAGENDA

Check-in Activity

Discussion in pairs or small groups:

• What do you hope to achieve by participating in this session?

• What are your expectation of the facilitator(s)

in this session?

Guidance from the Wisconsin Department of Public Instruction:

• Deliver content-rich curriculum with challenging but achievable goals in ways that honor and respect the unique learning needs of young children

• Use a play-based curriculum to develop self regulation, language, cognition, and social competence

• Core or universal curriculum should include support for all developmental domains and content areas as described in the WMELS

The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012

Dual Language Learners (DLLs)“Children, birth to 5, who are learning 2 or more

languages at the same time, as well as those learning a second language (English) while continuing to develop

their home or first language.” Reinl, R. Language in Play: Introduction to the Early English Language Development (E-ELD) Standards , Webinar 2013 www.wida.us/EarlyYears

• Universal practices, the foundation for meeting the needs of all children, includes differentiated instruction

• Adaptations and modifications to meet the needs of individual children essential – it’s Developmentally Appropriate Practice (DAP)!

For guidance and support for serving DLLs, refer to the following resources:

• WIDA Early Yearswww.wida.us/EarlyYears

• Wisconsin Early Childhood Collaborating Partners Serving Dual Language Learners Facts and Tips: http://www.collaboratingpartners.com/dual-language-learners-facts-and-tips.php

• Office of Head StartEarly Childhood Learning and Knowledge Center https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

Dual Language Learners (DLLs)

Intentional teaching - using shared (dialogic) reading, shared writing, and multiple opportunities to interact with writing, letters, sounds, and spoken words - is necessary.

Children might also need some explicit developmentally appropriate instruction to learn vocabulary, phonological awareness, the alphabet, and print concepts.

Exposure to print, books and read alouds are important, but not enough to prepare children to become readers and writers.

Planning and Curriculum GoalsDeciding what should be done to

promote development and what we want children to learn

• Needs Identification and Prioritization• Planning (Strategy/Indicators)

ImplementationProviding meaningful,

experiential activities that support individual and group goals guided by supportive

interactions and relationships

AssessmentGathering information to determine what the child

can do and what the child is ready to learn • Data Collection

• Data Analysis

WISCONSIN MODEL EARLY LEARNING STANDARDS

Teaching Cycle

Based on learning standards and current research, what are the vital

components of early literacy?

Wisconsin Model Early Learning Standards (WMELS)

Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION

A. Listening and Understanding A.EL.1 - Derives meaning through listening to communications of others and sounds in the environmentA.EL.2 - Listens and responds to communication with othersA.EL.3 - Follows directions of increasing complexity

Wisconsin Model Early Learning Standards (WMELS)

Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION

B. Speaking and Communicating

B.EL.1 - Uses gestures and movements (non-verbal) to communicateB.EL.2 (a, b & c) Uses vocalizations and spoken language to communicate (includes language forms - syntax, semantics, and pragmatics)

Wisconsin Model Early Learning Standards (WMELS)

Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION

C. Early Literacy (2011 Update)

C.EL.1 - Develops ability to detect, manipulate, or analyze the auditory parts of spoken language C.EL.2 - Understands that the alphabet represents sounds of spoken language and letters of written languageC.EL.3 - Shows appreciation of books and how print worksC.EL.4 - Use writing to represent thoughts or ideas

Early Literacy

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 & connections between WMELS – Literacy and the CCSS-ELA for 5K:

http://bit/ly/earlyliteracy

ELA

Informational Text (RI) Literature (RL)

Reading Foundational

(RF)

For more info:http://standards.dpi.wi.gov/stn_ela-tchingandlrng

Research-based Early Literacy Content Areas

• Oral Language (WMELS A. Listening & Understanding & B. Speaking & Communicating)

• Vocabulary (WMELS A. Listening & Understanding & B. Speaking & Communicating)

• Phonological Awareness (WMELS C. Early Literacy)

• Alphabet Knowledge (WMELS C. Early Literacy)

• Concepts about Print (WMELS C. Early Literacy)

• Writing (WMELS C. Early Literacy)

Primary Source: Roskos, K., Lenhart, L. & Noll, B. Early Literacy Materials Selector: A Tool for Review of Early Literacy Programs, Corwin/SAGE, Thousand Oaks, CA., 2012

Oral Language

Vocabulary

Phonological Awareness

Alphabet Knowledge

Concepts of Print

WritingGoal:

A Literate Young Child

Elements of early literacy development are interrelated and interdependent

National guidance

Children need 3 sets of interrelated skills and knowledge, taught and cultivated over time, to reach reading proficiency:

• language and communication skills • content knowledge • “mechanics” of reading

A Governor’s Guide to Early Literacy: Getting All Students Reading by Third Grade, National Governors Association, Washington, DC., 2013http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1310NGAEarlyLiteracyReportWeb.pdf

Growing Wisconsin Readers

• A statewide initiative of the WI Department of Public Instruction, rooted in public libraries, to provide caregivers of young children with early literacy information

• Describes developmental literacy characteristics for each age group

• Suggests books for each age group• Tips on how to read effectively with babies,

toddlers, and young children

What is “oral language”?

• Phonology (sounds used in a given language)

• Syntax (grammar/structure of language)• Semantics (word meaning, vocabulary)• Pragmatics (social aspects of language)

Tompkins, G.E. Literacy in the Early Grades, 4th Ed., Pearson Education, USA, 2015Halliday, M. Language as a Social Semiotic: The Social Interpretation of Language and Meaning, University Park Press, Ann Arbor, MI, 1978

Dramatic Play Center

A telephone, magazines, and occupational photos are strategically located by these chairs to create a space for

children to interact and engage in conversation.

Book CenterPUPPETS 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.

Art Center or anywhere

Photos of families and children are displayed on the back of this shelving unit at eye level. Children visit this display often, engage in conversations about their families, and use their

names in print as models when signing their art projects.

Storytelling

• An oral tradition in many cultures• Enhances language and literacy curriculum• Supports vocabulary growth, listening,

comprehension, an other early literacy components

• Another method of differentiating instruction

What is “vocabulary”?

• Meaning of words• Often refers to the quantity and

quality of words a child understands and uses

• Research shows increased vocabulary and experience with language leads to greater success in school

Environmental Print “Word Wall”

ABC “owls” set the stage for the children to bring in their favorite words, labels, and logos for display.

Discovery & Math Center

Non-stereotypical and culturally rich photographs are found in each center that depict occupations and include print to build vocabulary.

Check-in with Daily Question

As children arrive, they respond yes/no to the daily question by placing their

name tag in the corresponding column.

Discovery & Math Center

Print, numerals, and vocabulary building are all evident in this display.

Language and Literacy: Preparing our Children for 3rd Grade Literacy Kathy Hirsh-Pasek, Ph.D.Clip #1 - Introduction

Clip #2 – Language Foundations

33

What is “Phonological Awareness”?

• 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)

Sour

ce:

http:

//w

ww

.ear

lyye

arsli

tera

cy.c

om/u

ploa

ds/4

/2/5

/4/4

2545

19/p

hono

logi

cal-a

war

enes

s.gi

f

Nursery Rhymes

Humpty DumptyHey, diddle, diddleThe cat & the fiddle

There was an old woman …

Clapping

SPEAKING & SINGING

DRUMMING, RHYTHMS

listening

What is “Alphabet Knowledge”?

• Names letters and their sounds• MORE than reciting or singing the ABCs• Includes “alphabetic principle” – Understands …

=> letters have specific sounds => a letter is a symbol

=> symbols grouped together form words => strings of words form sentences with communicative intent

Large Group Area

Evidence suggests connecting names and sounds of alphabet letters to children’s names is an effective way to

introduce the alphabet.

What is “Concepts about Print”?

• Understands that print carries a message• Environmental print• Spoken words can be written down and read• English “Conventions of print” – moves left-to-

right; upper/lower case letters, punctuation, etc.

• Book characteristics (front/back/spine)

Classroom Print / Prompts

Children learn independence and functional use of print when they are provided with instructional prompts such as this one for

dressing to go outside.

Dramatic Play Center

Books and print are incorporated into this area to reflect real kitchen environments and functions of print.

Story book Read Alouds

Don’t forget the essential role of families in supporting language and early literacy development!

Snack Center

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.

What about “writing”?

• 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 Center

Children find a variety of writing tools, papers, cards, prompts and activities to use here.

Discovery & Math Center

Writing options and experimental toys are always available on this table, at just the right height for children.

Large Group AreaMorning message is read aloud

during large group time and used to target literacy concepts of print.

Double Focus!

Highly effective teachers and caregivers… provide daily, intentional language and early literacy learning opportunities for the children they serve, and … engage families in providing daily, intentional language and early literacy learning opportunities for their own children!

Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, &

Resources. Zero to Three, Washington, DC., 2008

Wrap-up

• What information is new to you? How will this information impact your practice?

• Share additional ways you support language and literacy learning in your setting.

• What questions do you still have about teaching early literacy?