Emergent Literacy

Coaching @ Your Library Part I:

Overview of Best Practices

Emergent Literacy

Coaching @ Your Library Part I:

Overview of Best Practices

Presented by: Elaine Czarnecki & Dr. Gilda Martinez

Fall, 2008

Why another workshop?Why another workshop?

New staff since original statewide New staff since original statewide trainingtraining

““Refresher course” for veteran Refresher course” for veteran staff staff

Updated guidelines and resourcesUpdated guidelines and resources

Goals of This WorkshopGoals of This Workshop

To familiarize participants with the most current To familiarize participants with the most current research on how to help young children start research on how to help young children start school ready to learn to readschool ready to learn to read

To familiarize participants with the way To familiarize participants with the way readiness is assessed by kindergarten teachersreadiness is assessed by kindergarten teachers

To demonstrate how public libraries can To demonstrate how public libraries can incorporate this information into their incorporate this information into their storytimes and provide support for No Child storytimes and provide support for No Child Left Behind (NCLB) and the Maryland Model Left Behind (NCLB) and the Maryland Model for School Readiness (MMSR), including the for School Readiness (MMSR), including the Voluntary State Curriculum (VSC)Voluntary State Curriculum (VSC)

Introducing…Introducing…

The Emergent Literacy Peer Coaching The Emergent Literacy Peer Coaching Wiki:Wiki: http://wiki.carr.org/traction

Growing Up to ReadIt’s Never Too EarlyGrowing Up to ReadIt’s Never Too Early

Literacy development starts with talk, Literacy development starts with talk, and children begin to develop their and children begin to develop their language skills in infancy.language skills in infancy.

A wide range of experiences with A wide range of experiences with printed and spoken language, from printed and spoken language, from infancy through early childhood, will infancy through early childhood, will strongly influence a child’s future strongly influence a child’s future success in reading. success in reading.

Preschool Years are CriticalPreschool Years are Critical

Research consistently Research consistently shows that the more shows that the more children know about children know about language and literacy language and literacy before they come to before they come to school, the better school, the better equipped they are to equipped they are to succeed in reading!succeed in reading!

National Research Council FindingsChildren need opportunities to:

National Research Council FindingsChildren need opportunities to: Develop oral language skills, Develop oral language skills,

including phonological awareness or including phonological awareness or sensitivitysensitivity

Develop motivation to read and Develop motivation to read and write write

Develop concepts about print and Develop concepts about print and letter knowledgeletter knowledge

Develop comprehension Develop comprehension

Vocabulary & Language DevelopmentVocabulary & Language Development Conversations with adults help Conversations with adults help

children learn the words they will children learn the words they will need to understand when need to understand when reading.reading.

Toddlers will begin to associate the Toddlers will begin to associate the words they use in conversation words they use in conversation and the objects they represent and the objects they represent with the pictures in books.with the pictures in books.

Vocabulary & Language Development (continued)Vocabulary & Language Development (continued) Children will soon begin to label Children will soon begin to label

the objects in books, comment on the objects in books, comment on the characters, and ask adults to the characters, and ask adults to read to them.read to them.

Talking to adults is a child’s best Talking to adults is a child’s best source of exposure to new source of exposure to new vocabulary and ideas!vocabulary and ideas!

Kindergarten Work Sampling System (WSS) Indicators:Kindergarten Work Sampling System (WSS) Indicators: Gains meaning by listeningGains meaning by listening Speaks clearly and conveys ideas Speaks clearly and conveys ideas

effectivelyeffectively

Voluntary State Curriculum (VSC) (listening)Voluntary State Curriculum (VSC) (listening)VSC objectives:VSC objectives: Attend to the speakerAttend to the speaker

Determine a speaker’s Determine a speaker’s general purposegeneral purpose

Listen carefully to expand or Listen carefully to expand or enrich vocabularyenrich vocabulary

Proficient student behavior Proficient student behavior (fall):(fall):

Looks at the personLooks at the person who is who is speaking and/or remains speaking and/or remains quiet until the speaker is quiet until the speaker is finishedfinished

Communicates to the Communicates to the teacher one key idea about a teacher one key idea about a book or class discussionbook or class discussion

Pays attention to new Pays attention to new vocabulary and is sometimes vocabulary and is sometimes able to use it in the correct able to use it in the correct context during conversation context during conversation

Voluntary State Curriculum (VSC)(speaking)

Voluntary State Curriculum (VSC)(speaking)VSC objectives:VSC objectives: Speak clearly enough to be Speak clearly enough to be

heard and understood in a heard and understood in a variety of settingsvariety of settings

Use complete sentences in Use complete sentences in conversation and to respond to conversation and to respond to questionsquestions

Use sentences with subject/verb Use sentences with subject/verb agreementagreement

Proficient student behavior (fall):Proficient student behavior (fall): Uses meaningful grammatically Uses meaningful grammatically

correct sentences to correct sentences to communicate so that other communicate so that other children understandchildren understand

Communicates with one or two Communicates with one or two articulation errors, but is easily articulation errors, but is easily understoodunderstood

Responds to a teacher’s question Responds to a teacher’s question using a complete sentence or using a complete sentence or thought, with only occasional thought, with only occasional verbal remindersverbal reminders

Consistently uses sentences and Consistently uses sentences and phrases with subject/verb phrases with subject/verb agreement (e.g., “I’m playing t-agreement (e.g., “I’m playing t-ball tonight.” or “This snack is ball tonight.” or “This snack is good!”)good!”)

Phonological Awareness or SensitivityPhonological Awareness or Sensitivity Along with developing vocabulary Along with developing vocabulary

knowledge, it is important for knowledge, it is important for preschoolers to become aware of preschoolers to become aware of the sounds in spoken words.the sounds in spoken words.

Phonological awareness is important Phonological awareness is important because the sounds in words will be because the sounds in words will be linked to letters when the child learns linked to letters when the child learns how to read and write words. how to read and write words.

Developing Phonological AwarenessDeveloping Phonological Awareness Young children may begin to notice rhymes Young children may begin to notice rhymes

and will enjoy poetry and rhyming songs.and will enjoy poetry and rhyming songs. Songs, rhyming games, language play and Songs, rhyming games, language play and

nursery rhymes are all excellent ways to nursery rhymes are all excellent ways to encourage a child’s phonological awareness.encourage a child’s phonological awareness.

Reading aloud books that focus on sounds is Reading aloud books that focus on sounds is another enjoyable way to develop a child’s another enjoyable way to develop a child’s sensitivity to the sounds of language. sensitivity to the sounds of language.

Kindergarten Indicator Kindergarten Indicator

Demonstrates beginning phonemic Demonstrates beginning phonemic awarenessawareness

Voluntary State Curriculum (VSC) Voluntary State Curriculum (VSC) VSC objectives:VSC objectives: Categorize words as the same Categorize words as the same

or different by initial or final or different by initial or final soundssounds

Repeat and produce rhyming Repeat and produce rhyming wordswords

Identify rhythms and patterns Identify rhythms and patterns of language, including rhyme of language, including rhyme and repetitionand repetition

Proficient student behavior:Proficient student behavior: Communicates that all words Communicates that all words

begin with /b/ when student begin with /b/ when student hears the words “bat, ball, and hears the words “bat, ball, and big.”big.”

Supplies a word or sign that Supplies a word or sign that rhymes with skip, such as rhymes with skip, such as skip-trip.skip-trip.

After listening to a song or After listening to a song or poem with a repeating poem with a repeating language pattern, such as language pattern, such as Willaby, Wallaby, Woo, student Willaby, Wallaby, Woo, student is able to repeat correctly the is able to repeat correctly the nonsense phrase and the nonsense phrase and the rhyming words that correspond rhyming words that correspond to it. to it.

Print MotivationPrint Motivation

Young children learn by imitation. Young children learn by imitation. Children who see their parents reading Children who see their parents reading and writing will want to copy their and writing will want to copy their model. model.

Providing reading material in the home, Providing reading material in the home, reading aloud and talking about books, reading aloud and talking about books, giving books as gifts, and of course, giving books as gifts, and of course, visiting the public library are all visiting the public library are all wonderful ways to show that reading is wonderful ways to show that reading is fun!fun!

Print Motivation(continued)Print Motivation(continued) Opportunities to imitate writing Opportunities to imitate writing

behavior should not be forgotten!behavior should not be forgotten! Providing different types of writing Providing different types of writing

materials, and encouraging children to materials, and encouraging children to experiment by “writing a grocery list” experiment by “writing a grocery list” or “making a book” are excellent or “making a book” are excellent ways to show children that writing is ways to show children that writing is fun, too.fun, too.

Remember to praise all approximations! Remember to praise all approximations!

Concepts About PrintConcepts About Print

A child’s sensitivity to print is a major A child’s sensitivity to print is a major first step toward reading.first step toward reading.

Young children can begin to understand Young children can begin to understand that print is everywhere in their world, that print is everywhere in their world, and that reading and writing are ways and that reading and writing are ways to get ideas and information. to get ideas and information.

Developing Book and Print AwarenessDeveloping Book and Print Awareness Very young children learn to look Very young children learn to look

where you point, as you read the where you point, as you read the story and share the pictures.story and share the pictures.

They will soon begin to recognize They will soon begin to recognize their favorite books by the covers their favorite books by the covers and learn how to turn the pages.and learn how to turn the pages.

Around the age of four, children Around the age of four, children should begin to understand that should begin to understand that the print is what is read in books.the print is what is read in books.

Kindergarten indicatorKindergarten indicator

Shows some understanding about Shows some understanding about concepts about printconcepts about print

Voluntary State Curriculum (VSC) Voluntary State Curriculum (VSC) VSC objectives:VSC objectives: Understand that speech can Understand that speech can

be written and readbe written and read

Track print from left to right Track print from left to right and top to bottom, making a and top to bottom, making a return sweep at the end of return sweep at the end of the linethe line

Recognize that letters build Recognize that letters build words and words build words and words build sentencessentences

Proficient student behavior:Proficient student behavior: Draws / writes in journal and Draws / writes in journal and

“reads” entry to the class“reads” entry to the class

““Reads” the morning Reads” the morning message with the class, message with the class, tracks with finger across the tracks with finger across the line and makes an line and makes an appropriate sweep, appropriate sweep, although one to one word although one to one word matching may not occurmatching may not occur

Selects own name out of a Selects own name out of a group of names, and begins group of names, and begins to recognize friends’ namesto recognize friends’ names

Letter RecognitionLetter Recognition

Preschool children can begin to recognize Preschool children can begin to recognize some letters of the alphabet, particularly some letters of the alphabet, particularly those in their own names.those in their own names.

Most children begin by learning the Most children begin by learning the alphabet song.alphabet song.

Sharing alphabet books, and having Sharing alphabet books, and having magnetic and/or foam letters for children magnetic and/or foam letters for children to play with are appropriate ways to build to play with are appropriate ways to build letter recognition.letter recognition.

Kindergarten IndicatorKindergarten Indicator

Uses letter-like shapes, symbols, Uses letter-like shapes, symbols, letters, and words to convey letters, and words to convey meaningmeaning

Voluntary State Curriculum (VSC) Voluntary State Curriculum (VSC) VSC objectives:VSC objectives: Dictates and/or writes Dictates and/or writes

words, phrases or sentences words, phrases or sentences related to ideas or related to ideas or illustrationsillustrations

Uses letters to represent Uses letters to represent phonemes in wordsphonemes in words

Spells first and last name Spells first and last name correctlycorrectly

Proficient student behavior Proficient student behavior (fall):(fall):

Begins to sound out words Begins to sound out words to label pictures, with adult to label pictures, with adult assistanceassistance

Begins to write or type Begins to write or type some letters or letter-like some letters or letter-like shapes to represent familiar shapes to represent familiar words when labeling or words when labeling or writing about a picture writing about a picture

Prints or types some of the Prints or types some of the letters in his name without a letters in his name without a modelmodel

Knowledge of Narrative or Story StructureKnowledge of Narrative or Story Structure An understanding of the way An understanding of the way

narrative stories are structured narrative stories are structured begins to develop when read-alouds begins to develop when read-alouds are shared frequently.are shared frequently.

This understanding will help prepare This understanding will help prepare children for reading in school, children for reading in school, because they will be comfortable because they will be comfortable with the basic structure of the stories with the basic structure of the stories used in reading instruction.used in reading instruction.

Other Ways to Build Knowledge of Narrative Other Ways to Build Knowledge of Narrative Encourage children to “read” a story Encourage children to “read” a story

they have heard many times. Pretend they have heard many times. Pretend reading is often the first step toward reading is often the first step toward becoming a reader!becoming a reader!

Tell stories about the events of the day, Tell stories about the events of the day, and encourage children to do the same.and encourage children to do the same.

Puppet shows and other retelling Puppet shows and other retelling activities are fun ways to build activities are fun ways to build knowledge of narrative structure.knowledge of narrative structure.

Comprehensionand Responding to TextComprehensionand Responding to Text The understanding that print The understanding that print

conveys meaning is one of the conveys meaning is one of the basic print awareness concepts. basic print awareness concepts. When reading aloud to children: When reading aloud to children:

encourage them to predict,encourage them to predict, talk about the events of the story,talk about the events of the story, help them link the events and help them link the events and

characters to what they characters to what they know about.know about.

Kindergarten IndicatorKindergarten Indicator

Comprehends and responds to Comprehends and responds to fiction and non-fiction textfiction and non-fiction text

Voluntary State Curriculum (VSC) Voluntary State Curriculum (VSC) VSC objectives:VSC objectives: Make, confirm, or adjust Make, confirm, or adjust

predictionspredictions

Make comments and ask Make comments and ask relevant questionsrelevant questions

Connect events, characters, Connect events, characters, and actions in stories to specific and actions in stories to specific life experienceslife experiences

Proficient student behavior:Proficient student behavior: Guesses the book or story Guesses the book or story

content from the book’s title content from the book’s title and cover, and adjusts and cover, and adjusts predictions throughout the storypredictions throughout the story

Comments on a story being Comments on a story being read and is able to ask relevant read and is able to ask relevant questionsquestions

Recalls events during the Recalls events during the reading of a story, but reading of a story, but inconsistently makes inconsistently makes connections to specific life connections to specific life experiencesexperiences

Voluntary State Curriculum (VSC) Voluntary State Curriculum (VSC) VSC objectives:VSC objectives: Respond to questions (who, Respond to questions (who,

what and where) and verify what and where) and verify answers using illustrations / textanswers using illustrations / text

Respond to text by drawing, Respond to text by drawing, speaking, dramatizing or writingspeaking, dramatizing or writing

Retell a story using text as Retell a story using text as supportsupport

Proficient student behavior:Proficient student behavior: Responds appropriately when Responds appropriately when

asked a question but asked a question but inconsistently finds support in inconsistently finds support in the illustrations or textthe illustrations or text

Builds a bridge and acts out the Builds a bridge and acts out the story, story, The Three Billy Goats The Three Billy Goats GruffGruff, in the block area, in the block area

Retells the main events of a Retells the main events of a storystory

One Goal: Children are Ready for School!One Goal: Children are Ready for School!

You provide so much support for You provide so much support for school readiness and early literacy development in your storytime in your storytime programs!programs!

The public library plays a vital role in The public library plays a vital role in helping to ensure that all children start helping to ensure that all children start school ready to learn to read!school ready to learn to read!

Tips for Wiki AccessTips for Wiki Access

Wiki address: http://wiki.carr.org/traction Click on Emergent Literacy under

Projects on left hand side of page. Explore wiki by clicking on the various

Sections on left hand side of page. If you would like to comment on any of the

content, click on Comments and follow the instructions on this page.

Contact Information for Future QuestionsContact Information for Future Questions

Elaine Czarnecki

ecz.read@comcast.net Gilda Martinez

gildamartine@gmail.com

Gains meaning by listeningGains meaning by listening

Listening attentively to stories read aloudListening attentively to stories read aloud Listening to an audio-taped story or song Listening to an audio-taped story or song

and showing understanding through body and showing understanding through body language (clapping or nodding) or facial language (clapping or nodding) or facial expressions (smiling or laughing)expressions (smiling or laughing)

Using information from a story read aloud Using information from a story read aloud to draw a picture or complete a craft to draw a picture or complete a craft activityactivity

Speaks clearly and conveys ideas effectivelySpeaks clearly and conveys ideas effectively Asking a question clearly enough for Asking a question clearly enough for

someone to understandsomeone to understand Describing a recent event and Describing a recent event and

answering questions about itanswering questions about it Speaking loudly enough to be heard by Speaking loudly enough to be heard by

the whole group at a storytime sessionthe whole group at a storytime session

Demonstrates beginning phonemic awarenessDemonstrates beginning phonemic awareness Joining in with other children to recite Joining in with other children to recite

rhymes and poemsrhymes and poems Experimenting with words, giving them Experimenting with words, giving them

new beginning soundsnew beginning sounds Listening to a word and then finding a Listening to a word and then finding a

word that rhymes with it in a familiar word that rhymes with it in a familiar story, such as a Dr. Seuss storystory, such as a Dr. Seuss story

Shows some understanding of concepts about printShows some understanding of concepts about print Finding the front of the book, and Finding the front of the book, and

turning the pages one by oneturning the pages one by one Pointing to words in a left to right Pointing to words in a left to right

progression when “reading” a picture progression when “reading” a picture bookbook

Recognizing a favorite book by its cover; Recognizing a favorite book by its cover; pointing to the title while saying itpointing to the title while saying it

Comprehends and responds to fiction and non-fiction textComprehends and responds to fiction and non-fiction text Guessing what will happen next by Guessing what will happen next by

looking at the pictures on the following looking at the pictures on the following pagepage

Retelling a story using flannel board Retelling a story using flannel board cutouts or hand puppetscutouts or hand puppets

Telling about when the family car was Telling about when the family car was towed after hearing a story about a tow towed after hearing a story about a tow trucktruck

Uses letter-like shapes, symbols, letters, and words to convey meaning

Uses letter-like shapes, symbols, letters, and words to convey meaning Making rows of squiggles and shapes on Making rows of squiggles and shapes on

a paper and calling it writinga paper and calling it writing Copying letters and/or words from signs Copying letters and/or words from signs

and books, enjoying the power of doing and books, enjoying the power of doing “real writing”“real writing”

Writing their names on their artworkWriting their names on their artwork

StorytimePlanning Sheet

NameLibraryAge group: Pre-Talkers

Directions: Highlight the questions addressed in your storytime session. Circle the question that you called attention to for parents. Use the notes section to list materials and other info you want to share about your storytime activities.

Print Motivation - Did I develop the idea that reading is fun?

Language & Vocabulary -Did I make connections to concepts & vocabulary when reading?Did I call attention to the pictures in the story?Did I encourage the children to respond through movement or music?

Parent Connection -Which of the actions above did I call the parents’ attention to during the storytime? (Choose one to explain quickly and simply during the flow of the activities.)

Working Toward School Readiness

NotesDeveloped by: Elaine M. Czarnecki

StorytimePlanning Sheet

NameLibraryAge group: Talkers

Directions: Highlight the questions addressed in your storytime session. Circle the question that you called attention to for parents. Use the notes section to list materials and other info you want to share about your storytime activities.

Print Motivation - Did I develop the idea that reading is fun?

Language & Vocabulary -Did I make connections to concepts & vocabulary when reading?Did I call attention to the pictures in the story?Did I encourage the children to respond through movement or music? Did I give the children the opportunity to respond orally by asking simple questions about the story and/or pictures?

Concepts About Print - Did I call attention to the cover of the book and point to and read the title?Did I point to the print and occasionally run my finger along it while reading?

Narrative Skills & Comprehension - Did I use puppets or a flannel board to have children participate in retelling the story?Did I talk about the events of the story?Did I help the children link the events and characters to what they know about?

Parent Connection -Which of the actions above did I call the parents’ attention to during the storytime? (Choose one to explain quickly and simply during the flow of the activities.)

Working Toward School Readiness

NotesDeveloped by: Elaine M. Czarnecki

StorytimePlanning Sheet

NameLibraryAge group: Pre-Readers

Directions: Highlight the questions addressed in your storytime session.

Circle the question that you called attention to for parents. Use the notes section to list materials and other info you want to share about your storytime activities.

Print Motivation - Did I develop the idea that reading is fun?

Language & Vocabulary -Did I make connections to concepts & vocabulary when reading?Did I call attention to the pictures in the story?Did I give the children the opportunity to respond orally by asking questions about the story and/or pictures?

Phonological Awareness or Sensitivity -Did I read aloud a rhyming story or poem? Did I invite the children to chime in on the rhyming parts?Did I include any type of language play, such as a song or a game?

Concepts About Print - Did I call attention to the cover of the book and point to and read the title?Did I model left to right progression with a big book or a poem on a chart?Did I allow the children to draw a picture and “write” about the story after reading?

Letter Recognition -Did I read aloud an enjoyable alphabet book?Did I make connections between the first letters of the children’s names and the letters in a title or an alphabet book?Did I allow the children to play with magnetic or foam letters after the storytime read-alouds?

Narrative Skills & Comprehension - Did I have the children participate in retelling the story, or telling about the characters, the problem, and how the story ended? Did I talk about the events of the story?Did I help the children link the events and characters to what they know about?Did I encourage the children to make predictions before and during reading?

Parent Connection -Which of the actions above did I call the parents’ attention to during the storytime? (Choose one to explain quickly and simply during the flow of the activities.)

Working Toward School Readiness

NotesDeveloped by: Elaine M. Czarnecki