never too early curriculum outline€¦ · children’s literature for ages birth to six; b) plan...

VT Humanities Council: Life Lessons Through Literature: Never Too Early Literacy Training

CURRICULUM OUTLINE

NEVER TOO EARLY: Life Lessons Through Literature

Description

Literacy learning begins at birth and is a cornerstone for later academic achievement and lifelong opportunities. Early literacy includes all activities involved in speaking, listening, reading, writing, and approaching both spoken and written language. Early childhood professionals with families are key to creating meaningful opportunities for young children to develop early literacy skills and the love of reading and writing. This two-part workshop enables early educators to a) identify the components of quality children’s literature for ages birth to six; b) plan how to use children’s books to both launch and enhance all areas of curriculum; and c) practice reading and using quality literature to help children develop and express their early literacy skills. Participants attend two, 2-hour sessions a week or more apart, and practice using the books, between sessions. At the workshop participants receive quality children’s books at no cost.

Learning Objectives (LO) As a result of this workshop, participants will –

1. Identify components of early literacy. 2. Identify stages of development for early literacy and establish developmentally

appropriate practices for literacy within classroom settings. 3. Design effective strategies to promote curriculum development through early literacy

within classroom environments. 4. Identify strategies to support early literacy. 5. Identify the components of quality children’s literature for ages birth to six. 6. Plan how to use children’s books to both launch and enhance all areas of the curriculum. 7. Practice reading and using quality literature to help children develop and express their

early literacy skills.

Logistics:

• Two-part series: two, 2-hour sessions, one week apart with 2 hours of homework in between

• 6 hours total

Life Lessons Through Literature: Never Too Early Literacy Training of 25

Book choices to distribute (distribute 4 in session one, 3 in session two)

SESSION ONE SESSION TWO Please choose 4 books (total) from this list to distribute in Session One, please choose at least one board book:

A Greyhound, A Groundhog 978-0553498066 Quick as a Cricket 978-0859533065 The Turn Around, Upside Down Alphabet Book 978-0689856853 I Want My Hat Back 978-0763655983 The Most Magnificent Thing 978-1554537044

Board Books

All the World 978-1481431217 Brown Bear, Brown Bear, What Do You See 978-0805047905

Please choose 3 books (total) from this list to distribute in Session One, please choose at least one board book:

Flower Garden 978-0152023720 Clap Your Hands 978-0399237102 Hi, Koo! 978-0545166683 Flotsam 9780618194575 They All Saw a Cat 978-1452150130

Board Books

Sheep in a Jeep 978-0547338057 The Napping House 978-0544602250

SESSION ONE

PURPOSE Early learning and literacy development begins with a child’s earliest experiences with books, while sitting on a lap, rocking in a chair, or laying beside their favorite adult. These experiences help a child to shape positive associations and happy preverbal memories of “reading.” Session One introduces and explores the research on brain development that supports an interactive process of learning spoken and written language skills that begin as early as infancy. Ensuring a strong start in early literacy skills will provide the foundation necessary to strengthen future literacy development. When looking at these skills as a developmental process, we can give new meaning to the interactions children have with books and stories. The goal of homework after this session is to support the participant to apply what they have learned and expand applications.


ROOM SET UP

� wall space to post blank easel sheets to write on, and prepared easel sheets, far enough apart for small groups to post stickies as they walk around, and

� table for the instructor with syllabus materials and materials to be distributed during the sessions including the books

� materials and folders at each of the participant tables � tables and chairs arranged for easy transition from individual and small group work,

large group discussion, and room to get up and walk around the room PREPARED MATERIALS

� Attendance sheet(s) � Developmental Milestones for early literacy (without age), printed out and separated

(enough for each table). � Pre-written Easel sheets: use clear and large print; these will be used in both sessions

one and two. � 4 learning objectives (see previous page) � Prepared Easel sheets with identified components of Early Literacy

• Reading • Writing • Speech and Language

� 4 Paper Labels to post in each corner of the room: a) Strongly Agree b) Agree c) Disagree d) Strongly Disagree

� 7 easel sheets, for Activity 3:Ages and Stages of Early Literacy Write each age group

defined by milestones on top of each easel sheet: o INFANTS (0-12 MONTHS) o YOUNG TODDLERS (9-18 MONTHS) o OLDER TODDLERS (18-36 MONTHS) o YOUNGER PRESCHOOLERS (36-48 MONTHS) o OLDER PRESCHOOLERS (48-60 MONTHS)

� Blank paper with pens/pencils � Folders- one for each person to hold their papers � Tape (1 roll for each table) � NTE Outline HANDOUT: Learning objectives, description, agendas for both Sessions, and

Session One homework (one for each person)

� HANDOUTS to distribute during the session


� HANDOUT: Classroom Literacy Environment Checklist (GetReadytoRead) o Home Literacy Environment Checklist o Family Child Care Literacy Environment Checklist o Classroom Literacy Environment Checklist

� HANDOUT: Literacy Activities for Children � HANDOUT: THE VERMONT EARLY LEARNING STANDARDS (VELS)

COMMUNICATION AND EXPRESSION: LITERACY DEVELOPMENT (INCLUDE AGE GROUPS INFANTS 0-12 MONTHS – OLDER PRESCHOOLERS (48-60 MONTHS). INCLUDE ELEMENTS:

� LITERACY DEVELOPMENT (Pg. 63) � FOUNDATIONAL READING SKILLS (Pg. 64) � READING; ENGAGEMENT WITH LITERATURE AND INFORMATIONAL TEXT

(Pg. 68) � WRITING (Pg. 73) � DUAL LANGUAGE LEARNERS- LITERACY IN ENGLISH (Pg. 76)

� Books to distribute (* not in family book share) prepare so each person will have a copy

of each of the 4 different books. Refer to chart above for book selections.

OUTLINE of Session One Activities: Activity 1: Introduction and Welcome

Activity 2: Four Corners of Early Literacy

Activity 3: Ages and Stages of Early Literacy

Activity 4: Early Literacy in Our Classrooms

Activity 5: Everybody Wins in Early Literacy (BINGO)

Activity 6: Summary of Session One and Homework


SESSION ONE

ACTIVITY 1: Introduction and Welcome 10 minutes

LEARNING OBJECTIVES COVERED: #1-4

MATERIALS USED

� Posted Learning Objectives (on easel sheet and in Outline HANDOUT) � NTE Outline HANDOUT (on tables, one for each person)

HOW LEARNING OBJECTIVES ARE EVALUATED

Monitor participation and engagement of learners, to ensure each is fully present, and their learning needs are met. If needed, you may set “ground rules” such as no use of cell phones in the room- step outside if you must use your phone. Notice who already knows each other. You may want to have them sit with those they do not know as they work in small groups, to increase interaction and learning. Be mindful of side conversations or interrupting, so it is addressed and discontinued at the start of the session.

LEAD the ACTIVITY

1. WELCOME

Introduce yourself and welcome participants. Learn by show of hands:

• work setting (family home child care, center-based program, afterschool program, Head Start, other);

• age of children they work with (infants/toddlers, preschool, 6 years plus);

• been to a NTE program before? • with a show of fingers (1-5) how familiar are you with early language

and literacy development? (1 – not much, this is all new…5 – great depth of knowledge.)

Welcome Discussion Points to Speak On

• Be sure to speak upon the experience and knowledge already present in the room, as early childhood educators are key in establishing a positive relationship between young children and early literacy. It is important to express the value of each participant’s position and role in the lives of the children and families that they work with.


NOTE: Identify anyone who works in the same program, and notice where they are sitting. You might want to encourage sitting with new people for some activities. If there are participants who have been at NTE sessions before, be sure to explain how this session will be different from NTE sessions taught in previous years.

2. EXPLAIN and REVIEW

Review NTE Outline HANDOUT with the 4 Learning Objectives, outline of the agendas for each session, and homework. Highlight: • format of this 6 hour, 2 part series with homework • resources (4 book this session and 3 the next, and handouts) • opportunity to host NTE Family Book Sharing as a result of completion of

this 6 hour workshop- SIGN UP if interested, on the Attendance sheet • logistics of the space and schedule of the evening

NOTE: be sure to collect attendance and ensure it is readable, complete, and accurate

ACTIVITY 2: Four Corners of Early Literacy 15 minutes

LEARNING OBJECTIVES COVERED: #1,2

MATERIALS USED

� 4 Labels to post in each corner of the room: e) Strongly Agree f) Agree g) Disagree h) Strongly Disagree


The four corners activity elicits participation of the participants by requiring all students to take a position as they respond to statements read by the instructor. After the instructor reads a statement, and participants move to their responding positions, the instructor will encourage group discussion and response through reflective questions. Instructors should be mindful of the


responses of participants and lend information to ensure positive learning. Instructors should monitor participation and engagement of learners in private, small, and large group work, and in response to questions.

LEAD the ACTIVY

1. Introduction of Four Corners Activity Before beginning the discussion remind students about normative expectations for having a respectful and open discussion. Once a statement is read ask participants to move to the corner of the room that best represents their current knowledge or understanding on the topic. Once participants are in their places, ask for volunteers to justify their position. When doing so, they should refer to evidence from their current practice. Encourage students to switch corners if someone presents an idea that causes a change of mind. After a representative from each corner has defended his or her position repeat this process through each of the SAMPLE EARLY LITERACY STATEMENTS.

FOUR CORNERS SAMPLE EARLY LITERACY STATEMENTS: • Early literacy development begins when a child enters preschool. • Early literacy is based solely on reading and writing. • Literacy learning occurs during meaningful interactions, experiences, and

activities. • Children must master their cognitive, social, emotional, and physical

development before they can achieve competency in early language and literacy.

• Early literacy skills (speaking, listening, reading, and writing) develop in a sequence.

• Early literacy behavior starts with a child chewing on books. DISCUSSION POINTS AND ADDITIONAL FACTS FOR INSTRUCTOR TO SPEAK UPON AND CONSIDER:

• Literacy begins at birth and is the foundation for later academic achievement and lifelong learning.

• Early literacy development begins in the first three years of life and is closely linked to a child’s earliest experiences with books and stories.

• Understanding of early literacy development compliments current research supporting the critical role of early experiences in shaping brain development.

• The acquisition of language and literacy skills is social. It occurs because young children want to interact and communicate with others.


• Literacy is about communication and begins long before a baby utters their first word. Babies are prewired to communicate and connect with others, they tell us what they need through their cues, facial expressions, sounds and movements. Infant and toddler growth development is supported through exploration, discovery and interactions.

• Developmental domains of cognitive, social, emotional, and physical must be mastered before a child can achieve competency in essential school readiness skills. The learning that occurs within these domains is fostered through the relationships that a young child has with significant adults in their life. Families and early childhood educators (all of us in this room) are the “active ingredients” of “environmental influence” during their early years.

• Positive interactions are essential to brain development as it forms the complex web of visual, language, motor, and social-emotional connections crucial for literacy learning. Positive relationships lead to trust which creates resiliency for children to face new challenges, actively explore, and focus on “learning.”

ACTIVITY 3: Ages and Stages of Early Literacy 25 minutes

LEARNING OBJECTIVES COVERED: #1,2

MATERIALS USED

� Prepared easel paper hung on the walls of the learning environment (spread out to allow for movement) with FIVE AGE CATAGORIES as defined by VERMONT EARLY LEARNING STANDARD (VELS) GOALS found within the VELS LITERACY DEVELOPMENT DOMAIN:

o INFANTS (0-12 MONTHS) o YOUNG TODDLERS (9-18 MONTHS) o OLDER TODDLERS (18-36 MONTHS) o YOUNGER PRESCHOOLERS (36-48 MONTHS) o OLDER PRESCHOOLERS (48-60 MONTHS)

� TYPED VERMONT EARLY LEARNING STANDARD (VELS) GOALS found within the VELS LITERACY DEVELOPMENT DOMAIN. These GOALS should be typed, without any marker or indication of age, and separated into envelopes that will be evenly distributed to each group.

� Tape (1 roll for each table) � HANDOUT: (NOTE: Do not hand out until the second part of the activity). THE

VERMONT EARLY LEARNING STANDARDS (VELS) COMMUNICATION AND


EXPRESSION: LITERACY DEVELOPMENT (INCLUDE AGE GROUPS INFANTS 0-12 MONTHS – OLDER PRESCHOOLERS (48-60 MONTHS). INCLUDE ELEMENTS:

� FOUNDATIONAL READING SKILLS (Pg. 64) � READING; ENGAGEMENT WITH LITERATURE AND INFORMATIONAL TEXT

(Pg. 68) � WRITING (Pg. 73) � DUAL LANGUAGE LEARNERS- LITERACY IN ENGLISH (Pg. 76) � Milestones of Early Literacy Development


Monitor participation and engagement of learners in private, small, and large group work, and in response to questions. To frame questions or connections, the instructor can add her or his observations of the groups working, such as, “I noticed this group discussing where to put their sticky. What was challenging about this decision?”

LEAD the ACTIVITY

1. INTRODUCE AND EXPLAIN the ENVELOPES FILLED WITH UNLABELED DEVELOPMENTAL MILESTONES AND THE EASEL SHEETS • Invite participants to review the TYPED VERMONT EARLY LEARNING

STANDARD (VELS) GOALS. Note that these goals are not labeled by their appropriate age marker. Invite the participants to walk around the room and do their best in matching the TYPED VERMONT EARLY LEARNING STANDARD (VELS) GOALS within the envelope their group received with what they believe to be the appropriate age group. Once they have found what they believe to be the appropriate age group for each the TYPED VERMONT EARLY LEARNING STANDARD (VELS) GOALS they should use the tape to secure the milestone to the appropriate posted EASEL PAPER.

• Once participants have attached each piece of paper defining the TYPED VERMONT EARLY LEARNING STANDARD (VELS) GOALS and matched them with what they believe to be the appropriate developmental age group the instructor will pass out the HANDOUT: THE VERMONT EARLY LEARNING STANDARDS (VELS) COMMUNICATION AND EXPRESSION: LITERACY DEVELOPMENT (INCLUDE AGE GROUPS INFANTS 0-12 MONTHS – OLDER PRESCHOOLERS (48-60 MONTHS). Participants will review the handout and compare and contrast with each of the easel


papers posted around the room that contains their assigned TYPED VERMONT EARLY LEARNING STANDARD (VELS) GOALS.

2. SMALL GROUP DISCUSSION Break out into small group discussions (2-3 participants) that allow each participant to identify the developmental milestones as defined by the HANDOUT: THE VERMONT EARLY LEARNING STANDARDS (VELS) COMMUNICATION AND EXPRESSION: LITERACY DEVELOPMENT (INCLUDE AGE GROUPS INFANTS 0-12 MONTHS – OLDER PRESCHOOLERS (48-60 MONTHS). Participants should discuss their current understanding of developmental milestones and any additional information that they have gained from the activity. Further discussion should include how participants can take the information and knowledge gained from the activity and form a strategic plan to implement into their programs.

DISCUSSION POINTS AND ADDITIONAL FACTS FOR INSTRUCTOR TO SPEAK UPON AND CONSIDER:

• While our brains are wired for language and communication, we become literate through an intentional learning process.

• Reading, writing, speaking and listening, and using print to make sense of the world are all literacy skills essential to literacy development.

• Looking at early literacy development through the lens of a developmental process we can begin to recognize the connection (and meaning) between an infant mouthing a book, the book handling behavior of a toddler, and the page turning of a five-year-old.

• We can see the evidence that the first three-five years of exploring and playing with books, singing nursery rhymes, listening to stories, recognizing words, and scribbling lay the foundation and building blocks for learning to read and write in kindergarten and the primary grades.

• Very young children are acquiring book appreciation skills and begin to develop concepts about print when they are read to, allowed to turn the pages, and bringing a book to a trusted adult to read with them.

• Exposure to language and written word opens up opportunities for children to hear and distinguish between letter sounds, rhyming, and word recognition.


ACTIVITY 4: We Are Masters of Early Literacy in Our Classrooms 25 minutes

LEARNING OBJECTIVES COVERED: #2,3,4

MATERIALS USED

� Prepared Easel sheets with identified components of Early Literacy • Reading • Writing • Speech and Language • Listening

� HANDOUT: Classroom Literacy Environment Checklist (GetReadytoRead)

o Home Literacy Environment Checklist o Family Child Care Literacy Environment Checklist o Classroom Literacy Environment Checklist

� HANDOUT: Literacy Activities for Children


Monitor participation and engagement of learners in private, small, and large group work, and in response to questions.

LEAD the ACTIVITY

1. INTRODUCE In a large group setting, each participant will be honored as a Master of Early Literacy in their program by identifying measures they take daily in their curriculum and classroom environments to honor each component of early literacy. This is also an opportunity for participants to provide ideas and resources to each other based on their own individual knowledge. Instructor will scribe the information on to each appropriate easel sheet. Instructors can encourage participation and learning by making connections between what participants are sharing and previous topics that had been discussed prior in the session.



• Literacy building should happen in all areas of the classroom (as well as areas of the child’s life).

• Provide relationships and experiences that include print through share reading opportunities.

• Important early literacy “messages” include language is fun, children can do it well, and using words gets results. Tools for responsiveness include attention, repetition, expansion, and affirmation.

• Recent brain research shows that repetition of familiar actions and words help young children form and maintain neuronal connections in their nervous systems. Develop routines that provide stability in schedules.

• Model and motivate routines that demonstrate reading is important in our everyday lives. (Bedtime stories, using a recipe to bake, identifying the golden “M” when passing or going to a McDonalds)- all these examples promote language and literacy development.

• Oral language is one of the most significant ways we can support and model responsive talking in conversations and play with infants and young children. Parallel talk (side-by-side verbal descriptions) of work and play activities to children helps them associate language with actions and objects. Just talking to children throughout daily routines and activities can expose children to 1,000-2,000 words every hour.

• Provide experiences with sounds – pairing visual symbols and sounds. Pictures, graphic symbols and word sounds become associated with repetition of favorite books read again and again and again.

• Provide experiences with writing – emergent writing proceeds apace with emergent reading. Like reading, emergent writing has two parts, the actual formation of letters and words and the provision of meaning through word choice and context. (This should be the final point of discussion as it leads into the next activity.)

ACTIVITY 5: Everyone Wins With Early Literacy (LITERACY BINGO) 30 minutes


MATERIALS USED


� Prepared LITERACY BINGO sheet � BINGO Daubers or Markers (1 for each participant laid out on the tables) � MASTER BINGO CARDS- For Instructor Use.


Monitor participation and engagement of learners in private, small, and large group work, and in response to questions.

LEAD the ACTIVITY

1. SET UP THE SMALL GROUP ACTIVITY

This activity is designed to introduce the stages of writing development. To begin, distribute BINGO Sheets to Each Participant. Explain to participants that the BINGO is a COVERALL, and that in order to complete the game each BINGO square must be covered. MASTER BINGO CARDS (in the form of a typed word document) have been made available to instructors to cut out and draw at random. Some MASTER BINGO MARKER CARDS are simply words or phrases that have been mentioned at some point during the session. Others are specific words or phrases that can be made note of as follows:

• LIST DISCUSSION POINT FOR EACH “BINGO” MARKER • Preliterate: Drawing – uses drawing to stand for writing; believes

drawing/writing is communication of a purposeful message; read their drawings as if there were writing on them.

• Preliterate: Scribbling – random scribbling (2-3 yrs. Old) marks on paper randomly with little muscular control. Controlled scribbling (3-year old) – children “write” across the paper in linear fashion, repeating patterns, showing increased muscular control. Scribbling resembles writing.

• Early Emergent: Letter-Like Forms (3 & 4-year old) – make mock letters; written lines of letters that have letter characteristics but are misshapen and written randomly; pretend they are writing and have purpose to their letter-like forms.

• Emergent: Letter and Symbol Relationship (random letters or letter strings) (4-year-old) – write letters to represent words and syllables; can write their name; know the word represents their name; can copy words; long strings of letters in random order; backwards and reversal is frequent.


• Transitional: Invented Spelling (4 & 5-year old) – makes transition from letter forms to invented spelling; creates own spelling; may not use proper spacing; one or two letters invented or emitted; use a group of letters to form a word – mostly consonants.

• Fluency: Conventional (standard) Spelling (5,6,& 7 year olds) – most words are written correctly, some add punctuations; organize words in lines with spaces between words; words move from left to right and top of the page to the bottom; usually resembles adult writing.

Note: As instructor is describing the stages of writing development they can also “write” each stage on the easel or wipe and write board. Handouts will be available for participants after the activity.

At the end of the game the participants will realize they have all won at the same time. Everyone wins in early literacy! This would be the time that the instructor hands out the books that the participants will receive from the first session.


• These stages are ways of looking at writing development in children. • All stages overlap and children progress and reach writing stages at

many different ages. • Children should never be discouraged from exploring writing by the

means in which they are able to, whether it be scribbling, letter strings, invented spelling, or conventional spelling.

• Encourage art and writing skills by making art a regular part of the day; let children experiment and explore; direct attention to the process not the product; experiment with a variety of art materials; encourage children’s attempts to write; display children’s art and writing.

ACTIVITY 6: Summary of Session One and Homework 10 minutes


MATERIALS USED

� NTE Outline HANDOUT which includes the Homework (pg 3)- already on their table, one for each person

� Session One Reflection HANDOUT



Monitor participation and engagement of learners in activity and read Reflection of Session One after they are turned in

LEAD the ACTIVITY

1. SUMMARY OF THE SESSION

Briefly review the Session One agenda in the NTE Outline HANDOUT and introduce the Session Two agenda.

Refer to the learning objectives (posted and on the HANDOUT). Note that Learning Objective……… Were met……..

• Call their attention to page 3 of the HANDOUT, which is the homework. ASK: “Are there any questions?” They may choose to write their responses to the homework, but they will not need to turn it in

• PASS OUT the Reflection of Session One HANDOUT and ask them to complete it and give them time to do so.

2. PLANNING the NEXT SESSSION

• Remind them of the date/time of the next session in a week. • Ask them to bring BACK the books, their notes and handouts from this

session, to use at the next session, when they will get three more books and can take all of them home.

• Remind them that certificates of completion will be distributed at the end of the NEXT class.

• Collect completed Reflection HANDOUTs.

__________________

NTE: HOMEWORK (2 hours total) to be completed and turned in at Session Two

A) Read/review/organize the handouts and your notes from Session One. B) Consider where you will put the children’s books you received for your program and

how you will use them. Be prepared to answer the following questions:

1. What did you do with the books, when, with whom, and why? 2. What was the response to the books and did it go as planned? Were there any

surprises? 3. What would you do next in using these books? 4. What was something new you learned in Session One? How will you apply this new

knowledge in your work? 5. Bring your favorite children’s book to Session Two.


• Instructor hands out Homework Sheet to be completed and turned in at Session Two.

SESSION TWO

PURPOSE Session Two continues and deepens the exploration of the development of early literacy with children ages birth to six. Participants will join in activities that will provide a deeper level of understanding in developing curriculum that focuses on quality book choices that are developmentally appropriate. Participants bring their experiences and reflections using the children’s books back to the group to share, and more books are introduced that can be used to support and engage children in early literacy within their provider settings. The session adds a review of the components of high quality children’s books, how participants can encourage the development of early literacy skills through reading experiences, and tools that participants can use to ensure children are provided with supports that will strongly assist them in their development of early literacy skills. The session ends with a summary of the 6 hour session, and participants creating a plan to implement what they have learned.

NOTE: Based on Session One and the reflections from that session, adaptations should be made in Session Two to best meet participant needs and the learning objectives.

ROOM SET UP (same as Session One)

� wall space to post blank easel sheets to write on, and prepared easel sheets, far enough apart for small groups to post stickies as they walk around, and

� table for the instructor with syllabus materials and materials to be distributed during the sessions including the books

� materials and folders at each of the participant tables � tables and chairs arranged for easy transition from individual and small group work,

large group discussion, and room to get up and walk around the room

PREPARED MATERIALS bring back the prepared easel sheets from Session One Participants should also bring back their folders with HANDOUTS and the books they

received in Session One.

� Blank easel paper posted, with markers to write on

Instructor/Sponsor forms � Attendance sheet(s) with the Session Two added - send copy of completed form to

VHC


� Documentation of Professional Development Forms - one for each participant with that participant’s name on it; distribute to each participant at the end of the session

o Provided by VHC o Each should be signed by either the instructor or BFIS Sponsor o A participant name written on each form, based on attendance

� Instructor Evaluation form - complete and return to VHC after the session

Prepared Easel sheets from Session One:

� 7 learning objectives (as in Session One) 1. Identify components of early literacy. 2. Identify stages of development for early literacy and establish developmentally appropriate practices for literacy within classroom settings. 3. Design effective strategies to promote curriculum development through early literacy within classroom environments. 4. Identify strategies to support early literacy. 5. Identify the components of quality children’s literature for ages birth to six. 6. Plan how to use children’s books to both launch and enhance all areas of the curriculum. 7. Practice reading and using quality literature to help children develop and express their early literacy skills.

� Prepared Easel sheets with identified components of Early Literacy • Reading • Writing • Speech and Language • Listening

(For review of ideas generated from Session One)

� NEW Prepared easel sheets: � TIPS: A Strategy for Reading Books with Children

Tune In: Connect with the child and book! Introduce the book! Promote Language: Read the book! Summarize the book! (leave space in between each section for adding information during Activity #4)

� On each table:

o Blank paper with pen/pencils


o One children’s book at each table (3 groups) for read-aloud o Participants should bring back the folders with materials from session One) o Large Sticky Notes and thin markers

� HANDOUTS � HANDOUT: NTE Outline Handout (from Session One) � HANDOUT: THE VERMONT EARLY LEARNING STANDARDS (VELS)

COMMUNICATION AND EXPRESSION: LITERACY DEVELOPMENT (from Session One)

� HANDOUT: Reflection of Session Two Handout � HANDOUT: TIPS Planning Form � HANDOUT: TIPS: A Strategy for Reading with Infants and Toddlers � HANDOUT: Getting the Most Out of Picture Books � HANDOUT: Helping Children to Develop Early Literacy Skills with Dialogic

Reading � HANDOUT: Strategies for Reading Aloud to Children � HANDOUT: Timeless Picture Books for Every Age � HANDOUT: Types of Books to Read to Young Children

� BOOKS to DISTRIBUTE prepare so each person will have a copy of each of the 3 different books. Refer to chart above for book selections.

OUTLINE of Session Two Activities: Activity 1: Welcome Back/Ice Breaker

Activity 2: Age Appropriate Book Scavenger Hunt

Activity 3: The Anatomy of Reading Out Loud

Activity 4: TUNE IN Discussion

Activity 5: Using Books to Plan Extension Activities in Curriculum Development


SESSION TWO

ACTIVITY 1: Welcome Back/Ice Breaker 15 Minutes


MATERIALS USED

� Prepared Easel Sheets � Learning Objectives (from Session One) � Identified Components of Early Literacy –

4 Easel Sheets from Session One, now with attached notes from We Are Masters of Literacy Activity:

• Reading • Writing • Speech and Language • Listening


Monitor participation and engagement of learners in private, small, and large group work, and in response to questions. Note who has completed the homework based on seeing the completed papers on their tables and their sharing discussions. Adjust and make changes/additions to the agenda based on Reflection form feedback collected at the end of Session One.

LEAD the ACTIVITY

1. WELCOME AND REVIEW o Welcome them back o Briefly review what was covered last session and today’s agenda (pg. 2

of Outline HANDOUT received at Session One) o Address any questions and comments from the Reflection form

collected at the end of Session One


2. SET UP and SMALL GROUP WORK (about 15 minutes)

“At your table, please share how you used the 4 books during the week since the last Session. How did you complete the homework and what did you learn? How did you apply what you learned into your daily practice?”

3. LARGE GROUP SHARING and DISCUSSION

Share highlights of discussions to the large group.

NOTE:

Comments can be recorded on a blank easel sheet. Reference the easel sheets on the wall with the four components of early literacy. What makes a quality children’s book may also begin to be woven into the discussion.

ACTIVITY 2: Age Appropriate Book Scavenger Hunt 30 minutes

LEARNING OBJECTIVES COVERED: #5

MATERIALS USED

� Variety of books for children ages 0-6 years – include board books, vinyl books, cloth books, picture books, rhyming books, search and find books, counting and alphabet books, nursery rhymes, books with baby faces, large pictures, bright colors, books of children doing familiar things like sleeping, playing, eating, etc., interactive books – lifting flaps, books with predictable text, animal books, books about saying hello and good-bye, fairy tales and legends, books with longer stories and fewer pictures, books with facts (non-fiction).

� 6 pre-made labels: • Newborn to 6 months • 6 to 12 months • 12 to 24 months • 2 to 3 years • 3 to 4 years • 4 to 5 years


� HANDOUTS:

� Timeless Picture Books for Every Age � Types of Books to Read to Young Children


Monitor participation and engagement in small and large group work and response to questions. Evaluate based on presentation by the small groups

LEAD the ACTIVITY

1. “What makes a quality book? Think about what young children like in books. Based on the information you already know, look at and discuss the books on your table and decide which age category they best fit in”.

2. Each participant should pick two books (or however many would be applicable to the number of books you brought and the number of participants) decide where they “fit” and place the books in the correct space that is posted in the room. Prior to deciding where the books should go, participants should have a small group discussion about their reasoning of why they chose that age group.

3. Come back together as a large group and discuss books – choose one or two

from each category and discuss why the book was placed in that age category. Ask participants if they all agree or if there is another age group the book would best fit.

NOTES: Pass out Handouts and engage in large group discussion about the information presented in the articles.

• DISCUSSION POINTS AND ADDITIONAL FACTS FOR INSTRUCTOR TO SPEAK UPON AND CONSIDER:

♦ Very young children are attracted to bright colored pictures of simple objects ♦ Wordless books encourage their own “story telling” ♦ Reading stories to children introduces them to the complex nature of

language and acquiring important language skills ♦ Different types of genres are associated with different types of language ♦ Rhyming books and repetition are important – they are beneficial for hearing

rhyming language and repetitive sounds


ACTIVITY 3: The Anatomy of Reading Out Loud 30 minutes

LEARNING OBJECTIVES COVERED: #5 & 7

MATERIALS USED

� Blank Easel Sheets � Books on each table for read aloud

� HANDOUTS:

� Helping Children to Develop Early Literacy Skills with Dialogic Reading


Monitor participation and engagement in small and large group work and response to questions.

LEAD the ACTIVITY There should be 3 groups doing this activity

1. INTRODUCTION and 3 SMALL GROUPS WORK (15 minutes) Set up one book at each small group. Ask each group to choose one to two participants who will read the book aloud, as though they were doing so in a classroom setting with young children. The remaining participants will observe the read aloud.

2. SMALL GROUP SHARE Once the groups have finished their reading ask the following questions:

• Did the reader introduce the cover of the book? The Author? The Illustrator?

• Did the reader engage with the storyline through dramatic retelling? Use special voices for characters? Animate the story with gestures and facial expressions?

• Did the reader point out or ask reflective and open ended questions about the illustrations?

• Did the reader allow for predictions? Or read in such a way that allowed the audience to participate and fill in the blanks?

• Did the reader point along to the words while reading?

3. SMALL GROUP DISCUSSION


In small groups ask participants to reflect on and discuss the importance of the reflective questions. Prompt them by asking what they may do differently? What they may do the same? And speak of the importance of presentation in reading to young children.


• After small group share – have a large group discussion and ask, “What should be included in a good read aloud to a group of young children?” Instructor can scribe on easel sheet.

NOTE: Answers may include:

• Pre-reading the book • Reading the title, author and illustrator (what other books has this

person written or illustrated that we have?) • Notice the cover, end pages, front and back of the book, how

each contributes to the story • Asking open-ended questions (What might happen next? How do

you…? I wonder why…?) point out new vocabulary, punctuation • Noting the illustrations • Noting children’s responses and interests; keeping a close eye on

their needs and attention

WHEN YOU READ: (Compile a list on easel sheet from group of what to keep in mind when you are reading to children) Answers may include:

- Be sure everyone can hear and see the book and each page clearly - Model using open ended questions throughout the reading;

expression and appropriate change in tone and voices; opportunities for children to imitate or participate in other ways

AFTER YOU READ: (Compile a list on easel sheet from group of what can be discussed with children when you have finished reading the story) Answers may include:

- Recall parts of the story - Brainstorm ways to reenact the story

*This will lead into next activity


ACTIVITY 4: TUNE IN Discussion 20 minutes

LEARNING OBJECTIVES COVERED: #3 & 7

MATERIALS USED:

• TIPS Worksheet • Favorite children’s book that each participant brought

� HAND OUT: TIPS: A STRATEGY FOR READING BOOKS WITH CHILDREN


Monitor participation and engagement in small and large group work and response to questions.

LEAD the ACTIVITY

1. Hand out the TIPS: A Strategy for Reading Books with Infants and Toddlers handout (this can also be used with older children). Read through the information together as a large group. Give each participant the TIPS worksheet.

2. Each participant will take a few minutes to use the book they brought and answer the reflective questions on the worksheet. The intent of this activity is to get the participants to think about strategies for reading. This activity will also lead into the next activity.

DISCUSSION POINTS AND ADDITIONAL FACTS FOR INSTRUCTOR TO SPEAK UPON AND CONSIDER: -This is just a reflection activity. Choose one participant who may be willing to share their information. -Move into a discussion about extending the book

ACTIVITY 5: Using Books to Plan Extension Activities in Curriculum Development 25 minutes

LEARNING OBJECTIVES COVERED: #6,4,3,2

MATERIALS USED

� Blank Paper- For Notes � Pens and Pencils on Tables



Monitor participation and engagement in small and large group work and response to questions. Review completed Evaluations

LEAD the ACTIVITY

4. INTRODUCTION As part of the homework each participant should have brought their favorite children's book to share. In a large group discussion each participant will share what book they brought (Title, Author, and Illustrator) and briefly describe what they enjoy most about the book. Each participant will then share a connection they made with the book of their choice to information they had received during either Session One or Session Two of the training; and/or describe an extension activity they would plan using the book in their curriculum development and implementation.

5. LARGE GROUP SHARE Encourage Participants To:

• Take notes if they observe a book they particularly enjoy, or an activity they would consider when developing curriculum for their programs.

AFTER THE SESSION:

• Review the evaluations • Complete the Instructor Evaluation with data for VHC • Return these documents and a copy of the Attendance (Unless the BFIS host is

submitting it) to VHC • Return the books if convenient, otherwise keep them for the next training you do.

never too early curriculum outline€¦ · children’s literature for ages birth to six; b) plan...

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