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Working document. Not to be distributed without CDE permission.Preschool English Learners Training Manual – Chapter 8

California Department of Education

1

Recommended Literacy Practices for Preschool English

Learners

Preschool English LearnersResource Guide

Chapter 8 Extended Modules

Working document. Not to be distributed without CDE permission. Preschool English Learners Training Manual – Chapter 8


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Review Arrival Activity:Overview Training on Chapter 8

As you come in, make your way to the posters titled “Key Points” located around the room.

Each poster lists one key point from the Overview Training on Chapter 8 of the Preschool English Learner Resource Guide (PEL Resource Guide).

Jot down what you remember in relation to each key point from the training.



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Arrival Activity: KWL

Take a few minutes to write down on Handout 1A: Early Literacy KWL one statement you

– Already know about early literacy for English learners

– Want to know about early literacy for English learners.

At the end of this module, you will add a statement about something you

– Learned about early literacy for English learners.



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Outcomes

To review recommended early literacy practices for preschool English learners covered in the Overview Training.

To discuss recent research, promising practices, and long-term achievement regarding young English learners’ literacy development.

To cover in greater depth both early literacy research and practical applications for preschool English learners.



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Connections to California’s Preschool Learning System

Preschool Curriculum Framework

Desired Results Assessment system

Preschool Learning Foundations– English-Language

Development Program Guidelines

and Resources– Preschool English

Learners Resource Guide

Professional Development



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Agenda

KWL: Already know, want to know. Family Literacy Practices: The Foundation for

Early Literacy. Why Support Early Literacy? Building Blocks for

Later Reading Success. Supports for Oral Language Development. Reading with Preschool English Learners. KWL: What did you learn about early literacy for

English learners?



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Family Literacy Practices: Foundation for Early Literacy



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Review: Definition of Early Literacy

“The gradual and ongoing process of learning to understand and use language that begins at birth and continues through the early childhood years. During this period children first learn to use oral forms of language-listening and speaking-and then begin to explore and make sense of written forms-reading and writing.”Koralek, D. & Collins, R. (1997). On the road to reading: A guide for community partners. Vienna, VA: The Early Childhood Technical Assistance Center, p.10.



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Life-long Literacy Development

Literacy is a means to lifelong personal development and education.

Literacy moves beyond the simple reading of a word and becomes an act of critical understanding of one’s situation in the world.

UNESCO, 2008



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Life-long Literacy Development

A literate person:– Can read and write short and longer texts

related to everyday life.

– Has acquired essential skills in reading, writing, numeracy, and other content areas that allow one to function effectively and contribute meaningfully to one’s community.

UNESCO, 2008



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Connections to the PEL Resource Guide

Principle 1– The education of English learners is

enhanced when preschool programs and families form meaningful partnerships. (pg 16)

Principle 9– Engaging in multiple literacy practices, such

as reading books, singing songs, and reciting poetry, is part of the daily life of many families. (pg 73-74)



Connections to the Preschool Learning Foundations

"Children are first introduced to language and literacy in the home language and these experiences provide an important foundation for success in learning literacy in English."(page 103) PLF Durgunoglu and Öney 2000; Jiménez, García, and Pearson 1995; Lanauze and Snow 1989; Lopez and Greenfield 2004).

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Home Literacy Survey

Take a few minutes to complete Handout 1B: Survey of Children’s Home Literacy.

Base your responses on what your family practiced when you were a child or what you practiced with your own young children.



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Ways to Tap into Family Literacy

Poems, rhymes, verses

Fingerplays Music, songs Art Dance Catalogs Recipe books, menus Museums, parks

Board games Family stories Mealtime conversations Car/plane games Magazines Newspapers/Comics



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Why Support Early Literacy?Building Blocks forReading Success



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Early Literacy Skills That Lead to Later Reading Success

Oral Language as the foundation– Vocabulary and Listening Comprehension:

Children who have a strong vocabulary – large set of words, varied, and complex – increase their ability to make sense of what they are reading.

– Providing children many opportunities to listen and speak gives children an important foundation for reading and writing. (pg 72)

Coyne, Simmons Kame’enui, 2004



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Phonological Awareness

A sensitivity to the sounds in spoken language.

Supporting phonological awareness:– Orally taking apart words and syllables

(PLF, page 65).

– Orally blends the onsets and rimes of words (PLF, page 65).



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Alphabetic knowledge:– Recognizing and naming some letters.

Print knowledge and concepts:– Environmental print

– Concepts about print, such as reading from left to right, and story structure.

Writing:– Including scribbling and invented spelling.



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Early Literacy Skills ThatLead to Later Reading Success

Attention should be given to key early literacy skills that are predictive of later reading success.– Vocabulary and Listening Comprehension

– Phonological Awareness

– Alphabetic Knowledge

– Print Knowledge and Concepts

– Writing

For preschool English learners, experiences in the home language provide a bridge to English literacy.

Snow, D. Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academies Press, p. 9.



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Building from the Home Language

Home language experiences can have a positive impact on literacy achievement. – Home Literacy Survey

Oral proficiency and literacy in the home language can facilitate literacy development in English.– Children transfer literacy skills from one language

to another. The stronger the skills are in the home language, the more likely the children will transfer those skills to the second language. (pg 74)The Cross-Language Transfer of Phonological Skills of Hispanic Head Start Children, Lisa M López; Daryl B Greenfield, Bilingual Research Journal; Spring 2004; 28, 1



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If the home language has a different writing system, the task of learning to read and write may be more challenging. (pg 76)

– English and Chinese have different writing systems.



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General cognitive abilities transfer across languages and facilitate literacy development (pg 74)

– Making sense of new concepts by connecting information from what is being discussed with what the child already knows.

– Using knowledge of letter-sound relationships to begin to decode print.

– Applying knowledge of word order when starting to read and write.

– Understanding a story read aloud and asking questions when they are confused.

– Putting thoughts into writing.



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Bringing Concepts to Life



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Supports for Oral Language Development



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Building Oral Language for Preschool English Learners

Time, materials, and resources that actively help children build language and conceptual knowledge.

A supportive learning environment in which children have access to a wide variety of print resources.

Intentional or specific scaffolds that support the learning for English learners.

Adapted from Neuman, S. (2006)



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Building Oral Language for Preschool English Learners

Experiences that help children connect new learning to what they already know and can do.

Opportunities for sustained and in-depth learning.

High levels of teacher interaction to assist and guide children’s learning.

Adapted from Neuman, S. (2006)



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Extended Conversations

Provide a variety of contexts and opportunities for talk– e.g. book read aloud, pretend play, etc.

Fine-tune the balance between talking and listening to children – during free play talk less, listen more.

Build and extend on children’s comments. Use a variety of complex words

– “You must be very brave and daring to climb up there.” Engage children in thoughtful discussion

– e.g. during book reading focus on story.Dickinson & Tabors, 2002



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Strive for 5

Strive for 5 turns on the same topic as a way to stretch conversations.

Add details, introduce new words, enhance language by using,

– Adjectives & adverbs

– Definitions & synonyms

– Compare & inferences

– Syntax & pragmatics.Dickinson & Tabors, 2001



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Example of Strive for 5

Teacher: “What would you do if you found a giraffe outside?” (Turn 1)

Child: “I would leave it alone.” (Turn 2)

What might the teacher add next?

Adapted from: Dickinson & Tabors (2001)



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Teacher: “ Why would you leave it alone?” (Turn 3)

Child: “Cause I don’t want to bring it home.” (Turn 4)

What might the teacher add next?




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Teacher: “No?” (Turn 5)

Child: “They would have to make a really big house.” (Turn 6)

Teacher: “A gigantic house.” (Turn 7)

This “Strive for 5” example helps build language for a lifetime, and would only take less than 30 seconds.




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Try It! Strive for 5

The trainer and a volunteer engage in a conversation.

The trainer initiates the conversation by stating, “Where have you visited recently?”

Participant responds, “I went to ____.”




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Facilitating Language Use and Development

Through social interaction– Conversations

– Questions

Types of Questions– Known-answer

– Open-ended



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Known-Answer Questions

Teacher knows the answer to thequestion –Example: What color is my shirt?

Can serve as:–A quick assessment of child’s knowledge

of a simple concept

–A way to include English learners at the one-word stage.



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Open-Ended Questions

Encourage oral language use and development.

Create an opening for children to draw from their life experiences.

Responses usually elicit:– longer phrases or sentences– more complex language– active participation.

Example: What do you like about going to the county fair?



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Try It! Intentional Use of Questions

Choose one photo from those at your table. Identify a recorder and a reporter for your group. As a group, generate 3 known-answers and 3 open-

ended questions based on the photo you chose and have your recorder write these on Handout 1D: Two Types of Questions.

As a group, discuss what implications this activity has for your practice.

Each group’s reporters shares one of each type of question and the implications of the activity for practice.



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Principle 10 Offering a variety of opportunities for

children to explore written materials and their meanings, as well as the sounds of spoken language through rhyme and alliteration, builds the language and literacy skills of preschool English learners. (Pg 84-85)



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Try It! Supports forOral Language Development

In small groups, discuss your assigned activity and record your discussion on Handout 1E: Matrix of Supports:

1. Poetry in Motion

2. How Many Syllables in Your Name?

3. “Fishing” for Beginning Sounds What early literacy skills does this activity

address? What specifically supports the learning for preschool English learners?



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Poetry in Motion

In your small group, choose one poem listed on Handout 1F: Poetry in Motion.

Discuss the guiding questions in your group and record your discussion on Handout 1E: Matrix of Supports for Oral Language Development.

Prepare a 1-2 minute performance. In the large group, perform your activity

and share insights from your discussion.



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How Many Syllables in Your Name?

In your small group, discuss the activity. Discuss the guiding questions in your group

and record your discussion on Handout 1E: Matrix of Supports for Oral Language Development.





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Whole Group: Ask a child to say his/her name. As a group, say each child’s name and clap as you separate the syllables. Ask the children to try clapping the syllables in his/her own name and identify the number of syllables.

Individual work: Children to make self-portraits. Teacher-Child: Invite each child to write his/her

name on a piece of paper, or the teacher writes the child’s name. Provide each child with small papers to glue under his/her self-portrait to represent the syllables in his/hers name.



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“Fishing” forBeginning Sounds

In your small group, discuss the activity. Discuss the guiding questions in your group

and record your discussion on Handout 1E: Matrix of Supports for Oral Language Development.





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“Fishing” forBeginning Sounds

Prepare a group of pictures of objects that include 2-3 different initial sounds. Each picture has a clothespin attached.

Place the collection of pictures on the ground. Call out a beginning sound, and invite one

child to fish for pictures using a magnet. Pictures are grouped by initial sound on chart.



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“Fishing” for Beginning Sounds



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“Fishing” for Beginning Sounds



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Video Viewing

Let’s watch the clip from the DVD, A World Full of Language, section titled, “Moving Toward Literacy.”



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Reading withPreschool English Learners



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Think: Read the bulleted items in the box titled, Reading with Preschool English Learners. (pg 79)

Pair: Talk with a partner about one of the techniques presented. Are you familiar with this technique? How? What are its strengths?

Share: At least one pair shares aloud for each of the techniques listed.



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Focus on One Technique: What is Dialogic Reading?

Dialogic reading is a shared-reading intervention designed to promote the development of oral language skills.

Dialogic reading involves several changes in the way adults typically read books to children.BUILDING LITERACY WITH LOVE: A Guide for Teachers and Caregivers of Children Birth Through Age 5 by Betty S. Bardige and Marilyn M. Segal



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Video Viewing: Interactive Reading

Let’s watch a clip from the Language is Key video series, Talking and Books, that highlights another form of interactive reading, called CAR.

CAR: Comment and count to 5, Ask questions, Respond by adding a little bit more.



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Literacy with Love

“Those of us who would foster literacy in young children must begin, then, by fostering a love of learning and a love of literacy. To develop this love, we must build the kinds of relationships that affirm children's worth, nurture their curiosity and confidence, and encourage them to share our passions and interests as well as develop their own.”

Source: BUILDING LITERACY WITH LOVE: A Guide for Teachers and Caregivers of Children Birth Through Age 5by Betty S. Bardige and Marilyn M. Segal



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Reading Books Aloud to Preschool English Learners– Use different types of books to ensure

that children will find at least a few books to match their interests and preferences

– Use bilingual books or primary language books

– Create child-generated texts (pp.77-78)



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Create Your Own Storybook

Ask each child to bring in 4-5 photos of family members, pets or favorite toys.

Guide the children to create a ‘personal storybook’ using their photos as the focus for their story.

Place finished books in classroom library. You could also make copies for the school or local library.



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Other Homemade Books

“Puppies in Space” You and Me book Accordion book Cereal box book Plastic baggie books Bonus: Book plates



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Phases of a Successful Reading Activity for English Learners

Pre-reading: In what ways can you introduce key concepts and establish a baseline of knowledge for children?

Supports during the reading: How can you ensure that all children are engaged in the reading of the story?

Follow-up activities: In what ways can you reinforce concepts, vocabulary, and the story presented?



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Try It! If You Give a Mouse…

In a small group, generate 2-3 activities that can address each of the phases of a successful reading activity for the book, If You Give A Mouse a Cookie.

Record your ideas on Handout 1D: Phases of a Successful Activity for English Learners.

Share aloud with the large group.www.thevirtualvine.com/ifyougivea.html



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Try It! Insects and Bugs

In a small group, generate 2-3 activities that can address each of the phases of a successful reading activity for the book.

Record your ideas on Handout 1D: Phases of a Successful Activity for English Learners.

Share aloud with the large group.



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Closing Activity: KWL

At the beginning of this training, we requested that you use Handout 1A:KWL to record one statement about what you:– Already know about early literacy for

preschool English learners.– Want to know about early literacy for

preschool English learners. Now add a statement about something you

learned about early literacy for preschool English learners.

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