Supporting Language and Early Literacy: - PowerPoint Presentation

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Supporting Language and Early Literacy:

at Home

and in

Early Childhood

and Community Settings

Session 5:

Providing Effective “Read Alouds”:

Evidence-based Approaches

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Early Literacy Advisory Group

Our Mission

:

To engage in a collaborative process to develop and disseminate cross-systems early literacy professional development that is evidence-based and culturally responsive to address the needs of all children, birth through five

For more information, please contact: Gaye

Tylka

, Project Coordinator,

gtylka@cesa4.k12.wi.us

; 608.786.4844

Great Lakes Inter-Tribal Council

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Your …

(insert your name/title here)

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

facilitators

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for this Session …

Participants will:

Develop skills needed to implement shared reading strategies

Demonstrate how shared reading can support components of early literacy learning

Use a systematic process to select, teach, and reinforce vocabulary wordsDemonstrate dialogic reading strategies using the “PEER” process and “CROWD” promptsIdentify strategies for engaging families in shared reading to promote language and literacy development

goals

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for today’s Session

AGENDA

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Check-in activity

Discussion in pairs or small groups:

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

What’s your expectation of the facilitator(s) in this session?

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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 competenceCore 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 http://www.collaboratingpartners.com/curriculum-assessment-rtl-for-preschool.php

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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.”

As cited in

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)!

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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)

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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.

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Planning and Curriculum Goals

Deciding what should be done to promote development and what we want children to learn• Needs Identification & Prioritization• Planning (Strategy/Indicators)

Implementation

Providing meaningful, experiential activities that support individual and group goals guided by supportive interaction and relationships

Assessment

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

• Data AnalysisWISCONSIN MODEL EARLY LEARNING STANDARDSTeaching Cycle

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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)

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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

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Shared or Interactive Reading

… a strategy where

“

the adult

involves a child or small group of children in reading a book that may (or may not) introduce conventions of print and new vocabulary, or encourage predictions, rhyming, discussion of pictures, and other interactive experiences”

National Center for Family Literacy, 2009

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Shared Reading Strategies

Know child’s interests.

Follow the child’s lead when looking at a book together

Ask questions. What/how/why questions; open ended questions that require more than a one-word answer. “Can you tell me about …?”

Answer if the child does not know the answer, but WAIT/Give the child time to respond (count to 10 in your head or 5 seconds)Repeat child’s answer and add more words. (Child: “Horse.” Adult: “Yes, horse. It’s a big brown horse.”)

Ask another questionShow your enthusiasm – offer encouragementDale, P., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child storybook reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16, 213-235

Language is the Key, 2010 http://www.walearning.com/products/language-is-the-key/research-and-references/

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Step 1: Select the Text

For high quality, developmentally appropriate books, consider:

Age and developmental levels of your children

Children’s interests/variety of topics

Number and size of words (text) on page

Illustrations – Interesting? Attractive?

Format – board books, over-sized, interactive, etc.Genre -nonfiction/informational; fairy tales, narratives (stories), predictable text, concept books, poetry, nursery rhymes, wordless books, etc.Bennett-Armistead, VS., Duke, N.K., & Moses, A.M. Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to 5, Scholastic, New York, NY, 2005

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Types of Texts

Fiction

Nonfiction

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Balance:

Literature & Informational Text

Literature

Informational Text

Grade 4

50%

50%

Grade 845%55%

Grade 1230%70%

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfCCSS for ELA, p. 5

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Step 2. Select a Purpose

Consider children’s interests and developmental levels

Your goals and curriculum

Applicable early learning standards

What can I teach/reinforce by sharing this book?

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Shared Reading Supports Early Literacy

Purposes

Techniques

Develop a love of reading

Be positive, keep it fun! Ensure child’s success and enjoyment

Oral Language

Ask questions/listen to child’s responses; provide more information; expand on what the child saysVocabulary

Intentionally select words to teachPlan for opportunities to learn these words and use them in conversations and routines; check for understanding (assessment)Phonological Awareness

Select books with rhyming words; nursery rhymes; that blend/stretch/substitute/match soundsEmbed clapping, marching, other rhythm activities Alphabet KnowledgePoint out letters found in children’s names (i.e. - “my letter”)

Stress letters and their corresponding soundsConcepts of PrintPoint to words as you read themNote punctuation and spaces between words

Point out how size and other changes in text have meaningWritingDrawing; shared writing opportunities after reading

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An Example: Vocabulary

and shared reading

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Evidence-based principles for vocabulary instruction

Effective vocabulary instruction …

… is explicit

… requires careful selection of vocabulary targets… is intentionally designed… is delivered with repeated exposure and practice

… is linked to assessmentSpencer, E.J., Goldstein, H., & Kaminski, R. Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children, Young Exceptional Children, DEC, vol. 15, No. 1, March 2012

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Embedded vocabulary instruction

#1 – select words to teach

Review story book

Consider “tiered” words

Choose Tier 2 words for universal instruction, based on frequency/ease of definition/ significance to story/illustrations

Can choose Tier 1 words for some children (with delays/disabilities or learning English) (Spencer, Goldstein, & Kaminski, 2012)

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Embedded vocabulary instruction

#2 Design explicit instructional activities

Generate list of new words

Develop consistent language to use in instructional process:

=>Say the word

=>Define the word / connect the new word to a word the child already knows (i.e. - “Enormous – it means really big. Say ‘enormous’ with me.”)

=>Have children repeat the word; respond to prompt, “what does ____ mean?” Call attention to new words =>Point to the picture in the book that illustrates the word (if available)Embed use of word(s) in child’s daily experiencesShare words with families

(Spencer, Goldstein, & Kaminski, 2012)

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Summary:

Shared Reading Vocabulary Support

Prior to reading, review the book

Consider words that would be ‘next step’ vocabulary; useful in conversation

Generate list of new words

Call attention to new words; say the wordTell what the word meansPoint to the picture in the book that illustrates the word (if available)

Connect the new word to a word the child already knows (i.e. - “Enormous – it means really big. Say ‘enormous’ with me.”)Use the new word in conversation during the day; encourage children to use it, too

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An Example: Vocabulary

and shared reading

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Activity time!

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Shared Reading Supports Early Literacy

Purposes

Techniques

Develop a love of reading

Be positive, keep it fun! Ensure child’s success and enjoyment

Oral Language

Ask questions/listen to child’s responses; provide more information; expand on what the child saysVocabulary

Intentionally select words to teachPlan for opportunities to learn these words and use them in conversations and routines; check for understanding (assessment)Phonological Awareness

Select books with rhyming words; nursery rhymes; that blend/stretch/substitute/match soundsEmbed clapping, marching, other rhythm activities Alphabet KnowledgePoint out letters found in children’s names (i.e. - “my letter”)

Stress letters and their corresponding soundsConcepts of PrintPoint to words as you read themNote punctuation and spaces between words

Point out how size and other changes in text have meaningWritingDrawing; shared writing opportunities after reading

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Thoughts on Shared Reading

Sometimes it’s OKAY

to JUST ENJOY a good book!

Don’t over teach. Keep it fun!

Good to re-read the same book multiple timesCan focus on different purposes during different readings

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Dialogic Reading

A form of shared reading

where the adult and child switch roles so the child becomes the storyteller while the adult assists as an active listener

Requires multiple readings of the same book

Adult uses higher-level prompts to encourage the child to go beyond naming objects/actions to higher level thinking

http://community.fpg.unc.edu/connect-modules/resources/videos/video-6-2 (Dr. Lonigan)

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PEER:

the dialogic process

PROMPT

the child with a question about the story

(“What kind of animal is this story about?”)

EVALUATE & EXPAND

on the child’s response to your question

(“Yes, it is a dog. He is a very big, red dog.”)

REPEAT

the question to check for comprehension or to see if the child has more to add

(“What kind of animal is this story about?”)

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CROWD questions/prompts

R

Recall

questions – tells the reader about the child’s comprehension of the story

O

Wh

questions - who/what/where/when/why

W

Open-ended questions – can’t be answered with one word or yes/no; requires more words

Distancing

questions - guide the child to see connections between the story and their own experiences

Completion

questions – child says a word or phrase to complete the sentence

D

C

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PEER & CROWD together

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Dialogic Reading

Preparing for dialogic reading using sticky notes:

http://community.fpg.unc.edu/connect-modules/resources/videos/video-6-5

Reading Carrot Soup:

http://community.fpg.unc.edu/connect-modules/resources/videos/video-6-8

Another example:

http://community.fpg.unc.edu/connect-modules/resources/videos/video-6-10

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More Dialogic Reading!

OVERVIEW OF DIALOGIC READING PRACTICES

Introducing the book- Carrot Soup

Reading the book- Carrot Soup

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Activity time!

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Review/Additional Tips

Prepare your

prompts

before reading the book to the children

Share the story more than one time; focus on a different aspect of literacy with each reading“What do I want children to learn from this book experience?” Rhyming? Oral language? New vocabulary? Letter awareness?

Make the book available for children to ‘pretend read’ throughout the dayIntentional questions can provide assessment information or be used as a transition activity

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Final Thoughts –

Grouping for read alouds

Evidence mixed on group size

Large groups of children - less opportunity to engage but more models for language and vocabulary

Small groups of 2-3 children – more opportunity to engage; less role models for literacy behaviors Offer both formats depending

on your purposeSource: Shanahan, T. & Lonigan, C. Early Childhood Literacy: The National Early Literacy Panel and Beyond. Brookes Publishing, Baltimore, MD, 2013

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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

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Wrap-up

Share a new concept or specific strategy you learned that you will use.

What questions do you still have about teaching early literacy?