PPT-Chapter 5: Language and Literacy Development

PED 392 Child Growth and Development Definitions Language A symbolic system a series of sounds or gestures in which words represent an idea object or person Literacy The ability to construct and express meaning through reading writing and discussing texts. American . Young Men. Django Paris. Michigan State University. Anchoring Our Work. Why am I committed to the African . American . young . m. en. ? . Why . am I committed to their achievement through language and literacy? . Language . and . Early Literacy: . at . Home . and . in . Early Childhood. and Community Settings. Session 1: . Vital Components. Your …. (insert your name/title here). Peggy Sissel-Phelan, . Ed.D. ., M.A.. Founder and President. Baby’s Brain, Language Development and Literacy:. Introduction. . Brain . development from birth to age . three. Language development . Childhood Teacher . Education . Practices. :. Preparing . Culturally . and . Linguistically Responsive Teachers . to . Work . with . Diverse Young Children . and their . Families . Sylvia Y. Sanchez, Ed. D.. at Home . and in . Early Childhood and Community Settings. Session 6: . Infants and Toddlers . . 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 . Language and Literacy . Simultaneous Instruction . WHY . Lau v Nichols (1974) Supreme Court Case . “ where inability to speak or understand the English language excludes language minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students. “. Office of ENL, World Languages and Bilingual Education. 2015-2016. English . as a Second . Language . = . English . as a New Language. . ESL ENL. English Language Learner = Multi-Language Learner. Phonological Awareness. Preschool Learning Foundations and Curriculum Framework, Volume 1. © 2019 California Department of Education. 1. Objectives:. Explore key concepts from the California Preschool Learning Foundations, Volume 1 and the California Preschool Curriculum Framework, Volume 1—Language and Literacy domain, Phonological Awareness . DOREEN BINNIE, MA, CCC-SLP. CAROL SPEARS, MA, CCC-SLP. 1. Session Objectives. Participants will be able to develop therapy activities that will enhance language skills through literacy.. Participants will be able to create differentiated literacy based activities appropriate for the clients cognitive and communication abilities. Literacy. Progression . and Tracking. What is Literacy?. Literacy can be defined as “. the set of skills which allows an individual to engage fully in society and in learning through the different forms of language, and the range of texts which society values and finds useful”, . Literacy. Progression . and Tracking. What is Literacy?. Literacy can be defined as “. the set of skills which allows an individual to engage fully in society and in learning through the different forms of language, and the range of texts which society values and finds useful”, . NOT FOR QUOTATIONDEPARTMENT DO EnuFATIONNATIONAL INSTITUTE OF EDUCATIONEDUCATIONAL REROURCES INFORMATIONCENTER ERIChis document nos been rentonnenn uparced from rim parson or Oroanliatioof ootatilot i Much has been learned in recent years about the close connections among language and literacy processes, both typical and atypical. Filling a significant gap in the literature, this comprehensive volume brings together leading authorities in communication sciences and disorders, learning disabilities, and literacy education to present current knowledge in this area. Reviewed are the latest advances in theory, research, and practice in language and literacy development, including the impact of specific language-related processes on literacy learning and ways to achieve optimal learning outcomes with diverse students. Much has been learned in recent years about the close connections among language and literacy processes, both typical and atypical. Filling a significant gap in the literature, this comprehensive volume brings together leading authorities in communication sciences and disorders, learning disabilities, and literacy education to present current knowledge in this area. Reviewed are the latest advances in theory, research, and practice in language and literacy development, including the impact of specific language-related processes on literacy learning and ways to achieve optimal learning outcomes with diverse students.