Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Chapter 8: Recommended Early Literacy Practices

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Key Points Children need a well-developed base of oral language skills, including an extensive vocabulary in order to become successful readers. Children who have positive and repeated experiences with print tend to be better readers.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Key Points (continued) Research shows that introducing phonological awareness, print awareness, and letter knowledge in brief, interactive, engaging, and multi-sensory activities builds young childrens early literacy skills.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Key Points (continued) Children who are stronger in a language other than English often have some of the foundational skills of literacy in their home language. Many of the early literacy skills children have in their home language will transfer to reading in English when a child is ready to make that transition.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connections to Principles and Practices Principle 9 (Resource Guide, pages 73-74) : Engaging in multiple literacy practices, such as reading books, singing songs, and reading poetry, is part of the daily life of most families.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connections to Principles and Practices Principle 10 (Resource Guide, pages 84-85) : 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.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Duke, N. & Purcell Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57 (1), Families Cultural Knowledge Often, teachers ask parents and family members to use school vocabulary and practices at home but may forget to do the reverse, i. e., to bring into the classroom the richness of literacy practices, tools, and materials that already exist at home.

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

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Phonological Awareness A sensitivity to the sounds in spoken language. Basic levels of phonological awareness activities include: –segmenting spoken words in sentences and syllables in words. –listening to, recognizing, and completing rhymes. –recognizing onset and rime in word families (rat, pat, chat).

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Print Awareness The recognition that print represents spoken language written down and that it contains letter forms. Children often recognize familiar print found in their home and community, known as environmental print (e.g brand names, store names, their street name, etc.).

The understanding that written spellings systematically represent the sounds of spoken words in reading and writing. Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Letter Knowledge C is for catM is for monkey

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connecting Home and School Literacy Practices Principle 9: Engaging in multiple literacy practices, such as reading books, singing songs, and reading poetry, is part of the daily life of most families. Handout 8C: Identifying the Early Literacy Skills Found in Songs, Books, and Rhymes Used by Families

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192 Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter 8 Click for next slide Moving Toward Literacy Video

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Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Step 1: Making Stories Come Alive How did the teachers in the video introduce the reading topic (pre-reading activity)? What did the teachers do to support oral language development that eventually led to a purposeful writing activity? How did these two previous experiences then lead to childrens drawings and dictation of stories?

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Step 2: Making Stories Come Alive In small groups of three or four, generate ideas on your childrens book to offer: –concrete pre-reading activities and experiences for children –ways to support the development of oral vocabulary –opportunities to engage in a related writing activity Share what you developed with the whole group

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Whole Group Discussion: Making Stories Come Alive Consider the following questions: –How would the topic be understood without pre- reading activities? –Could English learners grasp all the concepts in the book with one or two read-alouds? –Did you include ideas that addressed the language development of English learners with special needs?

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Connections to Principles and Practices Turn to Principle 9 on pages of the Resource Guide. Read and review the Principle and practices that follow. Turn to Principle 10 on pages of the Resource Guide. Read and review the Principle and the practices that follow. Volunteers share practices they have found especially useful in their classrooms.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Small Group Work: Early Literacy Explorations Take a few minutes to read Handout 8B: Early Literacy Explorations. In small groups, select two or three items from the list of activities. Talk with your group and write your thoughts about how the activities relate to eventual reading and writing.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Small Group Work: Early Literacy Explorations (continued) Volunteers share their thoughts with the whole group. Read what the research says. Compare it to your own experiences.

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Small Group Work: Early Literacy Explorations (continued) Consider the value of taking the time to do this with each activity that is part of the weekly or unit plan. How can such a process help explain skills being taught to parents and other family members? To visitors? To community volunteers?

Working document. Not to be distributed without CDE Permission. Preschool English Learners Training Manual – Chapter Reflection Turn to page 88 in the Resource Guide and take the time to answer Question 3 on your Reflection handout: –Which strategies for becoming familiar with the literacy practices of the families of the children in my class have I implemented?