Sign-In Sheets

Project Development Year One –Physical transformation of classrooms –Initiate literacy classes –Learn to mentor Year Two –Implement spiral curriculum of literacy classes –Learn to develop portfolios Year Three –Focus on examining student work to plan instruction

Organizing the Environment a class library a writing center literacy tools in every center Organizing Instruction Reading and writing experiences in meaningful contexts EVERY CLASSROOM SHOULD HAVE

Print Awareness

a b c d e f g h i j k l m n o p q r s t u v w x y and z

Word window – View of back Strip – tape edges Sliding mask

A quick write – How do you think reading and writing are related? Share your writing with the person next to you. Who would like to read what you wrote?

Reading and Writing Processes to Scaffold in Early Literacy Classrooms Preparing to Read Identify title, author and illustrator Activate prior knowledge through strategies such as picture walk Make predictions Constructing Meaning While Reading Confirm and predict Make inferences Interpret and evaluate Integrate ideas into a coherent representation of the text Monitor understanding Reviewing and Reflecting on Reading Discuss what happened Discuss favorite parts Relate to other characters and stories Preparing to Write Prewriting Constructing Meaning While Writing Drafting Revising Reviewing and Reflecting on Writing Revising Editing Publishing Adapted from Griffith and Ruan, 2005

Why integration? Both reading and writing involve language and thought. involve written language. are interactive. Each informs the other. are the active construction of meaning.

Classroom model for supporting writing and reading

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Shared Experiences Peer Collaboration Independent Experiences

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Shared Experiences Teacher and students make predictions about events in Elbert’s Bad Word Peer Collaboration Independent Experiences

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Teacher reads Elbert’s Bad Word to students Shared Experiences Teacher and students make predictions about events in Elbert’s Bad Word Peer Collaboration Independent Experiences

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Teacher reads Elbert’s Bad Word to students Shared Experiences Teacher and students make predictions about events in Elbert’s Bad Word Teacher and students complete story map of Elbert’s Bad Word Peer Collaboration Independent Experiences

Simple story map to use with younger readers and writers. Who?Where? What?How?

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Teacher reads Elbert’s Bad Word to students Shared Experiences Teacher and students make predictions about events in Elbert’s Bad Word Teacher and students complete story map of Elbert’s Bad Word Peer Collaboration In library students review and discuss book/In writing center students complete story map Independent Experiences

Phonological Awareness

Phonological Awareness Phonemic Awareness Words in sentences Syllables Rhymes Onset and rime Beginning consonants Phonemes

Early Warning Signs of Difficulty Acquiring Phonological Awareness Delay in speaking beyond the general developmental rule of first words by one year and phrases by 18 months to two years (Shaywitz, 2003) Difficulties in pronunciation beyond five to six years of age (Shaywitz, 2003) Insensitivity to rhyme (Shaywitz, 2003) which may include not comprehending or enjoying rhyming books (Ericson & Juliebo, 1998) not being able to detect or produce rhyming words (Ericson & Juliebo, 1998) Difficulty detecting or producing patterns of alliteration (Ericson & Juliebo, 1998) Difficulty tapping out the words in a sentence or the syllables in a word (Ericson & Juliebo, 1998) Difficulty learning the names and/or the sounds of the letters of the alphabet (Shaywitz, 2003)

Language Play in Books Syllables Rhymes Alliteration Assonance

Alphabetic Principle

The components of the alphabetic principle are phonemic awareness and letter knowledge.

Developmental Sequence for Understanding the Alphabetic Principle Alphabet knowledge Emerging phonemic awareness-initial sounds in words Understanding of concept of word Emerging phonemic awareness-ending and them middle sounds in words Understanding of alphabetic principle-association of letters with sounds in written words Adapted from Morris, D., Bloodgood, J. W., Lomax, R. G., & Perney, J. (2003). Developmental steps in learning to rad: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38,

PRE-ALPHBETIC READING AND WRITING BEHAVIORS Word learning occurs through selective association. –Remembering words by features such as length or by unusual characteristics Writing looks like the print in their environment, but is not readable. –Writing and drawing not distinguished. –Scribbling with reoccurring movements such as the over and under strokes of adult handwriting –Letter strings. ALPHABETIC READING AND WRITING BEHAVIORS Word learning occurs by bonding of a word’s spelling with its pronunciation. –Associating the phonemes in a spoken word with the letters in a written word Writing becomes readable –Beginning and ending sounds represented in written words –More mature writing with vowels represented

Oral Language

Oral Language Meaningful Differences

How did Hart and Risley study children’s home language experiences? What were the meaningful differences? What are the implications for ERF teachers?

How did Hart and Risley study children’s home language experiences? 42 families –13 families upper SES –10 families middle SES –13 families lower SES –6 families on welfare Observations began when the children were 7-9 months old. Monthly hour-long observations Observations continued for 2 ½ years Recorded behaviors of each person that were likely to be followed by a change in the other person’s behavior Paid $5 for each observation. Observers never interacted with the children. Maintained reliability through initial training for observers and recalibration of observer techniques every 6 months

What were the meaningful differences? Heard More Words

Professional By age 3 heard more than 30 million words More different words of all kinds, complex (multiclause) sentences, past and future verb tenses, declaratives, and questions 5 prohibitions per hour Affirmative feedback more than 30 times per hour Preparing children to participate in a culture concerned with symbols and analytic problem solving Welfare 10 million words Less than half the language experience of working-class children in each hour of their lives 11 per hour Affirmative feedback about 5 times per hour Preparing children to participate in a culture of established customs – obedience, politeness, and conformity

What were the meaningful differences? Learned More Words

What are the implications for ERF teachers? Characteristics of Quality Interactions with Children

Just Talk The more we talk to children, the more words they will hear over time. So ramble on. Talk to children beyond what is required to manage or provide care. Remain involved through casual talk about activities.

Listen Focus on what children have to say in order to encourage more child talk. Listen to add information, encourage commenting, and prompt elaboration.

Be Nice Maintain a positive emotional tone. Name the right behaviors rather than commenting on children’s misbehavior. Children should hear more affirmative language than prohibitions. –An effective form of affirmative language is an approval with a repetition.

Give Children Choices Use yes/no and wh-questions to remind and instruct children. –“Have you put the blocks away?” –“Which color are you going to use on that?” Use levels of prompts to teach making choices. 1.State a social rule: It’s cold. You will need to wear your coat outside. 2.Question: Can you get your coat? 3.Demand: Get your coat.

Tell Children About Things Name, repeat, and restate to help children understand. Put words to what children seem to be thinking or feeling. Tell children what is worth noticing or remembering. Tell children about what to expect and how to cope.

Characteristics of Interactive Storybook Reading and Shared Book Experience Interactive Storybook Reading Shared Book Experience oInformal oSmall group of children oConversational oBalance of teacher- and student-initiated events oNonpredictable sequence oStrong oral language emphasis oSmall book used oEmphasis on negotiation meaning oFormal oLarge group of children oTeacher reading and questioning oTeacher-guided instruction oPredictable sequence oStrong literacy emphasis oBig book used oEmphasis on print concepts and word identification

Teacher Modeling During Reading Teacher Behaviors: Clarify information Demonstrate strategies of a reader: predicting and confirming Develop story structure Draw attention to illustrations Extend vocabulary Inform Metanarrate (text and/or pictures) Point out text features Adapted from Klesius & Griffith, 1996

Teacher Modeling During Writing Think-aloud Use the vocabulary of instruction Emphasize initial sounds Rubber-band words Emphasize onsets and rimes Do not overusing any strategy

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Children have been studying making healthy choices Shared Experiences Peer Collaboration Independent Experiences

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Children have been studying making healthy choices Teacher models preparing a grocery list Shared Experiences Peer Collaboration Independent Experiences

Preparing to Read & Write Constructing Meaning Reviewing & Reflecting Teacher Modeling Children have been studying making healthy choices Teacher models preparing a grocery list Shared Experiences Peer Collaboration Independent Experiences Children construct grocery list in writing center

Meaning Vocabulary

Make a bulleted list of everything you can think of that relates to meaning vocabulary and vocabulary development.

General Principles of Vocabulary Instruction Offers rich information about words and their uses Provides frequent and varied opportunities for students to think about and use words

What does it mean to know a word? The extent of knowledge about individual words can range from a little to a lot. There are different kinds of knowledge about words.

The extent of knowledge about individual words can range from a little to a lot. Never saw it before. Heard it, but doesn’t know what it means. Recognizes it in context as having something to do with ________. Knows it well.

The extent of knowledge about individual words can range from a little to a lot. Fast Mapping Young children map word meanings onto familiar concepts Extended Mapping Full understanding that occurs over time and multiple encounters

There are different kinds of knowledge about words. Relationship of a word to other concepts –whale --- mammal –hot, cold, cool --- warm Register – use or formal or less formal contexts (pragmatics) Grammatical form Connotations

WORD Know it well Has something to do with Heard it/don’t know what it means Never saw it before tyranny surreptitious grapnel purport sensitive dubious

What words to teach! Tier 1 – basic vocabulary Tier 2 – words of high frequency for mature language users; high utility words Tier 3 – low frequency words limited to specific domains (e.g., isotope)

Identifying Tier 2 Words Importance and utility –Words that are characteristic of mature language users and appear frequently across a variety of domains Instructional potential –Words that can be worked with in a variety of ways so that students can build rich representations of them and their connections to other words and concepts Conceptual understanding –Words for which students understand the general concept but provide precision and specificity in describing the concept

Introducing New Vocabulary Contextualize the word for its role in the story Have children say the word – creates a phonological representation of the word Provide definition related to context Provide examples in contexts other than the one used in the story Children interact with examples or provide their own examples– provide sentence pattern What is the word we have been talking about? Children say the word again to reinforce phonological representation. Children listen for and raise their hand when they hear the work in subsequent readings of the book Teacher uses and encourages children to use work in other contexts