Promoting Literacy in Practice Meaningful Early Literacy Experiences for Young Children Kathleen Roskos October 2, 2004

Overview of the Topic A short definition of ‘literacy in practice’ Why it is important Guiding principles for ‘authentic pedagogy’ in early literacy instruction

About ‘literacy in practice’ learning about print through learning about the world participating in content-rich activities that include reading and writing engaging in increasingly more mature play in literacy-rich settings and contexts achieving through active learning aimed toward high standards

Literacy in Practice is different from… Memorizing isolated facts about print Reproducing information Passing acquaintance with significant concepts and skills Focusing on compliance with drills and routines Reciting information and responses Meeting low expectations

Why literacy in practice? Because research shows benefits from… integrated instruction to build knowledge networks active learning linked to high standards high levels of substantive talk adult & peer ample socio-dramatic play social support for achievement accomplishments

Making Early Literacy Learning a Priority By focusing on… Higher order thinking Depth of knowledge and skill Connectedness to the world Substantive conversations High expectations, respect & inclusion Adapted from Newmann & Wehlage (1995). Successful school restructuring: A report to the public and educators. Madison, WI: CORS, WCER

Guiding Principles Content, language and literacy are organized into a meaningful set of learning experiences. Instruction occurs in multiple settings using flexible methods. Play serves an integrative function in literacy development unites cognition and affect Learning is socially supported to meet high expectations. Respect, inclusion, challenge, effort, contribution

Preparing Teachers and Providers Coordinating time, materials, and resources to actively build language, literacy and conceptual knowledge in a rich learning domain (e.g., our physical world). Planning Creating a literate environment physically, socially, symbolically Differentiating instruction grouping, scaffolding, assessing Orchestrating instruction pacing, management, transitions Communicating ‘literacy in practice’