1. DO NOW… great for adult and kid time management
What are the 5 Components of Reading Instruction?
Please list top 3 best resources that you want to share with your preschool colleagues?
List 3 specific things that would make your teaching job easier?
What is the #1 thing you think would best help kids? (“Bang for the Buck”)

2. Reading, Writing and Preschool? Oh MY!
Astor Services
Head Start
May 9, 2017
Reading, Writing and Preschool? Oh MY!

3. AGENDA (draft) Overview of Planning Discussion with Carol
Building Capacity by embedding Professional Development
Do NOW #1 discussion
Common Core Reflection on your work?
Phonological Awareness/Phonemic Awareness in the Classroom
Activities Listed
Writing in Preschool starts with Literacy
DO NOW #3 and #4 discussion
Resources for exploration
Threeringsconnections diagram

4. THINGS TO THINK ABOUT
As an organization, how do we build capacity to become an effective learning organization?
Who are the stakeholders that we want to reach?
What are the resources that we have currently, resources we need and resources that we can tap?
Where does Phonological Awareness, Phonemic Awareness and Writing fit into our literacy plan?
What do we do to make the “Juice Worth the Squeeze”?
Does Common Core standards change our expectations for preschool learning?

5. Common Core: The Good, the Bad, the Possible?X
Preschool?

6. The Good: A set of mutually agreed-upon standards.
Valuable knowledge/skills that can lead to improved instruction and assessment.
National assessments to target instructional needs.
Shared professional development.
Beneficial for students in our increasingly mobile society.
Clear grade-level standards in each content area.
Target skills and use RTI to progress towards mastery.
College and career ready by providing clear goals for student learning.
Better teacher education programs.
ELA across the curriculum.

7. The Bad:
Standardize curriculum with inflexible teacher driven approaches.
National cost for compliance going almost directly to publishers.
Consultants that are test savvy offer one-size-fits-all PD ignoring Standards for Professional Learning put forth by Learning Forward (formerly the National Staff Development Association) which emphasize job-embedded, site-specific, sustained, and supported professional development.
Standards and test-driven with lack of focus for individuals.
To be successful (pass) could focus on low-level learning with less critical and creative thinking.
Unfair expectations that could impact teachers of students from poor urban and rural communities who don't have the resources to help students reach these standards when they come to school already two or three years behind their middle and upper class peers.
Teach to the collective needs of the society and not the individual. Leaving the gifted, not challenged and the below average still struggling.

8. The Devil in the Details
Do we know and understand the standards?
collaborative conversations among grade-level teams, compare them with our existing curriculum maps, and decide what revisions, additions, and improvements would benefit our students.
In what ways might we combine the Common Core State Standards with best practices in technology and the nurturing of creativity and innovation?
How do we have “thoughtful” lesson planning?
Be sure to include all activities into the planning. Lunch, arrival, nap etc.
REMEMBER: Change takes time.
Common wisdom is that it takes three to five years to fully implement a systemic change. Everyone involved will need to evaluate progress thoughtfully, regularly, and with integrity.
Using our own guidelines, how might we ensure that we are using developmentally appropriate practices and content that addresses not just the cognitive needs but the affective needs of our students as well?

9. In the end, the Common Core State Standards are neither good nor bad
In the end, the Common Core State Standards are neither good nor bad. How WE decide to use them will determine their impact and meaning
THE CHOICE IS OURS.

10. CONCEPTS OF PRINT CHECKLIST

11. Phonological Awareness Hearing the sounds in spoken language (listening skill)
A child with phonological awareness can:
Identify and make oral rhymes
Dip, sip, lip, glip
Mat, sat, cat, hat, jat (nonsense words ok)
Hear the syllables in words
Clap for each sound in name “Ra -shan”
Snap for each sound in um-brell-a
Hear, identify, and play with the sounds in words
Sun, sit, song - -say they begin with “sss” sound
Bite, dot, sit - -say they end with “ttt” sound
Dust, dog, dig, stop - -say which word doesn’t fit and why

12. To Support Children’s Development of Phonological Awareness
Use songs
Rhyming games
Nursery rhymes
Rhyming poetry
Play syllable clapping games
Play games with the sounds in words (group objects by their beginning sounds, which word doesn’t fit?)
Talk with children about words and sounds in everyday situations
Choose books to read aloud that focus on sounds
Which area do we do well, which area can we improve?

13. Phonemic Awareness: A more advanced skill of phonological awareness
A child with phonemic awareness can:
Hear, identify and manipulate individual sounds (phonemes) in spoken words
bug has 3 sounds --/b/ /u/ and /g/
add /l/ sound to “ate” and get “late”
take away the /t/ sound from “train” and get “rain”
Phonemic awareness
an important step towards understanding the alphabetic principle
words are composed of letters
each letter in a printed word is connected to a spoken sound
Phonemic awareness is different from phonics
associating the letter symbol with the sound it makes

14. To support children’s development of phonemic awareness
Use songs, chants, finger plays, rhyming games, nursery rhymes, and rhyming poetry
Play games where children segment and blend the sounds in words
–st+ op is stop or stop without the st would be op
Play “What’s Left When We…”
–What’s left when we take the ‘sss’ away from “smile”
–What’s left when we take the “nnn” away from “moon”
Play games that ask children to listen for beginning and ending sounds
–If your name begins with the same sound as Ryan’s, you may line up to go outside…
–Let’s find all the things in our classroom that begin with the sound as “soup”

15. Tips for Promoting Phonological and Phonemic Awareness
Use rhyming finger plays at transition times.
If you want children to play with language, you have to model it! Find situations in which you can use nonsense words. Children will copy you because they delight in the silliness.
Use children’s names to create tongue twisters and alliterations. This will help children to develop awareness of initial consonant sounds. (Benita’s brother broke brittle bottles.” Or to use alliteration and vocabulary, you might say, hello Soggy Sarah – on a rainy day when she arrives in the classroom.)
Incorporate playful rhymes with children (“Oh my, we have oodles of noodles for lunch today.” Or, after doing Banana Fofanna with children, you might say “Where’s my marker marker bo barker? Who has seen my marker?)
Make rhymes using children’s names and nonsense words (such as Jolly Holly Lolly)

16. After a read aloud of a book that rhymes, take a few minutes to generate a list of words that continue one rhyming pattern from the book.
After reading Green Eggs and Ham, you might ask, “Sam, ham, what other words can you think of that rhyme with Sam and ham?”
You can do the same with alliteration. After reading Sheep on a Ship you might ask, “What other words do you know that start like sheep and ship?”
Re-read rhyming books with children and leave out the rhyming word and let them guess.
When doing rhymes, or word play games, keep it short and sweet so that children stay engaged and want to do it again.
Create new rhymes with children from familiar verses. For example, after reading Brown Bear, What Do You See?, create ones with children’s names.
Provide opportunities for children to memorize chants, rhymes and songs.

17. POETRY
Choose a poem that you would like children to learn (memorize and recite).
Write it on a chart. (Pay attention to how you are teaching the sounds of language and words.)
Include a few picture clues to help children “read it”.
Develop a plan for different ways you can have children do repeated recitations.
Brainstorm different times of the day you can chant the poem with children.
Prepare to present a creative recitation to the whole group or another class.

18. Choosing Poems – Not all poems are created equal
reading aloud to children
reciting with children because they are fun
memorizing because that is a valuable to skill to have
provoking thought and inviting discussion (for example, metaphors and similes)
listening to for the sounds of language (alliteration, onomatopoeia*)
finding wonderful, descriptive words that extend vocabulary relating to a theme
relating to a read aloud book
enlarging on a chart because they are visually interesting to see (their shape or structure)

19. Memorizing poems with children CAN take a LONG time
Many different recitations and they can be different.
Vary the way children recite (in whispers, in loud voices, taking turns with lines, standing, sitting, as a rap, with hand gestures, etc.)
Poems for choral reading should have repetitive refrains, suggest simple sound effects, and linger on the tongue.
Start with short and easy to learn.
Some poems should be heard by children before they are seen on a chart.
Memorizing poems with children CAN take a LONG time

20. Some good poetry books to use with children
Father Fox's Pennyrhymes by Clyde Watson
Read-Aloud Rhymes for the Very Young collected by Jack Prelutsky
Flicker Flash by Joan Bransfield Grapham
Tomie dePaola’s Book of Poems by Tomie de Paola
Winter Eyes by Douglas Florian
A Fine Fat Pig by Mary Ann Hoberman
Some good poetry books to use with children

21. Games for Phonological/Phonemic Awareness
To support children’s learning
Identify sounds
Build rhyme awareness
Build alliteration awareness
Recognize letters
Develop letter-sound awareness

22. Activity: Oddity Tasks
Say a short list of words and ask the child to listen for the word that does not belong (based on sound). For example, say man, make, boy. The child responds with boy. Say bat, cat, snake, rat. The child responds with snake.
Other examples?

23. Activity: Rhyme Games
Use familiar nursery rhymes and change the endings ("Jack be nimble, Jack be red, Jack jump over the _____.")
Simple rhymes: Say, I say cat; you say ______. The child responds with something that rhymes with cat (e.g., mat).
Rhyme chains: Begin with a word and ask the child for a word that rhymes. For example, if you say cat, the child says mat; continue with sat; the child says rat, and so on.
Rhyme phrases: Ask the child to fill in the blank. Say, I will pick a flower, and be back in one _____. The child responds with hour. Or, We were resting near a tree, when I was stung by a ______. The child should respond with bee.

24. Activity: Where’s the Sound?
Need: 3 cups—labeled beginning, middle, and end, plus beans, or any kind of marker that can be put in the cups. Note: This can also be played using beanbags and squares “drawn” on the floor with masking tape. You should still have three boxes—labeled beginning, middle, and end.
Ask, “Where do you hear the “l” in “silly?” The /l/ sound comes in the middle of the word, so the child drops a marker in the cup labeled “middle.” You ask, “Where do you hear the /b/ in “bake?” The child should drop a marker in the cup labeled “beginning.”

25. Activity: Sound Trays
A tray or a sturdy paper plate; some objects that are at hand or are very familiar to the child.
The tray or plate becomes the sound tray for a particular sound, such as /m/. You might begin by putting a marker on the tray. Then, put additional objects one by one on the tray. Whatever goes on the tray changes to that sound (in this case, /m/). For example, the child puts a pencil on it and says, “mencil.” A ruler is put on the tray and becomes a “muler.”

26. How Does Writing Relate to Literacy?
Development of pre-writing skills are critical to development of phonological awareness skills
( Stahl & McKenna, 2001)
Phonological awareness, alphabet knowledge, vocabulary and writing skills stimulate growth in one another
( Perfetti, Beck, Bell, & Hughes, 1987)

27. How Do They Write… Let us Count the Ways
Early writing is one of the best predictors of children's later reading success (National Early Literacy Panel [NELP], 2008).
Specifically, early writing is part of a set of important foundational literacy skills that serve as necessary precursors to conventional reading (Whitehurst & Lonigan, 1998), including developing understandings of both print (i.e., print concept and alphabet knowledge) and sound (i.e., phonological awareness).

28. Level of development
Goals for children
Centers
Journals
Morning Message
Drawing and Scribbling
To distinguish writing as separate from drawing
To write with individual units
Expanding name writing from initial letter to complete name
Create sign-in for high-traffic centers.
Incorporate writing into play activities (e.g., take an order, sign for a package).
Initiate opportunities to write down the words children speak.
Ask children to tell you about their drawing and write their words.
Ask children to sign their work, praising scribbles, letter-like scribbles, and initials.
Point out children's name letters in the message.
Invite children to respond to the morning message and take dictation from them, drawing attention to this process by stating that you are writing their words down.

29. Level of development
Goals for children
Centers
Journals
Morning Message
Letters and Letter-Like Forms
To represent salient or beginning sounds in words
To make connections between print and sound
Provide play activities in which children write names (e.g., tour guide name tag, tickets for airplane, sign in at doctor's office).
Offer activities that promote letter–sound correspondence.
Brainstorm and write a list of words that begin with the same sound.
Provide writing prompts that support children to draw and write about themselves, their family, and peers.
Ask children to identify initial sounds/letters in words and write those letters.
Support children to verbalize what they will write first. Then ask what sounds they hear.
Emphasize beginning sounds in words while writing.
Draw attention to words in the message that begin with the same letter or sound, particularly name letters.
Invite children to write their name as they participate in interactive writing.

30. Level of development
Goals for children
Centers
Journals
Morning Message
Salient and Beginning Sounds
To write beginning and ending sounds in words
Provide play activities in which children write words (e.g., signs for the zoo they built in blocks, label a map).
Sort picture cards with contrasting beginning sounds (e.g., /m/ and /s/) to solidify beginning sound knowledge.
Play games to recognize ending sounds; begin with children's names.
Provide writing prompts that support children to draw and label.
Ask children to verbalize what they want to write. Have a child identify the initial sound, then say the word again and identify the ending sound.
Enunciate syllables and ending sounds to help children hear more than the initial sound in words.
Enunciate beginning and ending sounds in words as you model writing.
Invite children to respond to the morning message and write their names and some words in their dictated sentence.

31. Level of development
Goals for children
Centers
Journals
Morning Message
Beginning and Ending Sounds
To include the middle vowel sound
To write complete words
Sort simple word families (e.g., -at and -an)
Provide play activities for children to generate sentences (e.g., write a letter to a peer, a recipe, scientist notes) and encourage them to write down all the sounds they hear in each word.
Draw attention to middle sounds and ask children which sounds they hear.
Ask children to illustrate their work to generate more detail for stories. Then have children tell you about the details and write about them. As they write more words, children have more opportunity to practice stretching out the sounds in words.
Invite children to share the pen by writing several words in their dictated sentences.
Draw horizontal · lines to represent each letter of a word to provide a cue for each sound/letter in the word.
Support the child to listen for each sound in a word as they say the word.

34. How can we be effective? Effective>Efficient Quality>quantity
What does success look like?
Identifying and communicating goals and a roadmap to get there?
Measure your metrics
Test, reiterate, improve (nothing is finished)
How can we be effective?

35. DG’s Great Literacy Resources Preschool-Grade 8
Classroom Literacy Environment Checklist
Home Literacy Environment Checklist
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Threeringsconnections.wordpress.org this is Donna Gaynor blog with all resources posted for you.

36. THREERINGSCONNECTIONS
School
Family
KIDS
Resources

37. Group Discussion Resources