1. CE310 Children’s Literacy Unit 2 Seminar Stages of Literacy Development

2. " Indeed, learning to write may be a part of learning to read. For all I know, writing comes out of a superior devotion to reading." — Eudora Welty

3. Let’s Share… What are your memories of your own early literacy development? How have your ideas on literacy development changed?

4. Tonight’s Agenda General Announcements Unit 1 Review Unit 2 Learning Outcomes Unit 2 Assignments Stages of Literacy Development Reading – Writing Connections Family Literacy Case Studies: Tiffany and Alicia Questions

5. General Announcements Discussion Board Post Pending Work Grades

6. Unit 1 Review The Standards Movement Emergent Literacy Approach Scientifically Based Reading Research Approach Comprehensive Literacy Program Elements of Effective Literacy Development Reading – Writing Connection Creating a Print Rich Environment

7. Unit 2 Learning Outcomes By the end of Unit 2, you should be able to Identify the stages of literacy development Understand the interrelatedness of reading and writing Share some developmentally appropriate experiences that can enhance literacy development at each of these stages

8. Unit 2 Assignments Reading Read “Stages of Literacy Development,” Read part of Chapter 3 (p. 76-93) “Family Literacy” in your e-book (Teaching Language and Literacy). Complete the unit 2 Study Guide Activities Video: Literacy Development Video: Story Time – Large Group Flashcards Discussion Board Question Children proceed through several stages of literacy development as they move from reading readiness to fluency and high levels of comprehension. Parents and others can influence literacy development by providing opportunities for literacy experiences. Based on your readings, what are some ways parents, teachers, siblings and others can help support early literacy development? Seminar – attend live seminar or complete option 2

9. Stages of Literacy Development One Model (variations in ages/grades) Reading Readiness/Pre-Reading (Birth-age 6) Initial Reading (Ages 6-7, Grades 1-2) Fluency (Age 7-8, Grades 2-3) Reading to Learn (Age 9-13, Grades 4-8)

10. Reading Readiness / Pre-Reading Birth-age – 6 Years Old What are the characteristics of this stage? What are some experiences that caregivers and educators can provide for children at this stage?

11. Characteristics of reading Readiness / Pre-Reading Attends to pictures Pats pictures Holds and carries books Points to and names objects Turns pages with help Mouths books Brings a book/Asks to be read to “Reads” to self Handles writing materials, scribbles Recites familiar passages Searches for favorite pictures Notices and/or protests when adult gets wrong/leaves out a word Learn that reading and writing are activities in which people engage Show interest in books, print Handle books Become aware that books have stories Listen to stories Recites phrases and/or stories Begin to prefer certain stories Scribble, make letter-like shapes or imitate cursive writing Source: http://literacy.nationaldb.org/index.php/literacy-development-continuum/

12. Initial Reading Ages 6-7, Grades 1-2 What are the characteristics of this stage? What are some experiences that caregivers and educators can provide for children at this stage?

13. Characteristics of Initial Reading Ages 6-7, Grade 1-2 Understand that text/pictures convey meaning Make the connection between signed or spoken language and print Understand picture books Recognize and begin to read familiar environmental print Begin to read some words, such as their name May write letters Awareness that words are made of different sounds Decode words (apply knowledge of letter-sound relationships to correctly pronounce written words) Comprehend picture books, short chapter books, information materials Beginning sight vocabulary Put words together to form simple sentences Learn to develop ideas in a logical progression Write about topics of personal interest in various modes (e.g. letters, stories, notes, poems) Source: http://literacy.nationaldb.org/index.php/literacy-development-continuum/

14. Fluency Reading What are the characteristics of this stage? What are some experiences that caregivers and educators can provide for children at this stage?

15. Characteristics of Fluency Ages 7-8, grades 2-3 Begin to read for interest or information Write own ideas Answer questions about text Read independently for extended periods of time Use detail and organization in writing Record observations; ask and answer open-ended questions in writing Produce writing and artwork to reflect personal response to/understanding of text Source: http://literacy.nationaldb.org/index.php/literacy- development-continuum/

16. Learning to Read Ages 9-13+, Grades 4-8+ What are the characteristics of this stage? What are some experiences that caregivers and educators can provide for children at this stage?

17. Characteristics of Reading to Learn Age 9-13+ Grades 4-8+ Decreasing support for new tasks or contexts Experience new feelings/attitudes through reading Reading for information/acquisition of knowledge Increased comprehension Self-correct quickly Read confidently and independently in multiple modes of text Written work is organized, coherent and easily understood Reading for information/acquisition of knowledge Analyze and think critically about ideas presented in text Form own opinions based on facts, invent point of view different from those read Read widely, critically and frequently Read for a variety of purposes and in a variety of modes Can read analytically and thoughtfully Write for a variety of reasons and in diverse modes Source: http://literacy.nationaldb.org/index.php/literacy-development-continuum/

18. Literacy Field Trip Watch Dr. Lesley Morrow, literacy researcher and professor of Rutgers University, discuss ways families and educators can enhance literacy experiences at: http://www.youtube.com/watch?v= c8A38PdipDc&feature=related

19. Early Family Literacy What can parents, caregivers and early childhood educators do to promote literacy activities with young children?

20. Early Family Literacy Strategies Establish a Positive Climate that Supports Children as Literacy Learners Use Children’s Play to Facilitate Reading and Writing Create a Physical Learning Environment that Promotes Reading and Writing Make Reading and Writing a Part of the Daily Routine Read Aloud to Children on a Regular Basis Engage Parents in Literacy Activities Source: www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/literacy.pdf

21. Reading and Writing Connection What is the connection between reading and writing? How can writing help to support reading and vice versa? Field Trip: How Reading and Writing Begin at http://www.youtube.com/watch?v=h7pYXto9kc0

22. Strategies for Connecting Reading and Writing Throughout the Curriculum Author’s Chair Big Books Teacher Made Big Books Daily News or New of the Day Dialogue Journals Reading Response Logs Readers Theatre Word Walla

23. Case Study of Tiffany Page 83 in your e-book Parents actively engaged in reading from birth Tiffany begins attempts to read on her own at 2 ½ years old Recognition of environmental print (McDonald’s) at 2 ½- 3 yrs. Understanding that writing conveys meaning at 3 yrs (pictographs and scribble writing) Emergent reading at 4 yrs old (“Where the Wild Things Are”) with expression Writing in letter-like forms at 4 yrs and expanding environmental print vocabulary Dramatic play sessions includes playing school Recognizes letters and uses invented spelling in kindergarten at age 5 How have Tiffany’s early experiences influenced her literacy development?

24. Case Study of Alicia Page 88 in your e-book Spanish is primary language in the home Alicia liked being read to at 4 yrs and engaged in some emergent writing in Spanish Much support at home in early attempts to read and write In kindergarten, Alicia spoke perfect Spanish, but only partially proficient in English Attended bilingual Head Start program and kindergarten Acted as a translator in kindergarten for other children Participated in daily journal writing in kindergarten in English and Spanish Used invented spelling very close to standard spelling Read in English and Spanish in kindergarten By end of kindergarten, Alicia was fluent writer and reader in Spanish How is Alicia’s literacy development similar to Tiffany’s? How can schools/educators support bilingual or second language learner’s early literacy development?

26. "Reading aloud with children is known to be the single most important activity for building the knowledge and skills they will eventually require for learning to read." Marilyn Jager Adams

28. THANK YOU! See you in class! Have a great week!