Download - Ela coordinators final
Early Literacy Foundations
Penny Danielson
South Carolina Department of Education
September 26, 2014
Goals for Today
• Early Literacy Research
– National Research
– S.C. Research
• Strategies to Strengthen Early Literacy
• Read to Succeed and Early Learning
• Readiness Assessment
• Q & A
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Building Literacy Foundations
Reading and Early Learning Team 3
Lowest SES Highest SES
Recognizes letters of the alphabet
39% 85%
Identifies initial sounds of words
10% 51%
Writes own name 54% 76%
Hours read to before kindergarten
25 1,000
Accumulated experience with words
13 million 45 million
Beginning Kindergarten Students’ School Readiness Skills by
Socioeconomic Status (SES)
Source: S.B. Neuman, “From rhetoric to reality: The case for high-quality
compensatory prekindergarten programs,” Kappan 85 (2003): 286-291.
30 Million Word Gap
“Children in poverty hear 30 million
fewer words by the time they are four
years old than children with
professional parents.”-Hart and Risley, 1995
If you haven’t heard the words,
you can’t speak or understand the words
to later read the words.
Preschool Classrooms can
Provide many opportunities to
Foster Oral Language…
But is this actually happening????
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Time Spent on Early Literacy
• Researchers looked specifically at how much of the preschool day was spent devoted to early literacy and language. This would include:
– Book readings,
– children looking at books on their own,
– writing,
– activities to encourage expressive oral language, and
– alphabet /letter sounds.
National Center for Early Development and
Learning Findings
A surprisingly high percentage of the pre-kindergarten day is spent eating meals and performing routines like hand-washing or standing in line.
Additionally, children are not engaged in constructive learning or play a large portion of the day.
Children have relatively few meaningful interactions with adults during the pre-k day.
Findings on Time devoted to
Language and Literacy
• Read to (child is being read to by an adult) (5%)
• Pre-read/read (child is reading or exploring books on his/her own or with peers) (3%)
• Letter/sound learning (phonemic awareness activities) (4%)
• Oral language development (child is involved in activities where teacher is trying to build expressive language) (7%)
• Writing (writing, pretending to write) (2%)
Results from a Multi State SWEEP Study
S.C. Early Childhood Classrooms
SC data in 2007 revealed these findings:
• Pre-K classrooms – Similar low scores in to
the national average scores using the CLASS
instrument in the areas of concept development
and teacher interactions.
• Classroom literacy environments ranked below
average on ELLCO – measures of literacy and
language
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National Early Literacy Panel (NELP)
Developing Early Literacy (2009)
Synthesis of all high-quality scientific
research that identified preschool and
kindergarten skills that predict later
reading
NELP Findings
Found These Highly-Significant Predictors
of Successful Literacy:
– Oral Language: Vocabulary and Syntax
– Alphabetic Knowledge
– Phonological Awareness
– Print Knowledge/Concepts
National Early Literacy Panel: Developing Early Literacy (2009)
Focus on Literacy Areas
Oral
Language
Phonological
Awareness
Alphabet
Knowledge
Awareness
Oral Language Identified as Key to
Reading Success
Vocabulary at age 3 predicts
reading comprehension scores at
age 9-10.
(Hart and Risley, 2003).
From age 3 onward a child should
build a vocabulary store of at least
2,500 words per year. He or she
should encounter and explore at
least 2 words each day.
Roskos, Tabors, & Lenhart (2004), p. 1.
Oral Language Development
• To read effectively, children need to be able to express and understand ideas fully.
• They need to understand that stories have:
– events that occur in sequence
– characters
– beginning, middle, end
• They need to be able to respond to questions and ask questions to clarify what is not understood
What Can We Do?
– Read aloud!
– Hold meaningful conversations
– Record language experience stories
– Engage in shared book experiences
– Tell stories from wordless picture books
– Encourage children to make connections with the text
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Enrich children’s vocabulary by:
• Using varied words.
• Expressing ideas in full
sentences
• Expanding the child’s
comments, but don’t take
over
• Presuming their
knowledge about a topic is limitless
Planning Purposeful Multiple
Readings of Children’s Books
PD for Teachers on Effective Preparation
– Planning form
– High Quality Children’s Books
• Vocabulary
• Background knowledge
Concepts About Print
An understanding of how print works is crucial to
reading
– print conveys meaning, not pictures
– print is tracked from left to right and top to
bottom
– you read words not pictures
– The left page is read before the right
– words are separated by spaces
Print-Rich Classrooms
Let’s Take a Look….
Literacy-Rich Classroom Environments
ELLCO – Early Language and Literacy
Classroom Observation tool
Pre-K – K and K-3, Research Edition
Brookes Publishing
Learning about the Alphabet
The question is not
should we teach the
alphabet,
but
how do we teach
the alphabet?
Alphabet Knowledge
• Ability to name letters is an excellent predictor of early reading achievement– consists of two parts
• recognizing letters
• writing letters
• Introduce letter knowledge embedded within the context of words so children see it meaningfully
Alphabet KnowledgeWhat to do?
– Read alphabet books (put in centers!)
– Provide children’s names and interesting words in writing center
– Provide letter stamps and picture stamps to match
– Always start with what children know! (Names)
– Provide opportunities for children to write (not copy) their names
“Teaching” Alphabet Knowledge
NAEYC and IRA recommend young children
learn about letters and sounds of language as
part of early literacy experiences in
meaningful and relevant ways (1998).
Interesting Writing Centers and
Materials
Early Alphabet Knowledge through Writing
Writing looks more “writing like”
Disconnected scribble with letter-like
forms, letters
Bridge, Pierce et al 2009
South Carolina Department of
Education
“Once the children get into the routine of writing,
they develop ownership over their work. They gain
control over their writing when they can choose their
own topic, paper, and format, whether to work alone
or with a friend, and how to share their work.”
Bobbi Fisher, Joyful Learning, 1998
Names Everywhere!
How could you make “name puzzles”?
The Name Game
Alphabet Toys and Books
Writing to Make Center Choices
Alphabet in Block Center
Phonological Awareness:
Getting the p-words straight
• Phonological awareness refers to the whole
spectrum from beginning awareness of speech
sounds and rhythms to rhyme awareness and
sound similarities and, at the highest level,
awareness of syllables or phonemes
• Phonemes are the smallest units in speech
Phonological Awareness Development
12
3 4
5 6 7 8
Phonological Awareness Development
1
Listening
2
Rhyming
3
Alliteration
4
Syllables
5
Beginning
SoundsOnsets
6
Ending
SoundsRimes
7
Medial
Soundsmiddle
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PhonemesSegmenting and
blending
Phonological Awareness
• Becoming attentive to the sound structure of language -- becoming phonologically or phonemically aware --is an “ear” skill, unlike phonics, which is the relation between letters and sounds in written words
• One of the best ways to teach letter/sound relations is to draw attention to initial sounds (onsets) and word endings (rimes)
• Phonological processing is the ability to identify, remember, separate (segment), blend, and manipulate speech sounds within words
Phonological Awareness Provides the Foundation
for Later Phonics Instruction
• By listening at ages 2, 3, and 4, children are
beginning to gain experiences with sounds and
characteristic rhythms and structures
• Explicit phonics instruction in 5K and 1st grade
builds on these listening skills but means doing
whatever is necessary to teach children all the
information and skills they need to learn to
read…but doing so appropriately--NO
WORKSHEETS!
Sample Materials to Enhance
Phonological Awareness
I’m thinking of something that
begins with the sound…
Letter-Sound Games that go with
children’s books
Pointers for Children to Use to Find
Beginning Sounds
Enhancing Phonological Awareness
• Studies have shown that just 20 minutes three times a
week over four months has a dramatic difference in
children’s awareness
• Phonological awareness activities can happen throughout
the day
– During transition activities, routines, and play:
• Play rhyming games to call attention to rhyme
• “One two three, come along to me” What two words rhyme?
• Offer fun chances for segmentation of morphemes and syllables
• Can you say only a little bit of “butterfly?” What would butterfly be
without the butter?
“Becoming literate in the modern world is
indeed an increasingly complex task.
Reading and writing abilities don’t just
happen. They are acquired, nurtured and
refined through the acts of those who
provide appropriate instructional contexts
and support.”
Strickland, D.S.
Rutgers - The State University of New Jersey
Critical Elements…….
• print-rich classroom with numerous children’s books, fiction and non-fiction at varying levels, and
• significant time in daily schedule devoted to language and literacy development, and
• developmentally appropriate literacy curriculum which guides intentional teaching of literacy and language skills, as well as background knowledge, and
• prevalence of small group and one-on-one teacher/child time, with intensity based on the changing needs of students, and
• hands-on educational materials in centers to support alphabet knowledge, phonological awareness, oral language development, and writing
• Connect new experiences to what children
already know – SCAFFOLDING
• Make learning experiences meaningful
• Are Purposeful and
– Base decisions on knowledge of child
development
– Plan content based on standards and
curriculum
Implement effective, developmentally
appropriate teaching practices—
A plan for implementing teaching practices
proven effective in raising literacy achievement,
guided by standards and evidence-based
research, delivered in a literacy-rich environment
to authentically engage all young children.
****S.C. Good Start, Grow Smart Early
Learning Standards currently being revised.
South Carolina Department of
Education
NAEYC and IRA Joint Position Paper on Reading
and Writing – NAEYC.org
https://www.naeyc.org/files/naeyc/file/positions/PSR
EAD98.PDF
The official statement of the National Association of
the Educators of Young Children and the
International Reading Association on appropriate
practices for preschoolers literacy areas. It is a good
resource for teachers, administrators, and parents.
Recommendations for Plan of Action
• Findings from two S.C. Early Literacy projects
provide models for replication
– Professional development – sustained over time
with on-site technical assistance
– Assessment and Screening tools
– Focused, literacy curricula
– Literacy-rich classrooms
– Partnerships And Involvement of Parents/families
Read to Succeed
and Early Childhood
• Pre-K to be an important part of the State,
District and School Literacy Plans
• In-class intervention for students with
Language and or Literacy learning needs
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Early Childhood Interventions
What is an intervention for Pre-K?
• Developmentally appropriate activities
• Small groups and one-on-one intervention for up
30 minutes per day in total.
What is not an intervention?
• Assigning students to a computer lab to complete
an online program.
• Requiring students to complete worksheets.
R2S Office
Reading and Early Learning Team
Read to Succeed Impacts EC
• Pre-K - Expanded and Strengthened
• Effective Early Language / Literacy teaching
strategies
• Statewide Readiness Assessment
• Language and Literacy Assessment in 2014-15
• Additional Domains in 2016-17
• All 4K and 5K students to be assessed
• State Department, Office of Assessment funds and
provides PD on administration
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Purpose of the Readiness Assessment
To provide teachers and parents with information to
address the readiness needs of each student,
especially by identifying language and literacy
needs, so teachers can plan for small groups and to
individualize as well as to involve the parents in
meeting each child’s needs.
Additionally, decisions can be made as to whether
further diagnostic assessment is needed.
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Readiness Assessment• Readiness Assessment required by Read to Succeed
Legislation (page 5 and page 10):
• EC Stakeholders developed characteristics RFP
• The Request for Proposal (RFP) – approved by State
Board of Education, July 9, 2014
• “Off the Shelf” Assessment –procured through a bid
process by Budget and Control Board in August
• Must be administered within first 45 days of enrollment
• Contact Office of Assessment with questions related to
administration: Kevin Fatica [email protected]
(803) 734-8282
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Kevin Fatica
Office of Assessment
SC Department of Education
Phone: (803) 734-8282
For More Info about
Readiness Assessment
South Carolina Department of
Education
R2S Office
Reading and Early Learning Team
tinyurl.com/readingtosucceed
It’s Up to You…Make a Difference for our
Children
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Contact Information
Penny Danielson, Early Learning and
CDEP Coordinator
803-734-8251
R2S Office
Reading and Early Learning Team
Questions
.Every Child Will Enter Kindergarten
Prepared to Succeed
Primary Resources1. “Research and Practice in the Field of Early Literacy Learning.”
(November 2013). Getting on Track Early for School Success:
www.norc.org/gettingontrack
2. “From rhetoric to reality: The case for high-quality compensatory
prekindergarten programs,” Susan Neuman: Kappan 85 (2003): 286-291
3. National Center for Early Development and Learning Findings
http://www.icpsr.umich.edu/icpsrweb/ICPSR/studies/4283, retrieved:
Sept. 23, 2014.
4. S.C. Education Oversight Committee CDEPP Evaluation, 2008
5. CLASS Assessment: http://teachstone.com/the-class-system/
6. ELLCO Assessment: http://www.brookespublishing.com/resource-
center/screening-and-assessment/ellco/ellco-pre-k/
7. Hart and Risley, Meaningful Differences: research implications, 1995,
http://www.strategiesforchildren.org/eea/6research_summaries/05_Meaningf
ulDifferences.pdf
R2S Office
Reading and Early Learning Team