Early Literacy and Transition Kindergarten November, 2011. Pr. The Opportunity Gap. California data mirror alarming national statistics One in three children enter kindergarten lacking basic pre-reading skills.*
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California data mirror alarming national statistics
*Jeff McQuillan, The Literacy Crisis: False Claims, Real Solutions, 1998.
†U.S. Department of Education: 1996. Reading Literacy in the United States: Findings From the IEA Reading Literacy Study.
Source: California Department of Education, STAR Test Results, 2007-2011.
*Children need to know 10,000 – 12,000 words to be successful readers.
“The differences in the quantity and quality of children’s early interactions and oral language experiences predict early school success.”
(Dickenson& Tabors, 2001; Hart&Risley, 1995)
Elements of High Quality Programing:Dr. Russ Whitehurst; US Dept. of Ed. 2007
“Setting goals helps me to ‘just do it.’ I find one doable thing that I can achieve each day – even if it’s not perfect. Goals related to what I learn help me to ask and answer the question, ‘what am I doing to build the children’s skills?’ I may not get it perfect the first time but I know what I am aiming for.” – Michelle McBride TK Teacher
Skill Development in strategies to achieve the Big 5 early reading predictors
Daily 1-on-1 interventions for selected children.
Daily 5-10 minute small group interventions for selected children.
Embedded and explicit instruction that all children receive.
Examples include: literacy-rich arrival routines, mealtimes,Repeated Read Aloud, small group and theme-rich choice time.
Informing instruction and understanding the “aim” line
Given the resources you have for TK, how do you answer the questions:
Which of my children are not on target for reading success?
How can I help them move up the continua of complexity?
How will I know when they secure the skills they need?
Are my assessments objective?
As a teacher, do I know what I am aiming for in TK?
Literacy Rich Schedule
Integrity Observation checklists
Repeated Read Aloud emphasizing oral language/comprehension
Big 5 Transitions emphasizing phonetic awareness
“Strive for 5” or Feedback Loops
Match-Point-Say for visual discrimination
Daily Focused Interventions
Movement on the Continua of Complexity
The Language Environment
Books and Book Reading
Print and Early Writing
What assessments do you use to assess the instructional support for children (CLASS, etc..)?
Quality of Classroom Support
Classroom Support for Language and Literacy, 2007-2011
Source: Early Literacy Foundations Initiative, Early Language and Literacy Classroom Observation (ELLCO) & ELLCO Pre-K, 2007 – 2011.
Note: Clients may be included more than once if they participated in multiple SEEDS classes between 2007 and 2011. Low-quality support = means less than or equal to 2.5; Basic support = means between 2.51 and 3.5; High-quality support = means between 3.51 and 5. Percentages less than 3% are not labeled.
* The analysis of the question began in 2007-08, so results reflect the combined data for 2008-2011.
Child Choice and Initiative N=134, Book Reading N=215, Children's Writing N=221, Approaches to Curriculum N=134.
Source: Early Literacy Foundations Initiative, Individual Growth and Development Indicators (IGDIs) Assessment Tool, 2010-2011.
For children to establish a pattern of successful learning in TK, assessment, instruction and strategies need to be adaptive, with clear goals.
A focus on language and literacy development needs to be fun and meaningful. It is an intentional lens during all activities. It never means giving up math or science. It enriches other activities through language rich opportunities and experience. For example, an alliteration song supports classroom management and open ended questions build scientific inquiry…