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Early Literacy and Transition Kindergarten November, 2011 - PowerPoint PPT Presentation

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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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  • Pr

The opportunity gap
The Opportunity Gap

California data mirror alarming national statistics

  • One in three children enter kindergarten lacking basic pre-reading skills.*

  • The average middle-class child has 1,700 hours of picture book reading by 1st grade. The average low-income child has 25 hours.*

  • 60% of the kindergarteners in the neighborhoods where children do poorly in school do not own a single book.†

    *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.

Grade level reading
Grade Level Reading

  • Percentage of 3rd Grade Students “At” or “Above” Grade Level In English/Language Arts

Source: California Department of Education, STAR Test Results, 2007-2011.

A story of three children entering kindergarten
A Story of Three Children Entering Kindergarten

*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)

Tk the gift of time system and practice change for improved child outcomes
TK– The Gift of Time: System and Practice Change for Improved Child Outcomes

Elements of High Quality Programing:Dr. Russ Whitehurst; US Dept. of Ed. 2007

Teacher professional development
Teacher Professional Development Improved Child Outcomes

“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



Goal Setting

Instructional materials


Response to intervention rti in early childhood
Response To Intervention (RTI) in Early Childhood Improved Child Outcomes

Tier 3:

Daily 1-on-1 interventions for selected children.

Tier 2:

Daily 5-10 minute small group interventions for selected children.

Tier 1:

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.

Using child assessments
Using Child Assessments Improved Child Outcomes

Informing instruction and understanding the “aim” line

How do we know if tk students are on target
How Do We Know If TK Students Are Improved Child Outcomeson Target?

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?

Building a strong tier 1
Building a Strong Tier 1 Improved Child Outcomes

Literacy Rich Schedule

Integrity Observation checklists

Specific Strategies:

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

Securing skills through a strong tier 2
Securing Skills through a Strong Tier 2 Improved Child Outcomes

Child Assessment

Progress Monitoring

Daily Focused Interventions

Movement on the Continua of Complexity

Is it working using the ellco to promote high quality language and literacy support
Is it Working? Using the ELLCO to Promote High Quality Language and Literacy Support

Classroom Structure


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..)?

Ellco results
ELLCO Results Language and Literacy Support

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.


Igdi s results
IGDI’s Results Language and Literacy Support

  • Percentage of Children Scoring “At” or “Above” the Target Level in Three Pre-Literacy Skill Areas, by Primary Language

Source: Early Literacy Foundations Initiative, Individual Growth and Development Indicators (IGDIs) Assessment Tool, 2010-2011.

Tk making the most of the time
TK – Making the most of the time Educators

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…