Session 4: Early Literacy Skills. Review & Apply Caregiver Strategies for Language Development Synthesis Discussion Two (Ch. 3 & Norton-Meier) Characteristics & Components of Novice Literacy Learners Lesson Planning Preparation Examining Assessment Tools.
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Session 4: Early Literacy Skills • Review & Apply Caregiver Strategies for Language Development • Synthesis Discussion Two • (Ch. 3 & Norton-Meier) • Characteristics & Components of Novice Literacy Learners • Lesson Planning Preparation • Examining Assessment Tools
Review:Birth to Three Years - The Foundations of Literacy DevelopmentApplying Caregiver Strategies to Language Domains • Strategies: • Expansions • Extensions • Repetitions • Parallel Talk • Self-talk • Vertical Structuring • Fill-ins • Domains: • Phonology • Semantics • Morphology • Syntax • Pragmatics
Novice Literacy Development • Meaning • Environmental Print • Concept of Story • Writing • Form • Concepts of Print • Letters • Meaning-Form Link • Phonological Awareness • Functions • ELLs • Assessment
Learning Trajectories: Ages 3-5 say letter names-name familiar letters-name more letters-link letters & words-link letters & sounds Alphabet Knowledge rhyme-alliteration-word segmentation-syllables-beginning sounds • Print Knowledge • explores books • pretend reads • uses book language • points to words • labels pictures Phonological Awareness takes turns - asks ?s - retells - new words - complex grammar use Oral Language Comprehension 600 words - 1,200 words - 1,800 words - 2,400 words - 3,000 words Vocabulary Growth Adapted from Roskos, Tabors, & Lenhart (2004)
Phonological Awareness Larger Units Smallest Units Phonics
Phonological Awareness Literacy ScreeningPALS Pre-K (Invernizzi M., Sullivan, A., & Welsch. J., 2001) University Printing Services. , )
Additional Early Literacy Assessments: • Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, 1997) • Peabody Picture Vocabulary Test - Revised (PPVT-4; Dunn & Dunn, 2007) • Phonological Awareness Informal Assessment (Wright Group/McGraw-Hill) • Hearing and Recording Words (Clay, 2002)
Interactive Read Alouds to Promote Early Literacy Skills • Print Concepts: • Going on a bear hunt (Rosen, 2003) • Environmental Print: • Knuffle Bunny (Wilems, 2004) • Alphabet Knowledge: • Shiver me letters (Sobel, 2006) • Word Awareness: • Tough Boris (Fox, 1994) • Phonological Awareness • A pair of socks (1996) 11
Lesson Planning Requirements • 3 lesson implementations • 3 developmental levels • 5 components to choose from • Example: • Kindergarten - Novices Phonological Awareness • First Grade - Experimenters - Phonics • Third Grade - Conventional - Fluency
Steps for completion... • Decide what classroom/students • Choose a component based on needs • Browse articles to find a strategy that fits both the component and the developmental level • Read the article, decide how to adjust the strategy for your learners • Plan the lesson using the ABC format
McGee & Schickedanz (2007). Repeated interactive read-aludds in preschool and kindergarten. The Reading Teacher. 60(8), 742-751. • Summary: • research reveals mixed results regarding the quality and quantity of read alouds for young children • analytic talk is more effective than random participation • a systematic approach can enhance the quality of a read aloud • Reaction: • author’s perspective: repeated read alouds (3 times) will promote analytic talk • my opinion: fits into what I already do, read once for comprehension or story, again for skills 14
To prepare for session 5: • Read: • McGee & Richgels, chapter 4 • Flanigan - Daddy, Daddy... • Complete: • Developmental Literacy Observation(s) • Prepare: • notes for “Before the lesson” to share with small groups • arrange the date to teach your lesson