session 4: early literacy skills review & apply caregiver strategies for language development...
TRANSCRIPT
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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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
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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
Print Knowled
ge•explores books•pretend reads•uses book language•points to words•labels pictures
Alphabet Knowledge
Oral Language Comprehension
Vocabulary Growth
say letter names-name familiar letters-name more letters-link letters & words-link letters & sounds
rhyme-alliteration-word segmentation-syllables-beginning sounds
takes turns - asks ?s - retells - new words - complex grammar use
600 words - 1,200 words - 1,800 words - 2,400 words - 3,000 words
Adapted from Roskos, Tabors, & Lenhart (2004)
Phonological Awareness
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Developmentally Developmentally Approporiate Early Approporiate Early
Literacy Assessment Literacy Assessment
Developmentally Developmentally Approporiate Early Approporiate Early
Literacy Assessment Literacy Assessment
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Phonological Awareness Literacy Screening
PALS Pre-K (Invernizzi M., Sullivan, A., & Welsch. J., 2001)
University Printing Services. , )
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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)
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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)
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Lesson Planning Requirements• 3 lesson implementations• 3 developmental levels• 5 components to choose from• Example:
1. Kindergarten - Novices Phonological Awareness
2. First Grade - Experimenters - Phonics3. Third Grade - Conventional - Fluency
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Steps for completion...1. Decide what classroom/students2. Choose a component based on needs3. Browse articles to find a strategy that
fits both the component and the developmental level
4. Read the article, decide how to adjust the strategy for your learners
5. Plan the lesson using the ABC format
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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 1
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