Supporting Language and Early Literacy: at Home and in Early Childhood

1. Supporting Language and Early Literacy: at Home and in Early Childhood and Community Settings Session 3: Phonological Awareness, Alphabet Knowledge, & Concepts about Print

3. Your … facilitators • (insert your name/title here) • Insert your co-presenter’s name/title here)

4. Goals for this Session … Participants will: • Become familiar with standards that apply to the development of Phonological Awareness, Alphabet Knowledge, and Concepts about Print • Define and describe these content areas and how they develop • Explore formal and informal types of assessment • Describe strategies adults can use to support development in these areas

5. for today’s Session agenda

6. Check-in activity Discussion in pairs or small groups: • What do you hope to achieve by participating in this session? • What’s your expectation of the facilitator(s) in this session?

7. Guidance from the Wisconsin Department of Public Instruction: • deliver content-rich curriculum with challenging but achievable goals in ways that honor and respect the unique learning needs of young children • Use a play-based curriculum to develop self regulation, language, cognition, and social competence • Core or universal curriculum should include support for all developmental domains and content areas as described in the WMELS The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012 http://www.collaboratingpartners.com/curriculum-assessment-rtl-for-preschool.php

8. Dual Language Learners (DLLs) “Children, birth to 5, who are learning 2 or more languages at the same time, as well as those learning a second language (English) while continuing to develop their home or first language.” Reinl, R. Language in Play: Introduction to the Early English Language Development (E-ELD) Standards, Webinar 2013 www.wida.us/EarlyYears • Universal practices, the foundation for meeting the needs of all children, includes differentiated instruction • Adaptations and modifications to meet the needs of individual children essential – it’s Developmentally Appropriate Practice (DAP)!

9. Dual Language Learners (DLLs) For guidance and support for serving DLLs, refer to the following resources: • WIDA Early Yearswww.wida.us/EarlyYears • Wisconsin Early Childhood Collaborating Partners Serving Dual Language Learners Facts and Tips: http://www.collaboratingpartners.com/dual-language-learners-facts-and-tips.php • Office of Head StartEarly Childhood Learning and Knowledge Center https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

10. Exposure to print, books, and read alouds are important, but not enough to prepare children to become readers and writers. • Intentional teaching - usingshared (dialogic) reading, shared writing, and multiple opportunities to interact with writing, letters, sounds, and spoken words - is necessary. • Children might also need some explicit developmentally appropriate instruction to learn vocabulary, phonological awareness, the alphabet, and print concepts.

11. WISCONSIN MODEL EARLY LEARNING STANDARDS Teaching Cycle Assessment Gathering information to determine what the child can do and what the child is ready to learn • Data Collection • Data Analysis Planning and Curriculum Goals Deciding what should be done to promote development and what we want children to learn • Needs Identification & Prioritization • Planning (Strategy/Indicators) Implementation Providing meaningful, experiential activities that support individual and group goals guided by supportive interaction and relationships

12. Research-based Early Literacy Content Areas • Oral Language (WMELSA. Listening & Understanding &B. Speaking & Communicating) • Vocabulary (WMELSA. Listening & Understanding &B. Speaking & Communicating) • Phonological Awareness (WMELS C. Early Literacy) • Alphabet Knowledge (WMELS C. Early Literacy) • Concepts about Print (WMELS C. Early Literacy) • Writing (WMELS C. Early Literacy)

13. Developing Early Literacy report of the national literacy panel National guidance • Evidence suggests early abilities in Alphabetic Knowledge (AK) and Phonological Awareness (PA) - strong predictors of later reading and writing skills • Evidence suggests a strong-to-moderate relationship with Concepts about Print abilities and later literacy outcomes Developing Early Literacy: Report of the National Early Literacy Panel, 2008 http://familieslearning.org/public/uploads/editor/files/nelp-report.pdf

14. Wisconsin Model Early Learning Standards (WMELS) Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION C. Early Literacy(2011 Update) C.EL.1 - Develops ability to detect, manipulate, or analyze the auditory parts of spoken language C.EL.2 - Understands that the alphabet represents sounds of spoken language and letters of written language C.EL.3 - Shows appreciation books and how print works

15. Wisconsin Common Core State Standards – English Language Arts (CCSS-ELA)Connections • Reading Standards, K-5 • Speaking and Listening Standards, K-5 • Language Standards, K-5 For more info: http://standards.dpi.wi.gov/stn_ela-tchingandlrng

16. Activities that teach phonological awareness, alphabetic knowledge, and concepts about print should be entwined like strands of a rope with comprehension and communication being your GOAL!

17. General assessment guidance • Teacher-made checklists based on learning targets • Anecdotal notes • Photos/ Audio recordings • PALS-PreK • Child writing samples with observational notes (reflects child’s developmental levels of concepts of print, phonological awareness and alphabetic knowledge)

18. PALS PreK: developmentally appropriate for 4‐year‐olds • Measures preschoolers’ developing knowledge of important literacy fundamentals: • name writing ability • upper-case and lower-case alphabet recognition • letter sound and beginning sound production • print and word awareness • rhyme awareness and nursery rhyme awareness • Provides guidance to teachers for tailoring instruction to children’s specific needs • Reflects skills that are predictive of future reading success

19. Phonological Awareness • Hearing and understanding the different sounds of a spoken language • Ability to hear, identify and manipulate individual sounds in words (phonemic awareness)

20. Source: http://www.earlyyearsliteracy.com/uploads/4/2/5/4/4254519/phonological-awareness.gif

21. Phonological Awareness Continuum of Development Develops along a continuum of complexity • Babies enjoy listening to adult speech • Begin to imitate speech sounds • Repeat words • Toddlers join in to sing songs, rhymes, “fingerplays” led by an adult Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

22. Phonological Awareness Continuum of Development • Preschoolers begin to recognize spoken words that rhyme • Recognize sounds that match and words that begin with the same sound (alliteration) • Begin to generate words that rhyme Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

23. Phonological Awareness Continuum of Development • Begins to identify syllables in words (i.e. – claps 2x for “Bob-by”) • Can tell the number of syllables heard in a word/name • Identifies the “rime” in a set of words (i.e. – dad, sad, mad, bad all have /ad/ ) • Begins to recognize blends (/st/, /sn/ ) and diagraphs (/th/, /ch/) Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

24. Phonological Awareness: Phonemic Awareness Glaser, D. , & Moats, L.C. (2008). An introduction to language and literacy. Boston: Sopris West.

25. Phonological Awareness Supports • Oral language activities are foundational -> songs & fingerplays -> nursery rhymes -> storytelling -> listening activities/games -> listening centers -> rhythm activities, clapping • Rhyming words picture matching games

26. National guidance Developing Early Literacy report of the national literacy panel Assessment and instructional activities should occur within a child’s developmental level along the developmental continuum of Phonological Awareness Developing Early Literacy: Report of the National Early Literacy Panel, 2008 http://familieslearning.org/public/uploads/editor/files/nelp-report.pdf

27. Informal assessment example Rhyming Words Scenario • Day 1 - teach rhyming words through read aloud activity using dialogic reading strategies • Day 2 – during choice time - small group activity lead by teacher: rhyming match bingo game (can use for targeted group and for all children in mixed groups) • Assessment: observational data and rating scale with rubric

28. Informal assessment example Rhyming Words Target: With a verbal prompt, “find the picture that rhymes with ____”, the child will identify the rhyming word on a game card with 100% accuracy. Rating Scale: 0-does not; 1- with assistance; 2- more than 50%; 3-100%

29. Alphabet Knowledge • Names of letters and their sounds • Includes “alphabetic principle” – => letters have specific sounds => a letter is a symbol => symbols grouped together form words => strings of words form sentences with with communicative intent

30. Alphabet Knowledge • MORE than reciting or singing the ABCs • Predictive of later success in learning to read • Requires visual discrimination and memory • Letters in own name most relevant Joe

31. Alphabet Knowledge Continuum • Explores, repeats, imitates alphabet related songs and games • Recognizes the difference between letters and other symbols • Recognizes letters and their sounds in familiar words, especially in own name Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

32. Alphabet Knowledge Continuum • Makes some letter/sound connections and identifies some beginning sounds • Uses a combination of letter sounds, familiar environmental print, and picture cues to recognize a printed word • Recognizes that most speech sounds are represented by single letter symbols Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

33. Alphabet Knowledge Continuum • Begins to sound out words (decoding) • Recognizes and names all letters of the alphabet • Reads familiar “decodable” words and some irregular words Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

34. “Own Name Advantage” Evidence suggests connecting names and sounds of alphabet letters to children’s names is an effective way to introduce the alphabet. Displaying children’s photos, their names in print, and photos of their families, adds to literacy as well as creating a warm, welcoming environment.

35. Alphabet Knowledge Supports Exposure to Print Rich Environments • Labels • Name labels • Labels with pictures • Environmental print • Word walls • ABC books, puzzles, magnetic letters

37. Research suggests … • No research support for “letter of the day/week” approach • No best order to introduce letters • Evidence supports “own name advantage” Schickedanz, J.A. & Collins, M.F. So Much More than the ABCs, NAEYC, Washington, DC., 2013 Pinnell, G.S. & Fountas, I.C. Literacy Beginnings: A Prekindergarten Handbook, Heinemann, Portsmouth, NH, 2011

38. Teaching Letters • Learn to see unique features of each letter (lines, curves, circles) • Short but intentional mini-lessons throughout the day • Shared writing, daily message – functional opportunities to teach letters Pinnell, G.S. & Fountas, I.C. Literacy Beginnings: A Prekindergarten Handbook, Heinemann, Portsmouth, NH, 2011

39. Concepts about Print • Understanding of how print works; its functions • Spoken words can be written on paper • Carries a message to the reader • Pictures and words are different things, but both convey messages • Letters form words, words form sentences

40. Concepts about Print • Books hold meaning • Cover/front and back • Left-right / Top-down • Begin in the front on the left page • Punctuation adds meaning • Spaces between words are important

41. New Awareness Emerges! I can … Think it Say it Write it Read it

42. Concepts about Print Developmental Continuum • Enjoys books, begins to point to & name pictures • Understands that print has a message • Views book front to back • Knows a book has a title, author, and illustrator • Recognizes some environmental print • Understands top-bottom/left-to-right format • Understands letters, words, sentences are different • Knows books have characters, plots, sequences of events Source: Wisconsin Model Early Learning Standards, 4th Ed., WI Dept. of Public Instruction, Madison, WI, 2013 http://www.collaboratingpartners.com/wmels-about.php

43. “Print referencing” To increase a child’s attention to print ask questions about the print seen on a page make a comment about the print seen on the page track under the print with your finger or a pointer as you read the words aloud Evidence suggests using these strategies can have a big impact on early literacy development Justice, L.M., & Sofka, A.E. Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds, Guildford Press, New York, NY, 2010

44. Informal assessment example Concepts of Print 1.Develop questions/prompts (“Show me the (front/back) of the book”; “Where do I start to read on this page?”; “Point to a (upper/lower) case letter”; “What does this mark tell us?” (while pointing to ?., etc.)* 2. Create checklist – add date. Score +/- * Based on Concepts of Print test by Marie Clay, 1975

45. Activity Resources PALS Pre-K for Activities: https://pals.virginia.edu/tools-activities.html Read On Wisconsin! http://readon.education.wisc.edu/index.php/category/age-group/preschool(infants & toddlers, too!)

46. Double Focus! Highly effective teachers and caregivers… provide daily, intentional language and early literacy learning opportunities for the children they serve, and … engage families in providing daily, intentional language and early literacy learning opportunities for their own children! Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, & Resources. Zero to Three, Washington, DC., 2008

47. Wrap-up • Share a new concept or specific strategy you learned that you will use. • What questions do you still have about teaching early literacy?