Components of Literacy and ELL Students

1. Components of Literacy and ELL Students Professional Development February 9, 2010 Presenters: Susan Arena Teacher Liaison Maria A. Rojas Bilingual Specialist “Children are linguistic geniuses. We need to work with their genius, not against it”

2. How do children learn a second language? Home Language Use Nonverbal Period Early Speech Conversation

3.  The Individual differences exhibited by English Language Learners in the acquisition of a second language are due to the following natural processes: Motivation to learn the language. Exposure to the second language. Age Personality

4. What does research say about the development of pre literacy skills of English Language Learners? The acquisition of language is the basis for a child’s cognitive development. A child’s first language (home language) is the best key to literacy It is from this language that the child begins to explore, construct, and test his knowledge.

5. Skills developed in the first language will aid in the development of skills in the second language. Literacy skills in one language transfer to another. One language is enhanced by another therefore, effective programs provide intentional support and access to opportunities to learn in, whenever possible, both the home language and in English.

6. How do these research findings impact the practice of literacy teaching in the Abbott classrooms?

7. We need to create a classroom where adults provide opportunities for children to engage in purposeful first and second language and literacy interactions. From: Patton O. Tabors, One Child Two Languages A Guide for Early Childhood Educators of Children Learning English as a Second Language

8. Instructional Implications: 1.Intentional planning for language usage during the seven events of the day: a. Home language maintenance and development. b. Scaffolding second language learning. 2. Close observation of second language skill development for scaffolding.

9. Creative Curriculum Literacy Components Literacy as a Source of Enjoyment Vocabulary and Language Phonological Awareness Knowledge of Print Letters and Words Comprehension Books and Other Texts

10. Literacy as a Source of Enjoyment Conduct daily read alouds Create attractive and inviting library Link literacy with play

11. Literacy as a Source of Enjoyment: Implications for ELL Model writing: Create experience charts, write letters, notes, lists, invitations, emails and dictations in the home language. (teachers, parents, volunteers, visitors) Create an attractive and inviting Library Area Reflect language and culture of children by selecting pictures, books, books with CDs or tapes, props and materials reflecting diversity including furniture and textiles. Link literacy with play Equip all interest areas with literacy materials reflecting children's culture and language e.g. food boxes with labels, home language magazines, in Dramatic Play Area etc.

12. Vocabulary and LanguageListening/Implications for ELL Offer language models in children’s primary language Introduce content in child’s primary language Use simple short sentences. Talk about the here and now Start with what child knows Support communication with gestures, actions, facial expressions, pictures and real-life objects Use repetition; simplify Fine-tune language to child’s level

13. Vocabulary and Language Speaking/Implications for ELL Talk to individual children in native language and encourage their talk inviting extended conversations and leaving space to respond Use new words and concepts and expand the ideas or description in the native language of the children Often begin conversations in the ELL home language in an attempt to engage children in conversation. Encourage children to dictate stories about special personal events. Sing songs, recite poems, chants and finger plays in home language

14. Vocabulary and Language Speaking/Implications for Scaffolding ELL Students to English Create a consistent and predictable routine that uses cooperative learning groups, small group interactions, and regular opportunities for English language learners to talk informally with English speakers. Systematically include a mix of first- and second-language children in organized small group activities. Teach English-speaking children in the classroom to act as language resources for second-language learners. Take time to listen to each child. If s/he cannot find the word in English, help him with the word, a cue, or a prompt. Demonstrate respect and interest in the diverse backgrounds of children by drawing on children and their families as important resources. Teach vocabulary for expressing wants and needs Ask simple questions Plan hands on activities and use real and concrete materials and “ talk while doing” Teach cognates, (car carro, class clase) etc.

15. Phonological Awareness Cross-Language Transfer *** Preschoolers’ experiences with their own language allow, for phonemic sensitivity to develop; the child can then experience alphabetic insight -the key to reading an alphabetic language. Listening skills developed in the first language will aid in the development of skills in the second language. ***These skills naturally transfer to the second language.

16. Reading/ Book Concepts***Cross-Language Transfer  A book has information Identify the front and back of a book Knowing what a title is Holding the book right side up Turning pages from the front of the book to the back Knowing where to begin reading Behaviors are acquired, maintained and applied during story time in English ***Cross requires teaching of behaviors and vocabulary in home language first then vocabulary taught in second language. .

17. Reading/ Print Concepts***Cross-Language Transfer  Spoken words can be written down and read Print serves a variety of purposes Different functions of print (lists, magazines, newspapers, etc) Noticing and reading environmental print Knowing that print is read differently from pictures Noticing features of print( punctuation, upper/lower case etc.)

18. Reading/ Alphabet and Word Knowledge***Cross-Language Transfer  Reciting the alphabet Letter upper and lowercase Recognize some letters: round, with curved lines and or diagonal lines Naming letters in names Recognize that letters form words and that they are symbols which represent one or more sounds Teach letter names in home language (see Handout) Many consonant sounds are similar Vowel sounds resemble English short vowel sounds.