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 1: Vital Components

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

4. for this Session … Goals • Become familiar with standards that apply to language and early literacy development for children, birth through 5 years • Identify and define the vital components of an early literacy program • Describe strategies adults can use to support language and early literacy development

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 are 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 and Prioritization • Planning (Strategy/Indicators) Implementation Providing meaningful, experiential activities that support individual and group goals guided by supportive interactions and relationships

12. Based on learning standards and current research, what are the vital components of early literacy?

13. Wisconsin Model Early Learning Standards (WMELS) Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION A. Listening and Understanding A.EL.1 - Derives meaning through listening to communications of others and sounds in the environment A.EL.2 - Listens and responds to communication with others A.EL.3 - Follows directions of increasing complexity

14. Wisconsin Model Early Learning Standards (WMELS) Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION B. Speaking and Communicating B.EL.1 - Uses gestures and movements (non-verbal) to communicate B.EL.2 (a, b & c) Uses vocalizations and spoken language to communicate (includes language forms - syntax, semantics, and pragmatics)

15. 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 of books and how print works C.EL.4 - Use writing to represent thoughts or ideas

16. Early Literacy Wisconsin Common Core State Standards (CCSS) – English Language Arts (ELA) • What is expected of students by the end of 5-year-old kindergarten (5K) & beyond • To identify the alignments & connections between WMELS – Literacy and the CCSS-ELA for 5K: http://bit/ly/earlyliteracy

17. Reading Foundational (RF) Informational Text (RI) Literature (RL) For more info: http://standards.dpi.wi.gov/stn_ela-tchingandlrng

18. 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) Primary Source: Roskos, K., Lenhart, L. & Noll, B. Early Literacy Materials Selector: A Tool for Review of Early Literacy Programs, Corwin/SAGE, Thousand Oaks, CA., 2012

19. Elements of early literacy development are interrelated and interdependent Goal: A Literate Young Child

21. National guidance Children need 3 sets of interrelated skills and knowledge, taught and cultivated over time, to reach reading proficiency: • language and communication skills • content knowledge • “mechanics” of reading A Governor’s Guide to Early Literacy: Getting All Students Reading by Third Grade, National Governors Association, Washington, DC., 2013 http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1310NGAEarlyLiteracyReportWeb.pdf

22. Growing Wisconsin Readers • Astatewide initiative of the WI Department of Public Instruction, rooted in public libraries, to provide caregivers of young children with early literacy information • Describes developmental literacy characteristics for each age group • Suggests books for each age group • Tips on how to read effectively with babies, toddlers, and young children

23. What is “oral language”? • Phonology(sounds used in a given language) • Syntax(grammar/structure of language) • Semantics(word meaning, vocabulary) • Pragmatics(social aspects of language) Tompkins, G.E. Literacy in the Early Grades, 4th Ed., Pearson Education, USA, 2015 Halliday, M. Language as a Social Semiotic: The Social Interpretation of Language and Meaning, University Park Press, Ann Arbor, MI, 1978

24. Dramatic Play Center A telephone, magazines, and occupational photos are strategically located by these chairs to create a space for children to interact and engage in conversation.

25. Book Center PUPPETS add an extra dimension to the book area for pretend play, story telling and re-telling. The poster explains to observers what children are learning while engaged with puppets.

26. Art Center or anywhere Photos of families and children are displayed on the back of this shelving unit at eye level. Children visit this display often, engage in conversations about their families, and use their names in print as models when signing their art projects.

27. Storytelling • An oral tradition in many cultures • Enhances language and literacy curriculum • Supports vocabulary growth, listening, comprehension, an other early literacy components • Another method of differentiating instruction

28. What is “vocabulary”? • Meaning of words • Often refers to the quantity and quality of words a child understands and uses • Research shows increased vocabulary and experience with language leads to greater success in school

29. Environmental Print “Word Wall” ABC “owls” set the stage for the children to bring in their favorite words, labels, and logos for display.

30. Discovery & Math Center Non-stereotypical and culturally rich photographs are found in each center that depict occupations and include print to build vocabulary.

31. Check-in with Daily Question As children arrive, they respond yes/no to the daily question by placing their name tag in the corresponding column.

32. Discovery & Math Center Print, numerals, and vocabulary building are all evident in this display.

33. Language and Literacy: Preparing our Children for 3rd Grade Literacy Kathy Hirsh-Pasek, Ph.D.Clip #1 - IntroductionClip #2– Language Foundations

34. What is “Phonological Awareness”? • Hearing and understanding the different sounds of a spoken language • Ability to hear, identify and manipulate individual sounds in words (phonemic awareness) • Develops along a continuum of complexity (Beginning - rhymes, beginning sounds, segmentation)

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

36. Clapping Hey, diddle, diddle The cat & the fiddle Humpty Dumpty SPEAKING & SINGING Nursery Rhymes There was an old woman … DRUMMING, RHYTHMS listening

37. What is “Alphabet Knowledge”? • Names letters and their sounds • MORE than reciting or singing the ABCs • Includes “alphabetic principle” – Understands … => letters have specific sounds => a letter is a symbol => symbols grouped together form words => strings of words form sentences with communicative intent

38. Large Group Area Evidence suggests connecting names and sounds of alphabet letters to children’s names is an effective way to introduce the alphabet.

39. What is “Concepts about Print”? • Understands that print carries a message • Environmental print • Spoken words can be written down and read • English “Conventions of print” – moves left-to-right; upper/lower case letters, punctuation, etc. • Book characteristics (front/back/spine)

40. Classroom Print / Prompts Children learn independence and functional use of print when they are provided with instructional prompts such as this one for dressing to go outside.

41. Dramatic Play Center Books and print are incorporated into this area to reflect real kitchen environments and functions of print.

42. Story book Read Alouds Don’t forget the essential role of families in supporting language and early literacy development!

43. Snack Center Children decide when they want snack and, using print and pictures, serve themselves. Two to four chairs at the table offer an opportunity for children to engage in conversation while they eat. An adult can join in to support language and appropriate social interaction.

44. What about “writing”? • Begins with scribbles • Preschoolers often combine print with drawing • Understands that thoughts/words can be represented through symbols • Shared writing • Name writing • Foundation for formal writing later

45. Writing Center Children find a variety of writing tools, papers, cards, prompts and activities to use here.

46. Discovery & Math Center Writing options and experimental toys are always available on this table, at just the right height for children.

47. Large Group Area Morning message is read aloud during large group time and used to target literacy concepts of print.

48. 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

49. Wrap-up • What information is new to you? How will this information impact your practice? • Share additional ways you support language and literacy learning in your setting. • What questions do you still have about teaching early literacy?