Making Children’s Dreams Come True: Exemplary Practice In Preschool Literacy Instruction

1. Making Children’s Dreams Come True:Exemplary Practice In Preschool Literacy Instruction Lesley Mandel Morrow Rutgers University

2. Relavent References • Morrow, L. (2005) Literacy Development in the Early Years: Helping Children Read and Write. 5th Edition. Allyn and Bacon, Boston. • Morrow, L. (2003)The Literacy Center: Contexts for Reading and Writing. 2nd Edition. Stenhouse, Portland Maine • IRA Preschool Literacy Series

3. Bad News: Good News • If you have a limited vocabulary at age 3 because of a limited experiences, you are already at risk for literacy development • If you attend a quality preschool you can catch up

4. What do we know about those who are illiterate • 50% of patients with chronic illness are illiterate • 70% of prisoners tested scored functionally illiterate • 50% of the unemployed are functionally illiterate • Those who are functionally illiterate earn 5 times less than those that are literate • 50% of those with the lowest literacy skills live in poverty • Children in poverty are more likely to be illiterate, and we have the Achievement Gap

5. U.S. Department of Education,Dept. of Health and Human ServicesDept. of Justice, Dept. of Labor • Children who learn to read become adults who can make their dreams come true since they are: • Likely to succeed in Elementary School • Likely to Graduate from High School • Likely to be Healthier during their lives • Less likely to get into trouble with the law • Likely to have a middle-class life style • Earn more than those who are illiterate • Likely to have children who learn to read

6. According to Research:Children Who Don’t Attend Preschool Are: • More likely to be retained in the primary grades • More likely to have discipline problems • Less likely to graduate from high school (Barnett, Hart and Risely)

7. Politically CORRECT Achievement Grouping Standardized Tests Basal Readers Explicit Instruction Literal Worksheets Phonics/Skills Based Direct Instruction Curriculum Driven Skilled Reader Politically INCORRECT Flexible Grouping Portfolio Assessment Literature-Based Cooperative Learning Open-ended Discussions Whole Language Authentic Instruction Child Centered Engaged Reader Politically Correct andIncorrect Literacy Terms

8. Politically INCORRECT Achievement Grouping Standardized Tests Basal Readers Explicit Instruction Literal Worksheets Phonics/Skills Based Direct Instruction Curriculum Driven Skilled Reader Politically CORRECT Flexible Grouping Portfolio Assessment Literature-Based Cooperative Learning Open-ended Discussions Whole Language Authentic Instruction Child Centered Engaged Reader Politically Correct andIncorrect Literacy Terms

9. National Reading Panel Report Findings: According to the National Reading Panel Report, instruction in the following areas is necessary for achievement: • Phonemic Awareness • Phonics • Comprehension • Fluency • Vocabulary Development Many areas in reading instruction were not included in this study. Only quantitative research and studies identified as scientifically based by the panel were consulted. Many respected investigations were not included.

10. How Do we Deal With:The National Early Literacy Panel Report • Oral Language Development Expressive Receptive Vocabulary • Alphabetic Code Alphabet Knowledge Phonological/Phonemic awareness Invented spelling • Print Knowledge Environmental print Concepts about print • Other Skills Rapid naming of letters and numbers Visual memory Visual perception Skills

11. Excellent Teachers Know there is More • Problem Solving • Exploring, experimenting • Open-ended experiences • Choice • Collaboration • Social Interaction

12. Preschool Focus • Sessions for preschool teachers at conferences • A position statement: Literacy and Preschool: A National Imperative • A collection of books for preschool literacy for teachers of 3’s and 4’s

13. Early Literacy Collection • Building a Foundation for Preschool Literacy - By Carol Vukelich and Jim Christi • Oral Language and Early Literacy in Preschool • - By Kathy Roskos and Patton Tabors • Learning About Print in Preschool – By Dorothy Strickland and Judy Schickedanz • Writing in PreschooL – By Judy Schickedanz and Renee Casbergue • Using Children's Literature in Preschool - Lesley M. Morrow and Linda Gambrell

14. How To Succeed With: No Child Left Behind, Reading First, & Early Reading First Teaching Includes: • Explicit Modeling • Guided Practice/Scaffolding • Independent Practice • Structure and Routines • Build Background Knowledge • More Time on Task • Feedback

17. Syntax Association Cultural Background Contextually Based Text Comprehension Motivation Predictability Life Experience Sight Words Picture Clues Controlled Vocabulary Repetition Phonemic Awareness Phonics Writing Visual Discrimination Reading is Complex

18. According to Research from the following groups: Children are more successful developing literacy when they have excellent teachers • The Program for the Improvement of Student • Achievement (PISA) • The Center for the Improvement of Early Reading Achievement (CIERA) • The Center for English Language Achievement and Assessment (CELA) Researchers (Allington, Johnston, Morrow, Pearson, Pressley, Ruddell, Taylor)

19. Exemplary teachers have students who score well on reading tests.

20. Varied Strategies Grouping to Meet Individual Differences High expectations Teachers Care Constructive Feedback Productively Engaged Explicit Instruction Problem Solving Organization & Management Skills: eg. Rules Quality Preparation & Continuous Professional Development Characteristics of Exemplary Literacy Instruction

21. Wonderful Teachers Are Appreciated WhoWonderful Teachers Are Appreciated and Good Teachers are appreciated and CanMake Our Children’s Dreams Come True Dear Mrs. Eisen, You are sweeter then a sweet potato. You are beter than a chocalate ice crème with foge. I love you. Caprice Dear Mrs. Rupper, I love you so mutch. I think of you all the tim. I need to give you a hug all the time. I will alwayz think of you. Love, MariCarmen Dear Mrs. Roman, I like to talk to flowers on Saturday and Sunday. But I really get to talk to one all the other days in school when I talk to you. I love you, Orlando Dear Mrs. Heyer When I grow up, I want to be just like you. Love, Tania

22. Professional Development • First year teachers mentored by exemplary teachers • Attend Professional Conferences • Teacher input and collaboration with peers • Administrative support • Time to change • Goal setting • Knowledgeable consultants to motivate • Coaches provide modeling • Teacher study groups to share and reflect • Continuous, 100 hours a year, 3 hours a week

23. Literacy Centers • Rocking Chair, Rugs, Throw Pillows • Computer • Multiple Genre Books (5-8 per child and 3-4 grade levels) • Open Faced Shelving • Books Stored By Genre • Leveled Books • Felt Board and Roll Stories • Headset and Taped Stories • Method For Checking Out Books • Books on Tape • Rules • Demonstrations For Using Materials • Accountability

24. Multiple Genres Available • Fiction • Non-Fiction • Picture Books • Informational Books • Magazines • Biography • Poetry • Novels

25. What Children said about Literacy Center Time • The literacy center is nice and cozy and there are lots of good books you can choose from (Choice) • Reading is fun in the center because you can read with a friend. When you need help your friend helps you. (Collaboration) • You can take books home right from the center (Access) • You can choose easy books, hard books, long books, short books. (choice, challenge) • I get more done because I can work with others (Collaboration) • The only thing missing from literacy center time is a snack bar.

26. The Values of Story Reading and Story Telling • Felt board • Music stories • Prop stories • Sound stories • Puppet stories • Chalk talk

27. Parent Involvement • Food • Babysitting • Transportation • Incentives • Parent Report Card • Multiple times/tasks for parents to help with during school, after school, and at home • Culturally Sensitive Programs • Be Persistent

28. You may have tangible wealth untold,Caskets of jewels and coffers of gold,Richer than I you could never be,I had parents who read to me.

32. Vocabulary Development What Is Vocabulary? • A set of words for which we know the meaning. Types Of Vocabulary To Learn: • Listening Vocabulary • Speaking Vocabulary • Reading Vocabulary • Writing Vocabulary What Strategies Do We Use To Teach Vocabulary? • Learn use of dictionary • Language word parts (prefix, suffix, roots) • Use of context clues • Themes, stories, play, music, art, science, and social studies

33. Comprehension What Is Comprehension? • Constructing meaning while actively involved with text What Strategies Do We Use To Teach Comprehension? • Collaboration and Cooperative Learning • Retelling • Graphic and Semantic Organizers - Maps, Webs, Venn Diagrams, KWL, etc. • Self Monitoring • Answering Questions About Inference and Prediction • Generating Questions • Use of Prior Knowledge • Mental Imagery • Multiple Strategy In Structure

34. Franklin In The Dark RetellingBy Phillip, Age 5 Phillip: Franklin In The Dark. One time Franklin didn’t want to go in his shell. He was too scared. But his Mama said,“There’s nothin’ in there. But Franklin didn’t want to go in the shell because there was monsters in there. He didn’t like to go in because he was afraid. At the end he went in and turned on a little night light and went to sleep. That’s it.

35. Practicing Comprehension with CENTER MATERIALS 1. Felt Board Stories Characters from a book made of oak tag or construction paper. They are backed with felt or sandpaper and used when telling a story by displaying them on a felt board. 2. Roll Movies stories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene. 3. Prop Stories A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks. 4. Puppet Stories Various types of puppets for telling stories such as hand, stick, face, and finger puppets. 5.Chalk Talks Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.

36. Percentile Rank 20 30 40 50 60 70 80 90 98 Minutes Reading/Day .7 1.9 3.3 5.0 6.4 10.0 14.2 20.0 65.0 Relationship Between Amount of Recreational Reading and Scores on Standardized Reading Tests

37. Writing What Is Writing? • Oral language written down. It includes use of narrative, expository, and functional text. What Strategies Do We Use To Teach Writing? • Composition Of Narrative • Composition Of Expository • Functional Writing • Spelling • Handwriting • Punctuation

38. FLUENCY What is Fluency? • Reading orally with automaticity (ability to decode)and prosody (use of appropriate expression and speed, demonstrating comprehension). What Strategies Do We Use To Teach Fluency? • Echo Reading • Choral Reading • Antiphonal Choral Reading • Partner and Paired Reading (Collaborative Oral Reading) • Repeated Reading • Listening To Good Reading On Tape • Readers Theater • Listening and Critiquing Your Own Reading On Tape

39. Phonemic Awareness and Phonics What is Phonemic Awareness? • Knowing that words are comprised of a sequence of spoken sounds What is Phonics? • The relationship between written letters and their sounds What strategies do we use to teach Phonemic Awareness and Phonics? • Phonological Awareness (Hearing individual sounds in words) • Phonemic Isolation (Identifying and manipulating sounds) • Phonemic Identity (Recognizing same sound in a different word) • Phonemic Categorization (Recognizing words that don’t belong) • Rhyming, clapping syllables • Segmenting (Breaking a word into its separate sounds) • Blending (Putting together separate sounds) • Authentic: Literature Based • Using Art, Music, Manipulatives, and Worksheets

40. THIS OLD MAN This old man he sings H songs He sings H songs all day long With a Hick, Hack, Haddy, Hack Sing this silly song He wants you to sing along (Tick, Tack, Taddy, Tack) (Sick, Sack, Saddy, Sack) (Mick, Mack, Maddy, Mack) (Pick, Pack, Paddy, Pack)

41. The Exemplary Day • Independent Reading and Writing • Morning Message • Thematic Storybook Reading • Mini Skill Lesson • Mini Comprehension Lesson • Modeling Center Activities • Guided Reading • Writing Workshop • Environment

42. Thomas Jefferson’s Beliefs About Literacy Education • The ability of every citizen to read is necessary to the practice of democracy • Reading should be taught during the earliest yeas of schooling • Reading will ensure that the people will be able to be safe and be the guardians of their own liberty.

43. We Can Make Our Children’s Dreams Come True Japanese Proverb • Better than 1000 days of diligent study • Is one day with a great teacher