Supporting
Language and Early Literacy:
At Home and in Early Childhood and
Community Settings
All sessions require a computer, projector, sound system, screen, internet access,
and a flip chart. The titles, objectives, and required materials for each individual
session are listed below. Trainers are strongly encouraged, however, to review
each session online prior to use to check for additional materials not included on
this printed list.
Session Title
Session 1:
Vital
Components
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Session 2:
Language and
Vocabulary
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Objectives
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
Become familiar with standards
that apply to language and
vocabulary development
Explain how language and
vocabulary development is related
to later reading ability
Identify strengths and areas for
improvement in current language
practices through a selfassessment process
Use a process for selecting and
teaching vocabulary words
Describe strategies adults can use
to support language and
vocabulary development
Materials
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Copies of Wisconsin Model Early
Learning Standards, 4th Edition
(include the Literacy Update if using
an older edition)
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Copies of Wisconsin Model Early
Learning Standards, 4th Edition (include
the Literacy Update if using an older
edition)
Copies of Early Learning Language SelfAssessment: Talking with Children
located at Planning for Early Literacy
Success: Intersections Between WMELS
& CCSS-ELA http://bit/ly/earlyliteracy
Go to Resource: Early Learning Language
Self-Assessment (click on last item listed
in left-hand column)
Highly recommended for viewing
outside of session/could be sent ahead
as a pre-session assignment ( 1.5 hours):
http://www.earlychildhoodwebinars.co
m/presentations/improving-vocabularyin-the-age-of-common-core-standardsguidance-for-early-childhood-educatorsby-susan-b-neuman
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Session 3:
Phonological
Awareness,
Alphabet
Knowledge, &
Concepts
about Print
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Session 4:
Emergent
Writing
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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
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Become familiar with standards
that apply to the development of
writing
Describe how writing is
interrelated with other early
literacy content areas
Consider approaches to
assessment
Describe strategies adults can use
to support the development of
writing in functional, meaningful
ways
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Session 5:
Providing
Effective
“Read
Alouds”:
Evidencebased
Approaches
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Session 6:
Infants and
Toddlers
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Develop skills needed to
implement shared reading
strategies
Demonstrate how shared reading
can support components of early
literacy learning
Use a systematic process to select,
teach, and reinforce vocabulary
words
Demonstrate dialogic reading
strategies using the “PEER” process
and “CROWD” prompts
Identify strategies for engaging
families in shared reading to
promote language and literacy
development
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Consider characteristics of infants
and toddlers and the roles adults
play in supporting their
development
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Copies of Wisconsin Model Early
Learning Standards, 4th Edition (include
the Literacy Update if using an older
edition)
Print Awareness during Read-alouds
http://www.readingrockets.org/article/3
400
Provide to participants PRIOR TO THE
SESSION: How Writing Develops
http://www.readingrockets.org/artic
le/36969
Ask participants to collect a couple
writing/drawing examples from children
between 18 months and 5 years to bring
to the session for an activity
Copies of Wisconsin Model Early
Learning Standards, 4th Edition booklets
(include the Literacy Update if using an
older edition)
Blank sheets of paper
Copies of Wisconsin Model Early
Learning Standards, 4th Edition booklets
(include the Literacy Update if using an
older edition)
Selection of children’s books (at least
one book per two participants)
Sticky notes
Copies of Wisconsin Model Early
Learning Standards, 4th Edition (include
the Literacy Update if using an older
edition)
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Session 7:
Family
Engagement
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Explore standards that guide
developmental expectations and
best practice
Demonstrate appropriate shared
reading strategies for infants and
toddlers
Describe strategies to support
language development during
routines and playtime
Explain how the 6 vital
components of early literacy are
interrelated and provide the
foundation for later reading ability
Demonstrate and disseminate
shared reading and other
evidence-based strategies to
engage families in promoting
language and literacy
development
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Selection of children’s books (at least
one book per two participants)
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Family Engagement Tips from: Over
View Fact and Tip Sheet Early Dual
Language Learners
http://www.collaboratingpartners.c
om/documents/Overview.pdf
Resource list