Exemplary Practice in Early
Literacy
Lesley M. Morrow
Rutgers University
www.rci.rutgers.edu.lmorro
Preschool Focus
 Sessions for preschool teachers
at conferences
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A position statement:
Literacy and Preschool:
A National Imperative
A collection of books for
preschool literacy for teachers of
3’s and 4’s
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Early Literacy Collection
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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
Outline of my Presentation
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What’s happening nationally
Research on Good Teaching
Professional Development
Parent Involvement
The Classroom Environment:
The Literacy Center
An Exemplary Early Literacy Program
Developing Skills
Storybook reading and telling
Vocabulary and background knowledge
Phonemic awareness,
Phonics
Comprehension
Fluency
Writing
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An Exemplary Early Literacy Program
Most Important Elements in
Learning to Read
The Three P’s for Success in Reading
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Preschool
Professional Development
Parent Involvement
Bad News: Good News
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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
According to Research:
Children Who Don’t Attend
Preschool Are:
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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)
U.S. Department of Education,
Dept. of Health and Human Services
Dept. of Justice, Dept. of Labor
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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
What do we know about
those who are illiterate
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50% of patients with chronic illness are illiterate
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70% of prisoners tested scored functionally illiterate
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50% of the unemployed are functionally illiterate
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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
Politically Correct and
Incorrect Literacy Terms
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 and
Incorrect Literacy Terms
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
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
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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.
How Do we Deal With:
The National Early Literacy Panel Report
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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
How To Succeed With:
No Child Left Behind, Reading First, &
Early Reading First
Teaching Includes:
• Intentional/ Explicit Modeling
• Guided Practice/Scaffolding
• Independent Practice
• Structure and Routines
• Build Background Knowledge
• More Time on Task
• Feedback
Excellent Teachers Know
there is More
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Problem Solving
Exploring, experimenting
Open-ended experiences
Choice
Collaboration
Social Interaction
Reading is Complex
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Syntax
Association
Cultural Background
Contextually Based
Text
Comprehension
Motivation
Predictability
Life Experience
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Sight Words
Picture Clues
Controlled Vocabulary
Repetition
Phonemic Awareness
Phonics
Writing
Visual Discrimination
According to Research from
the following groups:
Children are more successful developing literacy
when they have excellent teachers
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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)
Exemplary teachers have
students who score well on
reading tests.
70
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50
59
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44
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10
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Composite Reading
Word Analysis
n=30 for the most effective teacher; n=29 for the typpical teachers
most effective teachers
typical teachers
Characteristics of Exemplary Literacy Instruction
(What do you See in the Video)
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Varied Strategies
Grouping to Meet
Individual Differences
High expectations
Teachers Care
Teachers attend to
Social, Emotional,
Physical and intellectual
development
Constructive Feedback
Productively Engaged
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Explicit Instruction
Problem Solving
Organization &
Management Skills:
eg. Rules
Quality Preparation &
Continuous Professional
Development
Good Teachers are appreciated and Can
Make 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
In preschool we need to help children self regulate appropriate:
Social, Emotional, Physical Language and Literacy Development:
But how are preschooler’s time spent?
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35% of time spent in routines
meals, lining up, bathroom,
cleaning up
32% free choice, center time
23% whole group
6% small group
Time Spent on the Development
of Skills
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12 % literacy
6% math
1% writing
8% science, 13% social studies
9% art/music
7% motor
44% in none of the skill development
What is the Extent of TeacherChild Interaction in Preschool
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8% Elaborated
18% minimal
1% routine
73% none
A Model for a Typical
Preschool Day
8:00 to 8:30: Children arrive and use quiet materials
8:30 to 9:00: whole group class meeting with a focus on an overview of the day.
Morning message, a story, a mini lesson
9:00 10:00: Activities in Center Play settings
Teacher works with small groups to meet individual needs
10:00 to 10:20: Clean-up and snack
10:20 to 10:45: Shared storybook reading
10:45-11:15: Outdoor play or indoor gym play
11:15 -11:45- Songs, poems, movement
11:45- 12:0: Review of the day
The Exemplary Day
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Independent Reading and Writing
Morning Message
Thematic Storybook Reading
Mini Skill Lesson
Mini Comprehension Lesson
Modeling Center Activities
Guided Reading
Writing Workshop
Professional Development
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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 through your career
School Plan and a Personal Plan
100 hours a year or 3 hours a week represents change
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.
Types of Centers & Activities for Literacy
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Word Study Center:
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Listening/Comprehension Center:
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With onset and rime letters create words for the following word families-- et, up, op, an, at. Write down the word families.
Listen to the story on the headsets and follow along in the book
Fill out the graphic organizer for story structure elements.
Do one illustration for one story structure element
Writing Center:
Provide paper of all sorts
Provide colored pencils, markers, crayons et
Write and rewrite stories
Make lists
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Library Corner:
Select an informational book that was read to the class.
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Partner read the book
Discuss and then write and illustrate the part you liked the most
Choice Activities When other Center Work is Completed:
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Read a book silently. Illustrate the part you like most.
Do a program on the computer center
Use one of the games in the word study center
Write a short book about the theme being studied in your classroom
Literacy Centers
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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
Multiple Genres Available
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Fiction
Non-Fiction
Picture Books
Informational Books
Magazines
Biography
Poetry
Novels
What Children said about
Literacy Center Time
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The literacy center is nice and cozy and there are lots of good books
you can choose from (Choice)
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Reading is fun in the center because you can read with a friend. When
you need help your friend helps you. (Collaboration)
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You can take books home right from the center (Access)
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You can choose easy books, hard books, long books, short books.
(choice, challenge)
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I get more done because I can work with others (Collaboration)
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The only thing missing from literacy center time is a snack bar.
Modeling Center Activities
Why do we use Centers
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Children get to practice skills learned
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Children learn to be independent, self
directed, and how to collaborate with piers
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Provides activities when other assigned work
is completed.
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Allows teacher to meet with guided reading
groups or individuals to teach skills
Helping children to use center activities
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Explicit modeling:
Teacher does a lesson to introduce skills with
center material
Guided Practice:
Materials are used with the teacher’s help
Independent Practice:
Materials placed in center for children to use
Include written directions for use
How kids go from one center
to another:
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Teacher assigns kids
Center board indicates
Change with the guided reading group
Ring a bell, set a Timer
Assign three activities allow one choice
activity
Vocabulary Development
What Is Vocabulary?
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A set of words for which we know the meaning.
Types Of Vocabulary To Learn:
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Listening Vocabulary
Speaking Vocabulary
Reading Vocabulary
Writing Vocabulary
What Strategies Do We Use To Teach
Vocabulary?
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Learn use of dictionary
Language word parts (prefix, suffix, roots)
Use of context clues
Themes, stories, play, music, art, science, and social studies
The Values of and types of Story
Reading and Story Telling
Values of Storybook Reading and Story Telling
Gain Information
Motivates a desire to read
Enhances language development
Develops Sense of Story Structure
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Types of Storybook Reading and Story telling
Felt board
Music stories
Prop stories
Sound stories
Puppet stories
Chalk talk
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Good Narrative and
Expository Text
Narrative
 setting
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Theme
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Plot Episodes
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Resolution
Expository
Description
Sequence
Comparison
Cause and Effect
Problem Solution
Characteristics Good Books
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Biography
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Non-fiction
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Speculative, extrapolation of fact
Realistic
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Believable, consistent, logical, conflict, characterization
Science Fiction
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Rhyme, images
Folklore
patterned language, fast pace
Fantasy
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Clarity, factual accuracy
Poetry
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Story of a person life’s
Possible, plausible, conflict
Historical Fiction
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Details, setting affects plot, keeping with the period
Good Illustration
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What medium
Suitable for text
Colors right
Style of illustrations: bold, dleicat
Unique, why
Balance and harmony
Is there a mood
Grace
Conveys convincing characters and plot
Consistent style
Accuracy
Comprehension
What Is Comprehension?
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Constructing meaning while actively involved with text
What Strategies Do We Use To Teach
Comprehension?
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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
The Values of and types of Story
Reading and Story Telling
Values of Storybook Reading and Story Telling
Gain Information
Motivates a desire to read
Enhances language development
Develops Sense of Story Structure
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Types of Storybook Reading and Story telling
Felt board
Music stories
Prop stories
Sound stories
Puppet stories
Chalk talk
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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.
Relationship Between Amount of
Recreational Reading and Scores on
Standardized Reading Tests
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
Writing
What Is Writing?
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Oral language written down. It includes use of
narrative, expository, and functional text.
What Strategies Do We Use To Teach
Writing?
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Composition Of Narrative
Composition Of Expository
Functional Writing
Spelling
Handwriting
Punctuation
FLUENCY
What is Fluency?
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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?
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Echo Reading
Choral Reading
Antiphonal Choral Reading
Partner and Paired Reading (Collaborative Oral Reading)
Repeated Reading
Listening To Good Reading On Tape
Readers Theater
Phonemic Awareness and
Phonics
What is Phonemic Awareness?
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Knowing that words are comprised of a sequence of spoken sounds
What is Phonics?
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The relationship between written letters and their sounds
What strategies do we use to teach Phonemic
Awareness and Phonics?
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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
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)
THE NAME GAME - By Shirley Ellis
Shirley!
Shirley, Shirley bo Birley Bonana fanna fo Firley Fee fy mo Mirley, Shirley!
Lincoln!
Lincoln, Lincoln bo Bincoln Bonana fanna fo Fincoln Fee fy mo Mincoln, Lincoln!
Come on everybody, I say now let’s play a game,
I betcha I can make a rhyme out of anybody’s name
The first letter of the name, I treat it like it wasn’t there, But a B or an F or an M will
appear
And then I say bo, add a B, then I say the name and Bonana fanna and a fo
And then I say the name again with an M this time and
there isn’t any name that I can’t rhyme
Arnold!
Arnold, Arnold bo Barnold Bonana fanna fo Farnold Fee fy mo Marnold Arnold!
But if the first two letters are ever the same, I drop them both and say the name like
Bob, Bob drop the B’s Bo ob
For Fred, Fred drop the F’s Fo red, For May, Mary drop the M’s Mo ary
That’s the only rule that is contrary
The Exemplary Day
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Independent Reading and Writing
Morning Message
Thematic Storybook Reading
Mini Skill Lesson
Mini Comprehension Lesson
Modeling Center Activities
Guided Reading
Writing Workshop
GUIDED READING
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Explicit Skill Instruction
To meet Individual Needs
Use of appropriate materials
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Assessing Achievement
Nature of Groups
Change frequently
As many as you need, not 3
3 to 5 kids in a group
Selected by similar needs
Meet daily or less for 5-30 minutes
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Select groups using multiple measures such as:
Running Records
Observation
Steps in a guided reading lesson
Before reading:
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Review something done before
Introduce new story
Build Vocabulary and Background Knowledge
Set a purpose for reading
Comprehension development
Word study lessons
During Reading
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Teacher reads story to children
Children read story together
Older children read alone
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After Reading:
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More Comprehension work
Assessment in Guided Reading
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Ongoing assessment of daily progress
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Progress note sent home once a week for each child
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Have a focus child daily
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Running records monitor progress and determine:
 Reading level, strengths, needs, instruction,
Thomas Jefferson’s Beliefs
About Literacy Education
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The ability of every citizen to read is necessary to the
practice of democracy
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Reading should be taught during the earliest yeas of
schooling
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Reading will ensure that the people will be able to be
safe and be the guardians of their own liberty.
We Can Make Our Children’s Dreams
Come True
Japanese Proverb
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Better than 1000 days of diligent study
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Is one day with a great teacher
RETIREMENT
From A Child’s View
After a Christmas vacation, a teacher asked her students how they spent their holiday.
One small boy wrote this:
We used to spend Christmas with Grandma and Grandpa. They used to live in a big brick house but
Grandpa got retarded and they moved to Florida. Now they live in a place with a lot of other retarded
people. They all live in little tin boxes. They ride on big three wheeled tricycles and they wear name
tags because they don’t know who they are. They go to a brick builded called the Wrecked Hall,
but if it was broke they must have fixed it, because it looks real good.
They play games there and do exercises, but they don’t do them very good.
There is a swimming pool there.
They go into it and just stand there with hats on. I guess they can’t swim.
As you go into their park, there is a doll house with a little man sitting in it.
He watches all day so they can’t get out without him seeing them.
When they can sneak out they go to the beach and pick up shells.
My grandma used to bake cookies and stuff, but I guess she forgot how. Nobody cooks.
They just eat out. They eat the same thing every night, “Early Birds.”
My grandma says grandpa worked all his life and earned his retardment. I wish they
would move back up here, but I guess the little man in the doll house won’t let them out.