Making Children’s Dreams Come True:
Exemplary Practice In Preschool
Literacy Instruction
Lesley Mandel Morrow
Rutgers University
Relavent References
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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
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
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
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
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)
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
Excellent Teachers Know
there is More
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Problem Solving
Exploring, experimenting
Open-ended experiences
Choice
Collaboration
Social Interaction
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
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
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
60
50
59
56
48
44
40
30
20
10
0
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
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Varied Strategies
Grouping to Meet
Individual Differences
High expectations
Teachers Care
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
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, 100 hours a year, 3 hours a week
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.
The Values of Story Reading and
Story Telling
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Felt board
Music stories
Prop stories
Sound stories
Puppet stories
Chalk talk
Parent Involvement
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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
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.
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
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
Franklin In The Dark Retelling
By 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.
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 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
Environment
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