Early Literacy Matters
January 14, 2010
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Welcome
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Agenda
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Goals
• Identify strategies for utilizing coaches
• Identify scientifically based reading
practices
• Practice shared reading techniques
• Identify ways to build vocabulary across
the OWL curriculum
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What do you want to know
about Early Literacy Matters?
• Take a minute to think about a question or
questions that you would like answered
about Early Literacy Matters and post on
the Question Board.
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Early Literacy Matters
– Improve language and literacy outcomes for
all at-risk preschoolers via high quality, age
appropriate language and literacy instruction
– Provide high quality language and literature
rich classrooms
– Increase teachers’ and paraprofessionals’
knowledge and skills in using Scientifically
Based Reading Research (SBRR) practices
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Early Literacy Matters
– Provide coaches to support teachers and
paraprofessionals in the implementation and
integration of SBRR practices and knowledge
in the classroom
– Integrate ERF services and activities with
community literacy programs to foster
children’s language and literacy skills,
enhance home support, and coordinate with
Reading First (RF).
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Professional Development
High quality teacher training
Weekly in-class literacy coaching
System for continuous monitoring of
implementation fidelity
System for continuous evaluation of
outcomes to identify areas for teacher
improvement
Student & Environmental
Outcomes
Student growth in literacy skills:
•Phonological awareness
•Alphabet knowledge
•Concepts of print
•Student writing
Student oral language
development:
•Expressive
Instruction Implementation
Instructionally sound delivery model
•Receptive
Instructional environment:
Focus on critical literacy and oral language
components
•Literacy matters
Evidence based
•Literacy usage
Appropriate for preschool population
Maintain students’ interest and relevance
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Shared Reading
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Warm-Up Activity
1.Introduce yourself to a person you do not
know in the room.
2.Tell them briefly about your favorite book.
3.Then discuss how you use this book to
engage children in instruction.
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Children learn many new skills and
concepts through shared reading.
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New vocabulary
Concept of print
Letter/sound correspondence
Story reconstruction
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Shared Reading
“Shared Reading is a form of reading
aloud to children with a dual focus. In
addition to reading a good book for
enjoyment and understanding, the
teacher and children can read for
teaching and learning literacy concepts
and strategies.”
- Parks (2002)
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Halliday’s Language Functions
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Instrumental
Regulatory
Interactional
Personal
Heuristic
Imaginative
Informational
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Why intervention is needed
• Of 50 children having trouble learning to
read in kindergarten, 44 of them will still
be having trouble in third grade.
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Interactive and Dialogic Reading
• Children talk with the teacher about pictures
and story
• Teacher systematically scaffolds adult-child
language interactions around storybook
reading.
• Teacher engages children before, during,
and after reading text through explicit
interactive techniques.
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Preparing for Reading Aloud
• Choose quality books
• Read the book
yourself first
• Identify new
vocabulary
Before you begin reading
• Draw attention to details of the cover,
introduction pages, and illustrations
• Ask children to predict what might happen in
the story
• Develop open-ended questions to engage
students in book reading
– Picture walk
– Identify key vocabulary
– Identify the title, author, & illustrator
Engagement Strategies
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Getting and Sustaining Attention
• Holding book or turning pages
• Pointing and labeling or commenting on
details in illustrations.
• Asking child to point out details in
illustrations
• Answering and responding to children’s
questions or comments.
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First Readings
Enjoying the story:
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Overall sense of the book
Supply information about meanings of words
Interpretation of key events
Informally assess children’s prior knowledge
Second Readings
Engaging the child in the story
• Work with children to reconstruct the story
• Revisit vocabulary words
• Point to pictures, use voice or gestures to
engage students
• Connect story to the children’s personal lives
Dialogic Reading
• Take turns in a conversation about the story
• Encourage children to become the story
tellers over time.
• Engage small group of children in repeating,
restating, and expanding language around a
story
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Third Reading
Guided Reconstruction of story
– Chime in
– Repeat key phrases
– Respond to “What happens next?”
– Define key vocabulary
– Make connections between parts of story
– Look for specifics:
• Rhyming words
• Words that start with specific letters
Fourth Reading
Engage children in
retelling story
• Role play
• Flannel board
• Movement
• Using new
vocabulary words
OWL Curriculum Guides
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Purpose
Strategies for reading each story
Key vocabulary
Progress monitoring
Suggestions
– English language learners
– Extending the book
PEER Sequence
• Prompt the child
• Evaluate what the child says
• Expand on what the child says
• Repeat
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CROWD
• Complete
• Retell
• Open-ended
• Wh-prompts
• Distancing
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Complete
• Ask the child to complete a word or
phrase
• Ask children to repeat refrains
• Ask children to fill in words related to
pictures or print embedded in story
• Ask children to fill in vocabulary
words
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Recall
• Ask what happens in the story
• Ask children about characters
• Ask children to recall sequence of events
• Ask children to recall a particular part of
the story
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Open Ended
• Ask children to tell what is happening in
the picture.
• Ask children to describe what they might
do in a similar situation.
• Ask children to discuss their favorite
parts of the book.
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Wh-Prompts
• Point to pictures and ask children to label
objects or actions
• Ask children to describe why something
is happening in the story
• Ask children to recall when they might
have felt or been in a similar situation or
setting
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Distancing
• Ask questions to encourage children to
share their own experiences
• Make connections to classroom activities
- past, present or future
• Ask children to describe past
experiences related to the book in detail.
(see, hear, sound, taste, feel)
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Working with Stories
Using the OWL books and concepts
from workshop
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Small Group Activity
Applying PEER and CROWD
• List ways in which you can use the strategies
discussed today with children.
• How might you use pictures in the book to
introduce vocabulary or an develop
understanding of a concept?
• List ways to move beyond vocabulary and
have children tell the story with the teacher
providing expansions as necessary.
• Identify ways to extend learning beyond the
pages to connect parts of the story with the
children’s own lives.
Work Plan
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Work Plan Prompts
• Develop a plan to assist you in fully
utilizing your coach over the next
several weeks.
• Establish a goal for planning to
implement shared reading in your
classroom.
• Identify areas of the classroom or times
of the day that you will focus on
vocabulary.
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Wrap Up
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