Session 4: Early Literacy Skills

• Review & Apply Caregiver Strategies for Language Development

• Synthesis Discussion Two – (Ch. 3 & Norton-Meier)

• Characteristics & Components of Novice Literacy Learners

• Lesson Planning Preparation • Examining Assessment Tools

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Review:Birth to Three Years - The Foundations of Literacy DevelopmentApplying Caregiver Strategies to Language Domains

Strategies:• Expansions• Extensions• Repetitions• Parallel

Talk• Self-talk• Vertical

Structuring• Fill-ins

Domains:• Phonology• Semantics• Morphology• Syntax• Pragmatics

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Novice Literacy Development

• Meaning– Environmental Print– Concept of Story– Writing

• Form– Concepts of Print– Letters

• Meaning-Form Link– Phonological Awareness

• Functions

• ELLs• Assessment

Learning Trajectories: Ages 3-5

Print Knowled

ge•explores books•pretend reads•uses book language•points to words•labels pictures

Alphabet Knowledge

Oral Language Comprehension

Vocabulary Growth

say letter names-name familiar letters-name more letters-link letters & words-link letters & sounds

rhyme-alliteration-word segmentation-syllables-beginning sounds

takes turns - asks ?s - retells - new words - complex grammar use

600 words - 1,200 words - 1,800 words - 2,400 words - 3,000 words

Adapted from Roskos, Tabors, & Lenhart (2004)

Phonological Awareness

Phonological AwarenessLarger Units

Smallest Units

Phonics

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Developmentally Developmentally Approporiate Early Approporiate Early

Literacy Assessment Literacy Assessment

Developmentally Developmentally Approporiate Early Approporiate Early

Literacy Assessment Literacy Assessment

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Phonological Awareness Literacy Screening

PALS Pre-K (Invernizzi M., Sullivan, A., & Welsch. J., 2001)

University Printing Services. , )

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Additional Early Literacy Assessments:

• Teacher Rating of Oral Language and Literacy (TROLL; Dickinson, 1997)

• Peabody Picture Vocabulary Test - Revised (PPVT-4; Dunn & Dunn, 2007)

• Phonological Awareness Informal Assessment (Wright Group/McGraw-Hill)

• Hearing and Recording Words (Clay, 2002)

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Interactive Read Alouds to Promote Early Literacy Skills

• Print Concepts: • Going on a bear hunt (Rosen,

2003)

• Environmental Print: • Knuffle Bunny (Wilems, 2004)

• Alphabet Knowledge: • Shiver me letters (Sobel, 2006)

• Word Awareness: • Tough Boris (Fox, 1994)

• Phonological Awareness• A pair of socks (1996)

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Lesson Planning Requirements• 3 lesson implementations• 3 developmental levels• 5 components to choose from• Example:

1. Kindergarten - Novices Phonological Awareness

2. First Grade - Experimenters - Phonics3. Third Grade - Conventional - Fluency

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Steps for completion...1. Decide what classroom/students2. Choose a component based on needs3. Browse articles to find a strategy that

fits both the component and the developmental level

4. Read the article, decide how to adjust the strategy for your learners

5. Plan the lesson using the ABC format

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McGee & Schickedanz (2007). Repeated interactive read-aludds in preschool and kindergarten. The Reading Teacher. 60(8), 742-751.

• Summary:– research reveals mixed results regarding the quality

and quantity of read alouds for young children– analytic talk is more effective than random

participation– a systematic approach can enhance the quality of a

read aloud

• Reaction:– author’s perspective: repeated read alouds (3

times) will promote analytic talk– my opinion: fits into what I already do, read

once for comprehension or story, again for skills 1

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ABC Lesson Plan Outline

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To prepare for session 5:• Read: – McGee & Richgels, chapter 4– Flanigan - Daddy, Daddy...

• Complete:– Developmental Literacy Observation(s)

• Prepare:– notes for “Before the lesson” to share

with small groups – arrange the date to teach your lesson