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Project Development
• Year One– Physical transformation of classrooms– Initiate literacy classes– Learn to mentor
• Year Two– Implement spiral curriculum of literacy classes– Learn to develop portfolios
• Year Three– Focus on examining student work to plan instruction
Organizing the Environment
• a class library• a writing center• literacy tools in every
center
Organizing Instruction
• Reading and writing experiences in meaningful contexts
EVERY CLASSROOM SHOULD HAVE
Print Awareness
a b c d e f g h i j k l m n o p q r s t u v w x y and z
Word window – View of back
Strip – tape edgesSliding mask
• A quick write – How do you think reading and writing are related?
• Share your writing with the person next to you.
• Who would like to read what you wrote?
Reading and Writing Processes to Scaffold in Early Literacy Classrooms Preparing to Read
Identify title, author and illustrator Activate prior knowledge through
strategies such as picture walk Make predictions
Constructing Meaning While Reading Confirm and predict Make inferences Interpret and evaluate Integrate ideas into a coherent
representation of the text Monitor understanding
Reviewing and Reflecting on Reading Discuss what happened Discuss favorite parts Relate to other characters and stories
Preparing to Write Prewriting
Constructing Meaning While Writing Drafting Revising
Reviewing and Reflecting on Writing Revising Editing Publishing
Adapted from Griffith and Ruan, 2005
Why integration? Both reading and writing
• involve language and thought.
• involve written language.
• are interactive. Each informs the other.
• are the active construction of meaning.
Classroom model for supporting writing and reading
Student Readers and Writers
Independent Reading and WritingTeacher Modeling
SharedExperiences
Peer Collaboration
Teacher as Writer
Thinking Aloud
Teacher Read-Alouds
Teacher as Scribe
Language Experience
Shared Reading and
Writing
Collaborative Decisions
Interactive Writing
Oral Language
Revising and Editing Groups
Student as Scribe
ConferencesCooperative
Groups
Buddy Reading and
Writing
Author's Chair
Revising and Editing Groups
Student as Writer and
Reader
Conferences
Choral Reading
Adapted from Laframboise, Griffith, & Klesius (1997)
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Shared Experiences
Peer Collaboration
Independent Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Peer Collaboration
Independent Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher reads Elbert’s Bad Word to students
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Peer Collaboration
Independent Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher reads Elbert’s Bad Word to students
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Teacher and students complete story map of Elbert’s Bad Word
Peer Collaboration
Independent Experiences
Simple story map to use with younger readers and writers.
Who? Where?
What? How?
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Teacher reads Elbert’s Bad Word to students
Shared Experiences
Teacher and students make predictions about events in Elbert’s Bad Word
Teacher and students complete story map of Elbert’s Bad Word
Peer Collaboration
In library students review and discuss book/In writing center students complete story map
Independent Experiences
Phonological Awareness
Phonological Awareness Phonemic Awareness
• Words in sentences• Syllables• Rhymes• Onset and rime• Beginning consonants
• Phonemes
Early Warning Signs of Difficulty Acquiring Phonological Awareness
Delay in speaking beyond the general developmental rule of first words by one year and phrases by 18 months to two years (Shaywitz, 2003)
Difficulties in pronunciation beyond five to six years of age (Shaywitz, 2003)
Insensitivity to rhyme (Shaywitz, 2003) which may include
• not comprehending or enjoying rhyming books (Ericson & Juliebo, 1998)
• not being able to detect or produce rhyming words (Ericson & Juliebo, 1998)
Difficulty detecting or producing patterns of alliteration (Ericson & Juliebo, 1998)
Difficulty tapping out the words in a sentence or the syllables in a word (Ericson & Juliebo, 1998)
Difficulty learning the names and/or the sounds of the letters of the alphabet (Shaywitz, 2003)
Language Play in Books
• Syllables
• Rhymes
• Alliteration
• Assonance
Alphabetic Principle
The components of the alphabetic principle are
phonemic awareness and letter knowledge.
Developmental Sequence for Understanding the Alphabetic Principle
Alphabet knowledge
Emerging phonemic awareness-initial sounds in words
Understanding of concept of word
Emerging phonemic awareness-ending and them middle sounds in words
Understanding of alphabetic principle-association of letters with sounds in written words
Adapted from Morris, D., Bloodgood, J. W., Lomax, R. G., & Perney, J. (2003). Developmental steps in learning to rad: A longitudinal study in kindergarten and
first grade. Reading Research Quarterly, 38, 302-328
PRE-ALPHBETIC READING AND WRITING BEHAVIORS
• Word learning occurs through selective association.– Remembering words by features
such as length or by unusual characteristics
• Writing looks like the print in their environment, but is not readable.– Writing and drawing not
distinguished.– Scribbling with reoccurring
movements such as the over and under strokes of adult handwriting
– Letter strings.
ALPHABETIC READING AND WRITING
BEHAVIORS
• Word learning occurs by bonding of a word’s spelling with its pronunciation.– Associating the phonemes
in a spoken word with the letters in a written word
• Writing becomes readable– Beginning and ending
sounds represented in written words
– More mature writing with vowels represented
Oral Language
Oral LanguageMeaningful Differences
• How did Hart and Risley study children’s home language experiences?
• What were the meaningful differences?
• What are the implications for ERF teachers?
How did Hart and Risley study children’s home language
experiences?• 42 families
– 13 families upper SES– 10 families middle SES– 13 families lower SES– 6 families on welfare
• Observations began when the children were 7-9 months old.• Monthly hour-long observations• Observations continued for 2 ½ years• Recorded behaviors of each person that were likely to be followed by a
change in the other person’s behavior• Paid $5 for each observation.• Observers never interacted with the children.• Maintained reliability through initial training for observers and
recalibration of observer techniques every 6 months
What were the meaningful differences?Heard More Words
Professional• By age 3 heard more than
30 million words• More different words of all
kinds, complex (multiclause) sentences, past and future verb tenses, declaratives, and questions
• 5 prohibitions per hour• Affirmative feedback more
than 30 times per hour• Preparing children to
participate in a culture concerned with symbols and analytic problem solving
Welfare• 10 million words
• Less than half the language experience of working-class children in each hour of their lives
• 11 per hour
• Affirmative feedback about 5 times per hour
• Preparing children to participate in a culture of established customs – obedience, politeness, and conformity
What were the meaningful differences?
Learned More Words
What are the implications for ERF teachers?
Characteristics of Quality Interactions with Children
Just Talk
• The more we talk to children, the more words they will hear over time. So ramble on.
• Talk to children beyond what is required to manage or provide care.
• Remain involved through casual talk about activities.
Listen
• Focus on what children have to say in order to encourage more child talk.
• Listen to add information, encourage commenting, and prompt elaboration.
Be Nice
• Maintain a positive emotional tone.
• Name the right behaviors rather than commenting on children’s misbehavior.
• Children should hear more affirmative language than prohibitions. – An effective form of affirmative language is an
approval with a repetition.
Give Children Choices
• Use yes/no and wh-questions to remind and instruct children. – “Have you put the blocks away?” – “Which color are you going to use on that?”
• Use levels of prompts to teach making choices.1. State a social rule: It’s cold. You will need to wear
your coat outside.2. Question: Can you get your coat?3. Demand: Get your coat.
Tell Children About Things
• Name, repeat, and restate to help children understand.
• Put words to what children seem to be thinking or feeling.
• Tell children what is worth noticing or remembering.
• Tell children about what to expect and how to cope.
Characteristics of Interactive Storybook Reading and Shared Book Experience
Interactive Storybook Reading
Shared Book Experience
oInformaloSmall group of childrenoConversationaloBalance of teacher- and student-initiated eventsoNonpredictable sequenceoStrong oral language emphasisoSmall book usedoEmphasis on negotiation meaning
oFormaloLarge group of childrenoTeacher reading and questioningoTeacher-guided instructionoPredictable sequenceoStrong literacy emphasisoBig book usedoEmphasis on print concepts and word identification
Teacher Modeling During Reading
Teacher Behaviors:
Clarify informationDemonstrate strategies of a reader: predicting and confirmingDevelop story structureDraw attention to illustrationsExtend vocabulary InformMetanarrate (text and/or pictures)Point out text features
Adapted from Klesius & Griffith, 1996
Teacher Modeling During Writing
• Think-aloud
• Use the vocabulary of instruction Emphasize initial sounds
• Rubber-band words
• Emphasize onsets and rimes
• Do not overusing any strategy
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Children have been studying making healthy choices
Shared Experiences
Peer Collaboration
Independent Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Children have been studying making healthy choices
Teacher models preparing a grocery list
Shared Experiences
Peer Collaboration
Independent Experiences
Preparing to Read & Write
Constructing Meaning
Reviewing & Reflecting
Teacher Modeling
Children have been studying making healthy choices
Teacher models preparing a grocery list
Shared Experiences
Peer Collaboration
Independent Experiences
Children construct grocery list in writing center
Meaning Vocabulary
Make a bulleted list of everything you can think of that relates to meaning vocabulary and vocabulary development.
General Principles of Vocabulary Instruction
• Offers rich information about words and their uses
• Provides frequent and varied opportunities for students to think about and use words
What does it mean to know a word?• The extent of knowledge about individual
words can range from a little to a lot.
• There are different kinds of knowledge about words.
The extent of knowledge about individual words can range from a little to a lot.
• Never saw it before.
• Heard it, but doesn’t know what it means.
• Recognizes it in context as having something to do with ________.
• Knows it well.
The extent of knowledge about individual words can range from a little to a lot.
Fast Mapping
• Young children map word meanings onto familiar concepts
Extended Mapping
• Full understanding that occurs over time and multiple encounters
There are different kinds of knowledge about words.
• Relationship of a word to other concepts– whale --- mammal– hot, cold, cool --- warm
• Register – use or formal or less formal contexts (pragmatics)
• Grammatical form
• Connotations
WORD
Know it well
Has something to do with
Heard it/don’t know what it means
Never saw it before
tyranny
surreptitious
grapnel
purport
sensitive
dubious
What words to teach!
• Tier 1 – basic vocabulary
• Tier 2 – words of high frequency for mature language users; high utility words
• Tier 3 – low frequency words limited to specific domains (e.g., isotope)
Identifying Tier 2 Words
• Importance and utility– Words that are characteristic of mature language
users and appear frequently across a variety of domains
• Instructional potential– Words that can be worked with in a variety of ways so
that students can build rich representations of them and their connections to other words and concepts
• Conceptual understanding– Words for which students understand the general
concept but provide precision and specificity in describing the concept
Introducing New Vocabulary
• Contextualize the word for its role in the story • Have children say the word – creates a phonological
representation of the word• Provide definition related to context • Provide examples in contexts other than the one used in
the story • Children interact with examples or provide their own
examples– provide sentence pattern• What is the word we have been talking about? Children
say the word again to reinforce phonological representation.
• Children listen for and raise their hand when they hear the work in subsequent readings of the book
• Teacher uses and encourages children to use work in other contexts