Supporting Language and Early Literacy: at Home and in Early Childhood

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Supporting Language and Early Literacy: at Home and in Early Childhood and Community Settings Session 1: Vital Components. Your …. facilitators. (insert your name/title here) Insert your co-presenter’s name/title here). - PowerPoint PPT Presentation

Text of Supporting Language and Early Literacy: at Home and in Early Childhood

Supporting Language and Early Literacy: at Home and in Early Childhoodand Community Settings

Session 1: Vital ComponentsBegin session 1

Review Speakers Notes for each slide prior to facilitating this session. A Dual Language Learner Connection is also located in the Speakers Notes of many of the slides. For more guidance and support on serving Dual Language Learners (DLLs) refer to the following resources prior to facilitating this session:

WIDA Early Yearswww.wida.us/EarlyYears

Wisconsin Early Childhood Collaborating Partners Serving Dual Language Learners Facts and Tips: http://www.collaboratingpartners.com/dual-language-learners-facts-and-tips.php

Office of Head StartEarly Childhood Learning and Knowledge Centerhttps://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

1

Key Message:

This professional development series was developed in partnership by representatives of the agencies and organizations included here. Read the mission statement. Share the Vision statement as well:

Our Vision:Through understanding and respect for each partner engaged in this process, we will share our knowledge and experience to design a system to review, develop, maintain, and disseminate quality professional development materials that provides a common language of research and best practice that is accessible to cross-sector Training/Technical Assistance personnel and 2-and-4-year Institutes of Higher Education so that the workforce is prepared to effectively support families and children to improve early literacy outcomes for ALL children

2 Your (insert your name/title here)Insert your co-presenters name/title here)

facilitators DIY - Fill in needed info.3 for this Session Become familiar with standards that apply to language and early literacy development for children, birth through 5 yearsIdentify and define the vital components of an early literacy programDescribe strategies adults can use to support language and early literacy development

Goals Self-explanatory

Explain that this session is an introduction/overview to all components of early literacy. Following sessions go into more detail regarding each component and offer additional evidence-based strategies for adults to use.

Dual Language Learner Connection

(standards) The WIDA Early Language Development Standards describe the social and academic language that dual language learners (DLLs), ages 2.5-5.5, need to process and produce in order to succeed in meeting states Early Learning Standards (ELS). Because language learning occurs across all areas of standards-based curricula, it is critical that early care and education programs use language standards in conjunction with ELS when supporting, instructing, and assessing DLLs. Language standards provide a means for helping practitioners deliver accurate and relevant instruction and assessment to DLLs at varying levels of English language development. Note that the specific focus of WIDA standard 2 is the Language of Early Language and Literacy. The WIDA Early Language Development Standards can be found on the WIDA Early Years website: www.wida.us/EarlyYears.

(components) It is important to note that DLLs develop along different trajectories than monolingual English speakers in each language and area of development and learning. These same components referred to on the slide may or may not apply depending on the linguistic and cultural factors/characteristics of the childs Home Language.

(strategies) Some literacy strategies in English transfer to other languages while others do not. It is important that practitioners implement ESL strategies to support DLLs across 3 levels of English Language Development (ELD). Many strategies will be shared throughout this series of presentations. Research shows that strong skills in the home language support both language and literacy learning in English. Making connections to the childs Home Language is a critical strategy for supporting DLLs language and literacy development.

4 for todays SessionAgenda This is DIY depending on length of your session provide a time frame and topics/goals for your session5 Check-in ActivityDiscussion in pairs or small groups:

What do you hope to achieve by participating in this session? What are your expectation of the facilitator(s) in this session?

Self-explanatory write responses on flip chart to review later

6 Guidance from the Wisconsin Department of Public Instruction:Deliver content-rich curriculum with challenging but achievable goals in ways that honor and respect the unique learning needs of young childrenUse a play-based curriculum to develop self regulation, language, cognition, and social competenceCore or universal curriculum should include support for all developmental domains and content areas as described in the WMELS

The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012 http://www.collaboratingpartners.com/curriculum-assessment-rtl-for-preschool.php

Key Messages:For early childhood settings, the DPI endorses and promotes evidence-based and developmentally appropriate curriculum and assessment practices that address the whole child. This training is designed to target language and literacy learning in the context of a comprehensive, rich curriculum that supports all developmental domains and content areas as described in the WMELS

Dual Language Learner Connection

(content-rich curriculum) It is important to build background knowledge and support childrens development and learning using the home language whenever possible. It is also important to provide appropriate sensory, interactive, and graphic supports across 3 levels of English language development. These supports help young children makes sense of their world, decode a new language and solidify their home language. They also help children meet our high cognitive expectations.

More information about the three levels of ELD and a list of language supports is available in the WIDA Early Language Development Standards resource guide: www.wida.us/EarlyYears

(play-based) When teaching DLLs, practitioners plan for ESL supports and home language support, and adapt them as needed to ensure cultural responsiveness.Practitioners also analyze the social and developmentally appropriate academic language needed in all areas of development and learning and scaffold for receptive and expressive language across 3 levels of English language development. (Please see WIDA E-ELD Standards.)

(all domains) The six WIDA Early Language Development Standards correspond to the major dimensions of development and learning recommended by the National Education Goals Panel (NEGP) and the National Association for the Education of Young Children (NAEYC). The language standards refer to the language of the content related to each area development and learning (e.g., the language of social and emotional development, the language of mathematics). The E-ELD standards are designed to be used in conjunction with states early learning standards.

When teaching DLLs, practitioners intentionally plan how home language support will be provided. For example, they encourage family members to talk, read, sing, and play games with their children in their home language at home and in their program. They utilize bilingual adult volunteers, interpreters and translators who know the families cultures and languages. They learn about each familys culture and make attempts to learn some words in the familys primary language. They access relevant multimedia resources in the home language (e.g., books, websites, books on CD, songs, DVDs). Practitioners build background knowledge and support in the home language whenever possible. Research shows that strong skills in the home language support both language and literacy learning in English. 7Dual Language Learners (DLLs)Children, birth to 5, who are learning 2 or more languages at the same time, as well as those learning a second language (English) while continuing to develop their home or first language.

Reinl, R. Language in Play: Introduction to the Early English Language Development (E-ELD) Standards, Webinar 2013 www.wida.us/EarlyYears

Universal practices, the foundation for meeting the needs of all children, includes differentiated instruction Adaptations and modifications to meet the needs of individual children essential its Developmentally Appropriate Practice (DAP)!

Key Messages:

1. universal practices - what you do for ALL children; the foundation that you build from; this is the primary focus of this training series. However

2. Differentiated instruction a best practice within Tier I universal curriculum; what you do for all children (Susan Bashinski http://www.pbs.org/teachers/earlychildhood/articles/adapting.html) a form of instruction [interaction] that seeks to "maximize each student's [childs] growth by recognizing that students [children] have different ways of learning, different interests, and different ways of responding to instruction [interaction]. (Diane Ravitch http://www.ascd.org/research-a-topic/differentiated-instruction-resources.aspx)

3. Ask participants to provide a definition of DAP, then offer this info: Developmentally Appropriate Practice - a research-supported set of beliefs about children - how they grow, develop and learn - that provides the framework for making decisions about how to guide and support their development and learning. Based on 3 types of information: age appropriaten