Supporting Language and Early Literacy:

at Home and in

Early Childhood and Community

Settings

Session 5: Providing Effective

“Read Alouds”: Evidence-based

Approaches

Your …

• (insert your name/title here)• Insert your co-presenter’s name/title here)

FACILITATORS

for this Session …

Participants will:• Develop skills needed to implement shared reading

strategies• Demonstrate how shared reading can support

components of early literacy learning• Use a systematic process to select, teach, and reinforce

vocabulary words• Demonstrate dialogic reading strategies using the

“PEER” process and “CROWD” prompts• Identify strategies for engaging families in shared

reading to promote language and literacy development

GOALS

for today’s Session AGENDA

Check-in activity

Discussion in pairs or small groups:

• What do you hope to achieve by participating in this session?

• What’s your expectation of the facilitator(s) in

this session?

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 children

• Use a play-based curriculum to develop self regulation, language, cognition, and social competence

• Core 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

Dual 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 – it’s Developmentally Appropriate Practice (DAP)!

For guidance and support for serving DLLs, refer to the following resources:

• 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 Center https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

Dual Language Learners (DLLs)

Intentional teaching - using shared (dialogic) reading, shared writing, and multiple opportunities to interact with writing, letters, sounds, and spoken words - is necessary.

Children might also need some explicit developmentally appropriate instruction to learn vocabulary, phonological awareness, the alphabet, and print concepts.

Exposure to print, books, and read alouds are important, but not enough to prepare children to become readers and writers.

Planning and Curriculum GoalsDeciding what should be done to

promote development and what we want children to learn

• Needs Identification & Prioritization• Planning (Strategy/Indicators)

ImplementationProviding meaningful,

experiential activities that support individual and group goals guided by supportive

interaction and relationships

AssessmentGathering information to determine what the child

can do and what the child is ready to learn • Data Collection

• Data Analysis

WISCONSIN MODEL EARLY LEARNING STANDARDS

Teaching Cycle

Research-based Early Literacy Content Areas

• Oral Language (WMELS A. Listening & Understanding & B. Speaking & Communicating)

• Vocabulary (WMELS A. Listening & Understanding & B. Speaking & Communicating)

• Phonological Awareness (WMELS C. Early Literacy)

• Alphabet Knowledge (WMELS C. Early Literacy)

• Concepts about Print (WMELS C. Early Literacy)

• Writing (WMELS C. Early Literacy)

National guidance

Children need 3 sets of interrelated skills and knowledge, taught and cultivated over time, to reach reading proficiency:

• language and communication skills • content knowledge • “mechanics” of reading

A Governor’s Guide to Early Literacy: Getting All Students Reading by Third Grade, National Governors Association, Washington, DC., 2013http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1310NGAEarlyLiteracyReportWeb.pdf

Shared or Interactive Reading

… a strategy where “the adult involves a child or small group of children in reading a book that may (or may not) introduce conventions of print and new vocabulary, or encourage predictions, rhyming, discussion of pictures, and other interactive experiences”

National Center for Family Literacy, 2009

Shared Reading Strategies

• Know child’s interests. Follow the child’s lead when looking at a book together

• Ask questions. What/how/why questions; open ended questions that require more than a one-word answer. “Can you tell me about …?”

• Answer if the child does not know the answer, but WAIT/Give the child time to respond (count to 10 in your head or 5 seconds)

• Repeat child’s answer and add more words. (Child: “Horse.” Adult: “Yes, horse. It’s a big brown horse.”)

• Ask another question• Show your enthusiasm – offer encouragement

Dale, P., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child storybook reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16, 213-235Language is the Key, 2010 http://www.walearning.com/products/language-is-the-key/research-and-references/

Step 1: Select the TextFor high quality, developmentally appropriate books,

consider:

• Age and developmental levels of your children• Children’s interests/variety of topics• Number and size of words (text) on page• Illustrations – Interesting? Attractive?• Format – board books, over-sized, interactive, etc.• Genre -nonfiction/informational; fairy tales, narratives

(stories), predictable text, concept books, poetry, nursery rhymes, wordless books, etc.

Bennett-Armistead, VS., Duke, N.K., & Moses, A.M. Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to 5, Scholastic, New York, NY, 2005

Types of Texts

Fiction

Nonfiction

Balance: Literature & Informational

TextLiterature Informational Text

Grade 4 50% 50%

Grade 8 45% 55%

Grade 12 30% 70%

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfCCSS for ELA, p. 5

Step 2. Select a Purpose

• Consider children’s interests and developmental levels

• Your goals and curriculum• Applicable early learning

standards• What can I teach/reinforce by

sharing this book?

Shared Reading Supports Early LiteracyPurposes Techniques

Develop a love of reading

Be positive, keep it fun! Ensure child’s success and enjoyment

Oral Language Ask questions/listen to child’s responses; provide more information; expand on what the child says

Vocabulary Intentionally select words to teachPlan for opportunities to learn these words and use them in conversations and routines; check for understanding (assessment)

Phonological Awareness

Select books with rhyming words; nursery rhymes; that blend/stretch/substitute/match sounds

Embed clapping, marching, other rhythm activities Alphabet

KnowledgePoint out letters found in children’s names (i.e. - “my letter”)Stress letters and their corresponding sounds

Concepts of Print

Point to words as you read themNote punctuation and spaces between wordsPoint out how size and other changes in text have meaning

Writing Drawing; shared writing opportunities after reading

AN EXAMPLE: VOCABULARYAND SHARED READING

Evidence-based principles for vocabulary instruction

Effective vocabulary instruction …

… is explicit… requires careful selection of vocabulary targets… is intentionally designed… is delivered with repeated exposure and practice… is linked to assessment

Spencer, E.J., Goldstein, H., & Kaminski, R. Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children, Young Exceptional Children, DEC, vol. 15, No. 1, March 2012

Embedded vocabulary instruction

#1 – select words to teach

• Review story book• Consider “tiered” words• Choose Tier 2 words for universal instruction, based

on frequency/ease of definition/ significance to story/illustrations

• Can choose Tier 1 words for some children (with delays/disabilities or learning English)

(Spencer, Goldstein, & Kaminski, 2012)

Embedded vocabulary instruction#2 Design explicit instructional activities• Generate list of new words• Develop consistent language to use in instructional process:

=>Say the word =>Define the word / connect the new word to a word the child already knows (i.e. - “Enormous – it means really big. Say ‘enormous’ with me.”) =>Have children repeat the word; respond to prompt, “what does ____ mean?” Call attention to new words

=>Point to the picture in the book that illustrates the word (if available)• Embed use of word(s) in child’s daily experiences• Share words with families

(Spencer, Goldstein, & Kaminski, 2012)

Summary:Shared Reading Vocabulary Support

• Prior to reading, review the book • Consider words that would be ‘next step’ vocabulary; useful

in conversation• Generate list of new words• Call attention to new words; say the word• Tell what the word means• Point to the picture in the book that illustrates the word (if

available)• Connect the new word to a word the child already knows (i.e.

- “Enormous – it means really big. Say ‘enormous’ with me.”)• Use the new word in conversation during the day;

encourage children to use it, too

AN EXAMPLE: VOCABULARYAND SHARED READING

Activity time!

Shared Reading Supports Early LiteracyPurposes Techniques

Develop a love of reading

Be positive, keep it fun! Ensure child’s success and enjoyment

Oral Language Ask questions/listen to child’s responses; provide more information; expand on what the child says

Vocabulary Intentionally select words to teachPlan for opportunities to learn these words and use them in conversations and routines; check for understanding (assessment)

Phonological Awareness

Select books with rhyming words; nursery rhymes; that blend/stretch/substitute/match sounds

Embed clapping, marching, other rhythm activities Alphabet

KnowledgePoint out letters found in children’s names (i.e. - “my letter”)Stress letters and their corresponding sounds

Concepts of Print

Point to words as you read themNote punctuation and spaces between wordsPoint out how size and other changes in text have meaning

Writing Drawing; shared writing opportunities after reading

Thoughts on Shared Reading

Sometimes it’s OKAY to JUST ENJOY a good book!

• Don’t over teach. Keep it fun!• Good to re-read the same book multiple times• Can focus on different purposes during

different readings

Dialogic Reading

• A form of shared reading where the adult and child switch roles so the child becomes the storyteller while the adult assists as an active listener

• Requires multiple readings of the same book• Adult uses higher-level prompts to encourage the child

to go beyond naming objects/actions to higher level thinking

• http://community.fpg.unc.edu/connect-modules/resources/videos/video-6-2

(Dr. Lonigan)

PEER: the dialogic

process

PROMPT the child

with a question about the

story (“What kind of animal

is this story about?”)

EVALUATE & EXPAND on the child’s response to

your question (“Yes, it is a dog. He is a very big, red

dog.”)

REPEAT the question to check for

comprehension or to see if the child has more to add (“What kind of animal is

this story about?”)

CROWD questions/prompts • Recall questions – tells the reader

about the child’s comprehension of the story

R

• Wh questions - who/what/where/when/whyO

• Open-ended questions – can’t be answered with one word or yes/no; requires more words

W• Distancing questions - guide the child to

see connections between the story and their own experiences

• Completion questions – child says a word or phrase to complete the sentence

D

C

PEER & CROWD together

Dialogic Reading

Preparing for dialogic reading using sticky notes:• http://community.fpg.unc.edu/connect-modul

es/resources/videos/video-6-5Reading Carrot Soup:• http://community.fpg.unc.edu/connect-modul

es/resources/videos/video-6-8Another example:• http://community.fpg.unc.edu/connect-modul

es/resources/videos/video-6-10

More Dialogic Reading!

• OVERVIEW OF DIALOGIC READING PRACTICES

• Introducing the book- Carrot Soup

• Reading the book- Carrot Soup

Activity time!

Review/Additional Tips

• Prepare your prompts before reading the book to the children

• Share the story more than one time; focus on a different aspect of literacy with each reading

• “What do I want children to learn from this book experience?” Rhyming? Oral language? New vocabulary? Letter awareness?

• Make the book available for children to ‘pretend read’ throughout the day

• Intentional questions can provide assessment information or be used as a transition activity

Final Thoughts – Grouping for read alouds

• Evidence mixed on group size• Large groups of children - less opportunity to

engage but more models for language and vocabulary

• Small groups of 2-3 children – more opportunity to engage; less role models for literacy behaviors

• Offer both formats depending on your purposeSource: Shanahan, T. & Lonigan, C. Early Childhood Literacy: The National Early Literacy Panel and Beyond. Brookes Publishing, Baltimore, MD, 2013

Double Focus!

Highly effective teachers and caregivers… provide daily, intentional language and early literacy learning opportunities for the children they serve, and … engage families in providing daily, intentional language and early literacy learning opportunities for their own children!

Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, &

Resources. Zero to Three, Washington, DC., 2008

Wrap-up

• Share a new concept or specific strategy you learned that you will use.

• What questions do you still have about teaching early literacy?