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 5: Providing Effective “Read Alouds”: Evidence-based Approaches. Your …. facilitators. (insert your 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 Childhood and Community Settings

Session 5: Providing Effective Read Alouds: Evidence-based Approaches

Begin session 5

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 Fill in needed info. Be sure to mention the funding source/sponsor; and if it is a SPDG ECCAN event, promote future opportunities in your region.3 for this Session Participants will:Develop skills needed to implement shared reading strategiesDemonstrate how shared reading can support components of early literacy learningUse a systematic process to select, teach, and reinforce vocabulary wordsDemonstrate dialogic reading strategies using the PEER process and CROWD promptsIdentify strategies for engaging families in shared reading to promote language and literacy development

goalsSelf-explanatory

Dual Language Learner Connection

(shared & dialogic reading) Develop skills using ESL strategies for DLLs when implementing shared reading and dialogic reading skills.

(vocabulary words) DLLs require extra scaffolding and language supports at 3 levels of English language development (ELD) when learning vocabulary.

(families) Consider and plan for families whose cultures places different emphasis on written vs. oral language and story traditions. Be sensitive to the literacy level of parents in each of their languages. Parents should be encouraged to read to children in the language in which they are most comfortable. Plan for how literacy opportunities will be provided to families in their home language(s).4 for todays Session

AGENDA This is DIY depending on length of your session provide a time frame and topics/goals for your session (based on following slides)5 Check-in activityDiscussion in pairs or small groups:

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

You can skip this slide if you have used it previously at the beginning of this training . If this is a separate session, however, include this slide and key messages here.

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) Provide appropriate sensory, interactive, and graphic supports across 3 levels of ELD while maintaining high cognitive expectations. Build background knowledge and support in the home language whenever possible.

(play-based) Practitioners implement ESL supports throughout the curriculum. Plan for home language support and adapt as needed to ensure cultural responsiveness.

(all domains) Practitioners 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 ELD within WIDA E-ELD standards. Plan how home language support will be provided.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 appropriateness - Characteristics common to a particular age group with consideration of the wide range of normal development individual appropriateness Characteristics of each child within the group cultural appropriateness Characteristics of the community the child lives in

8For 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)

Message:In the WIDA framework there are 3 levels of English language development (Entering -1; Developing 3; Bridging 5). Refer to Model Performance Indicators (MPIs) for WIDAs Early English Language Development (E-ELD) Standards -- E-ELD Standard #2: The Language of Early Language and Literacy for guidance:

http://wida.us/standards/EarlyYears.aspx#standards

9 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.

Have participants read slide to themselves, then ask for comment/discussion. (What is intentional teaching? Who can provide an example of explicit developmentally appropriate instruction?)

Key Message: This session is an overview of components of an early literacy program. The following sessions provide deeper examination of each component and examples for intentional teaching and explicit, evidence-based developmentally appropriate instruction.

Dual Language Learner Connection

(intentional teaching) Do the books in your program represent the cultures and languages of the children in your program? Remember to build background knowledge both culturally and linguistically for English books. Implement ESL strategies for 3 levels of English language development.

(explicit instruction) When teaching DLLs, practitioners