Sign-In Sheets

1. Sign-In Sheets

3. 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

4. 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

5. Print Awareness

6. 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

8. Word window – View of back Sliding mask Strip – tape edges

12. 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?

13. 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 Reading and Writing Processes to Scaffold in Early Literacy Classrooms Adapted from Griffith and Ruan, 2005

14. 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.

15. Classroom model for supporting writing and reading

20. Simple story map to use with younger readers and writers.

22. Phonological Awareness

23. Phonological Awareness Phonemic Awareness • Words in sentences • Syllables • Rhymes • Onset and rime • Beginning consonants • Phonemes

24. 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)

25. Language Play in Books • Syllables • Rhymes • Alliteration • Assonance

26. Alphabetic Principle

27. The components of the alphabetic principle are phonemic awareness and letter knowledge.

28. 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

29. 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

35. Oral Language

36. Oral LanguageMeaningful Differences

37. How did Hart and Risley study children’s home language experiences? • What were the meaningful differences? • What are the implications for ERF teachers?

38. 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

39. What were the meaningful differences?Heard More Words

40. 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

41. What were the meaningful differences?Learned More Words

42. What are the implications for ERF teachers?Characteristics of Quality Interactions with Children

43. 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.

44. Listen • Focus on what children have to say in order to encourage more child talk. • Listen to add information, encourage commenting, and prompt elaboration.

45. 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.

46. 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. • State a social rule: It’s cold. You will need to wear your coat outside. • Question: Can you get your coat? • Demand: Get your coat.

47. 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.

48. Characteristics of Interactive Storybook Reading and Shared Book Experience

49. Teacher Modeling During Reading Teacher Behaviors: • Clarify information • Demonstrate strategies of a reader: predicting and confirming • Develop story structure • Draw attention to illustrations • Extend vocabulary • Inform • Metanarrate (text and/or pictures) • Point out text features Adapted from Klesius & Griffith, 1996

50. 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