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Growing Readers Second Edition Early Literacy Curriculum

Growing Readers Second Edition Early Literacy Curriculum. Second Edition. Personal Literacy Beginnings. Conversations Stories shared with you Writing Your favorite childhood books. Three Aspects of the GRC Research Base. Early literacy research sources

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Growing Readers Second Edition Early Literacy Curriculum

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  1. Growing Readers Second Edition Early Literacy Curriculum Second Edition

  2. Personal Literacy Beginnings • Conversations • Stories shared with you • Writing • Your favorite childhood books

  3. Three Aspects of the GRC Research Base • Early literacy research sources • Key predictors of reading before school entry • Oral language research on the development of expressive vocabulary

  4. GRC Research Sources:

  5. Three Best Predictors of Reading Before School Entry • Print • Letter Identification • Concepts about Print • Alphabetic Principle • Phonological Awareness • Language/Vocabulary • Verbal Memory for Stories • Overall Expressive Vocabulary • Snow, Burns, & Griffin. 1998.

  6. National Early Literacy Panel(2004)Organizes Reading Predictors This Way: • Oral Language • Vocabulary • Listening Comprehension • Alphabetic Knowledge • Knowledge of letters • Phonological Awareness • Print Knowledge • Environmental print • Concepts about print • Invented Spelling

  7. Two Additional Predictors of Reading (Reported in Neuman & Dickinson) • Joint (Dialogic) Parent-Child Storybook Reading • Regular, meaningful, intimate, social, enjoyable, interactive • Bus, 2001; Leseman & DeJong, 1998; Senechal, Lefevre, Thomas, & Daley, 1998) • Family DispositionToward Reading • Family motivated to read • (Bus, 2001; Whitehurst &Lonigan, 2001)

  8. Vocabulary Acquisition Begins Early • Pre-school vocabulary size is highly predictive of reading success • (Cunningham & Stanovich, 1997). • 3-year-olds have heard 10-30 million words (Hart & Risely).

  9. Children who hear 10 million words are not acquiring words fast enough to sustain them as successful readers(Snow, Tabors, & Dickinson, 2001) • Words children hear and use from birth to age 5 are words they will comprehend as readers in elementary school.

  10. Children encounter reading difficulties in 3rd and 4th grade if texts use unfamiliar words (Snow, Tabors, & Dickinson, 2001). Children’s spoken vocabularies need to be about 2 years ahead of their reading vocabularies to comprehend words they can decode.

  11. Children Learn New Words... • In daily face-to-face communication with attentive adults • As active, valued members of a speech community • In predictable sequences

  12. Children Learn New Words... • Gradually, in small increments. Children must hear new words many times in many contexts (Nagy & Scott). • Through action and experience (Nagy & Scott).

  13. Children Learn New Words... • Continually. At any given time a child is likely to be learning 2000-3000 root word meanings: Jump---> jumps, jumping, jumped, jumpy (Biemiller, 2001).

  14. Think about it • The English language contains 500,000 • words, yet only 15,000 words are used in • everyday speech, and only 7,000 words on • television. (Kropp, 2000)

  15. How Books Help “When children look at picture books, the process of meaning making is similar to the cognitive efforts to construct meaning from printed words.” (Paris & Paris, 2003) Conversation about books builds vocabulary and literacy knowledge (Dickinson & Tabors, 2001; Hargrave & Senechal, 2000)

  16. Four GRC Content Areas • Comprehension • Phonological Awareness • Alphabetic Principle • Concepts about Print

  17. GRC Content Areas & Topics • Comprehension • Vocabulary • Connection • Retelling • Prediction • Phonological Awareness • Rhyming • Alliteration • Segmentation • Alphabetic Principle • Name Recognition • Name Writing • Letter Recognition • Letter-Sound Correspondence • Concepts about Print • Identifying Book Parts • Orienting Books for Reading • Distinguishing Between Pictures and Words • Understanding the Direction of Text

  18. Child Development Principles and Literacy Learning • Talk about two examples of how children change and grow in comprehension, phonological awareness, alphabetic principle, or concepts about print. • Discuss how and when you might engage all children in your classroom with literacy activities at their level of development.

  19. GRC: Developmental Levels • Level 1: Early Emergent-Exploration • Level 2: Emergent-Awareness • Level 3: Competent Emergent-Application

  20. Level 1: Early Emergent--Exploration • Children explore books, sounds, letters; use words to convey what they see and experience.

  21. Level 2: Emergent--Awareness • Children pay attention to book parts, print, word sounds, letters; use words to convey meaning and talk about the future and the past

  22. Level 3: Competent Emergent- Application • Children try out own theories as they “read” books, experiment with word sounds, recognize and use words to write. Their growing vocabularies enable them to express increasingly complex ideas and narratives.

  23. Growing Readers Delivery System • Small group activities that support active participatory learning. • Supportive adult-child interactions. • Common classroom materials. • Short activities and teaching strategies to use throughout the daily routine.

  24. What’s In the Growing Readers Kit • Teacher’s Guide • Using Growing Readers • Letter Links Online • Content Area Dividers • Teaching Strategies Cards • Quick Look Cards • Activity Cards • Vocabulary Cards • Activity Support Cards

  25. Letter Links Online • Letter Links is a name-learning system that pairs a child’s printed name with a letter- linked picture of an object that starts with the same letter and sound.

  26. Using Growing Readers Cards

  27. Teaching Strategies Cards

  28. Quick Look Cards

  29. Small Group Activity Cards

  30. Short Activities

  31. Vocabulary Cards

  32. Activity Support

  33. Books in the Growing Readers Curriculum • American Heritage Picture Dictionary • Arrow to the Sun: A Pueblo Indian Tale, by Gerald Mc Dermott • A Chair for My Mother, by Vera B. Williams • Good Night, Gorilla, by Peggy Rathmann • Kipper’s A to Z: An Alphabet Adventure, by Mick Inkpen • Night Noises, by Mem Fox • Rosie’s Walk, by Pat Hutchins • The Story of Ferdinand, by Munro Leaf • Tomie dePaola’s Mother Goose

  34. Criteria for Growing Readers Book Selection • Complexity • Story Structure • Cultural and Ethnic Diversity • Illustration Quality

  35. GRC Implementation Steps Step 1: Welcome Children Step 2: Assess Children’s Literacy Step 3: Carry Out GRC Activities Step 4: Reassess Children’s Literacy 35

  36. Step 1: Welcome Children • Get to know your children-- so they feel comfortable. • Introduce nametags and letter links--so children can find their things.

  37. Step 1: Welcome Children • Begin sign-in. • Children begin writing in a sociable way each day.

  38. Step 1: Welcome Children • Read aloud to children--so children begin talking about books.

  39. Step 2: Assess Literacy • At the end of the 1st month--when children feel sure of their surroundings --- assess literacy knowledge • Use the ELSA ---to find out about comprehension, phonological awareness, alphabet knowledge, print concepts.

  40. Step 3: Carry Out GRC Activities • Plan to involve all children in 3 small-group literacy activities per week. • Select activities to match children’s development. • Review each activity ahead of time.

  41. Step 3: Carry Out Activities • Review each book ahead of time: illustrations, story structure, characters, big ideas. • Gather materials ahead of time. • Meet in a comfortable spot--where children can see and easily handle books and materials.

  42. Step 3: Carry Out Activities • Make comments and observations to elicit child talk. • Proceed at a leisurely pace to encourage children to look, think, and talk.

  43. Step 3: Carry Out Activities • Make story reading and other small-group activities interactive and conversational. The more children talk and do, the more they will comprehend and learn. How will you do this?

  44. Step 3: Carry Out Activities • Make GRC books and materials accessible to children throughout the day. • Discuss and evaluate each small group. • Use GRC short activities and teaching strategies throughout the day.

  45. Step 4: Reassess Literacy • Re-administer the ELSA at the end of the year. • Compare children’s fall and spring results. • Share children’s literacy growth with their families.

  46. Monitor Progress The Individual and Class Progress Profiles

  47. Comprehension • Making meaning of actions, speech, and text by connecting what you are learning to what you know.

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