Presents...

1. Presents... Leer y aprender con alegría con la Dra. Badía

2. Meet Dr. Badia and Dr. Jean Dr. Arnhilda Badía is highly recognized in the field of education through her Spanish language series and her participation and evaluation of dual language and ESOL programs. Dr. Jean Feldman has been actively involved in education for over 40 years as a classroom teacher, instructor of adults, author and consultant.

3. What is happening in Early Learning today? • More Early Childhood Classrooms • Voluntary Pre-Kindergarten on the rise • Additional State-funded Early Learning Programs • ELL Population on the rise • New requirements -Early Learning is a key part of Race to the Top

4. Meeting the Needs of Early Learning with Happy Reading/Happy Learning¡Leer y aprender con alegría! Sing along books with bright photos to engage young children Integrated literacy, math, and science supplemental curriculum The program builds essential foundation skills young children need for school success!

5. Using Best Practices for Teaching and Learning COMPREHENSIBLE INSTRUCTION IN BOTH LANGUAGES DEVELOPMENT AND AGE-APPROPRIATE CONTENT LOTS OF OPPORTUNITIES FOR STUDENT PRACTICE AND INTERACTION EXPLICIT TEACHING TO BUILD STUDENTS’ THINKING AND STUDY SKILLS

6. Keys to Success For Second Language Learners Carefully Designed Instruction Continuous Progress Continuity Frontloads vocabulary Provides explicit instruction Provides age-appropriate connections that motivate students to learn. Scaffolding instruction that facilitates a student’s ability to build on prior knowledge and internalize new information. Skills are presented systematically and sequentially. ADAPTED FROM GRANT WIGGINS, UNDERSTANDING BY DESIGN

7. FOCUSED APPROACH Dutro (2007) Systematic L2 Grade-level Content • Language Learning is based on the National Reading Panel recommendations which include phonemic awareness; phonics instruction; vocabulary development; reading comprehension; and fluency. Provides comprehensible instruction using grade level subject matter that scaffolds learning by using content-based vocabulary to meet state standards and Common Core standards.

9. Children at the kindergarten and grade 1 levels should be expected to read texts independently that have been specifically written to correlate to their reading level and their word knowledge. Reading selection should carefully supplement structured independent reading with books to read along with a teacher or that are read aloud to students to build knowledge and cultivate a joy in reading.

12. T:INSTRUCTION THAT IS RELEVANT AND UNDERSTANDABLE T & S S: Internalization and ownership S: Socialization Practice and Apply Manipulating the new information Low Risk non-threatening environment T & S: Success in Teaching & Learning THE TEACHING AND LEARNING PROCESS Context Empower Build Guide Interactivity

13. Let’s take a look at... con la Dra. Badía

14. 30 Sing Along Lapbooks Student books in 6-packs (180 books) Happy Reading/Happy Learning ¡Leer y aprender con alegría!Student Components You can purchase the complete program in English or Spanish. Perfect for DUAL LANGUAGE Classrooms!

15. Student Components (Cont.) • 10 Read Aloud Books • Interactive eBook version of each (10 eBooks) • Take-Home version of each (10 Take-Home books)

16. Literacy Collection Supports developmental of critical literacy skills such as: -listening comprehension -oral language skills -letter and sound knowledge -rapid meaning -phonemic awareness -vocabulary development -print concepts

17. Math Collection Introduces and reinforces key math concepts and vocabulary through: -multisensory activities -rhythms and rhymes -interaction between text and child-friendly photographs and illustrations.

18. Science Collection Builds the foundation for science instruction by: - developing content vocabulary - providing students multiple opportunities to engage in oral language development to learn science concepts through singing, reading, writing - expanding student’s visual memory for words and concepts through child-friendly photographs and graphics.

19. Teacher Components • Audio CD for each lapbook • (30 songs) • PowerPoint with audio of each lapbook (30 Power Points) • 1 Teacher’s Guide • A school year of daily differentiated mini-lessons • (40 weeks) • Monthly Calendars • Monthly Home Connection letters • Reproducible activity sheets (30 sheets)

20. Home-School Connection • Parent Power! • El poder de los padres Resource Book • This Resource Book, available spiral bound and in CD format, is full of reproducibles to provide parents an opportunity to engage in their child’s education. These helpful reproducibles add many tools to the teacher’s toolkit. These tools are provided to make the home-school connection stronger. • Many of these items are daily communication pieces to be shared with parents. They can provide the parent skills and strategies to assist their child with meeting school’s expectations. • The parent can use many of these skills, with their child, at home, on weekends, and on vacations. Parent Power/El poder de los padres , a $50 value, is offered at no cost with the Happy Reading, Happy Learning Early/ ¡Leer y aprender con alegría! Program

21. Research What Does Research say about… • Early Learning • Early Literacy • Content-Based Approach • Dual Language Instruction • Teaching for Transfer

22. Why Early Learning? • The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. • The incidence of reading failure is even higher within low-income families, ethnic minority groups, and English-language learners. • Large-scale studies have shown that young children—those entering kindergarten and first grade—vary greatly in their attainment of the early precursor skills that provide the launching pad for later literacy learning (West, Denton, & Germino-Hausken, 2000; West, Denton, & Reaney, 2000).

23. Early Literacy: Learning Success • Success in literacy learning during the primary grades is even more indicative of later literacy achievement. Seventy-four percent of children who perform poorly in reading in third grade continue to do so into high school, further underlining the importance of preparing children to enter school ready to learn (Fletcher & Lyon, 1998). • Before children enter elementary school, they must develop many linguistic and cognitive skills that will make later academic learning possible. By the age of five, however, children differ markedly in their success in reaching these developmental goals (Entwisle & Alexander, 1993), and these early differences continue throughout a child’s schooling, limiting or amplifying learning success.

24. Questions Addressed by the National Early Literacy Panel • What are the skills and abilities of young children (age birth through five years or kindergarten) that predict later reading, writing, or spelling outcomes? • Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children’s skills and abilities that are linked to later outcomes in reading, writing, or spelling? • What environments and settings have contributed to or inhibited gains in children’s skills and abilities that are linked to later outcomes in reading, writing, or spelling? • What child characteristics have contributed to or inhibited gains in children’s skills and abilities that are linked to later outcomes in reading, writing, or spelling?

25. Key Findings of the National Early Literacy Panel • Conventional reading and writing skills (decoding, oral reading fluency, reading comprehension, writing, and spelling) that are developed in the years from birth to age 5 have a clear and consistently strong relationship with later conventional literacy skills. • Additionally, six variables representing early literacy skills or precursor literacy skills had medium to large predictive relationships with later measures of literacy development.

26. Early Learning Skills These include: • Alphabet knowledge (AK): knowledge of the names and sounds associated with printed letters • Phonological awareness (PA): the ability to detect, manipulate, or analyze the auditory aspects of spoken language (including the ability to distinguish or segment words, syllables, or phonemes), independent of meaning • Rapid automatic naming (RAN) of letters or digits: the ability to rapidly name a sequence of random letters or digits • RAN of objects or colors: the ability to rapidly name a sequence of repeating random sets of pictures of objects (e.g., “car,” “tree,” “house,” “man”) or colors • Writing or writing name: the ability to write letters in isolation on request or to write one’s own name • Phonological memory: the ability to remember spoken information for a short period of time.

27. Additional Literacy Skills • An additional five early literacy skills were also moderately correlated with at least one measure of later literacy achievement but either did not maintain this predictive power when other important contextual variables were accounted for or have not yet been evaluated by researchers in this way. These include: • Concepts about print: knowledge of print conventions (e.g., left–right, front–back) and concepts (book cover, author, text) • Print knowledge: a combination of elements of AK, concepts about print, and early decoding • Reading readiness: usually a combination of AK, concepts of print, vocabulary, memory, and PA • Oral language: the ability to produce or comprehend spoken language, including vocabulary and grammar • Visual processing: the ability to match or discriminate visually presented symbols.

28. Other Findings • The panel also set out to identify methods to determine the effectiveness of instructional strategies, programs, or practices in imparting conventional literacy skills or any of these precursor skills to young children. The categories included: • Code-focused interventions (Phonemic Awareness) • Shared-reading interventions (Reading books to children) • Parent and home programs (Giving parents strategies) • Preschool and kindergarten programs • Language-enhancement interventions (oral language development)

29. Advantages of Starting Reading to a Child at an Early Age • A child’s brain develops faster during the early years and like a sponge soaks up information willingly and with great enthusiasm. • That is why it is remarkably important to begin reading to a child from a very early age. • Reading aloud to a child can develop a foundation for fantastic literacy skills and foster a love for reading. • Children read to from an early age on a regular basis have better listening skills and are able to articulate clearer and more concisely. They also have less risk of developing speech difficulties and have an increased familiarity with the written language.

30. Content-Based Approach • Based on research findings, very young learners can accomplish more than we have expected of them. • Math and inquiry-based science programs and literacy programs are mutually supportive, especially for English language learners. • Early childhood programs are focusing more than ever on content area instruction the programs want to get more “bang for their buck” They are looking for programs that have provide instruction in all content areas and address literacy at the same time.

31. Advantages of Dual Language Instruction • Research has shown that children who are fluent in two languages enjoy certain cognitive advantages in comparison to those who speak only one language. For example, they are better at problem solving, demonstrate greater creativity, and express more tolerant attitudes toward others (Bialystok & Martin, 2004; Genesee & Gandara, 1999). • For children to benefit from these cognitive advantages, they must have acquired high levels of competence in both languages and they must use both languages regularly.

32. Can children get confused? • There is absolutely no evidence that children get confused if they learn two languages during the infant–toddler period. Even children who hear parents or child care personnel use two languages in the same sentence (or utterance)—which is referred to as code-mixing or code-switching—are able to separate the two languages very early in development (Genesee, 2002).

33. Teaching for Transfer • When teaching in a dual language setting, students can transfer concepts from the native language (in this case Spanish ) to the second language (English). • Teachers must make transfer happen in the classroom by assisting students to recognize transfer possibilities in every lesson taught. Students must understand that the skills they have in their native language will allow them to excel in English.

34. Teaching for Transfer: When Does it Work • There is opportunity for practice in the first language in the classroom • There are comprehensible connections between the first and second language learning concepts • There is clear understanding of the rules that can be applied to second language learning.

35. Using True Cognates to Develop Comprehension • Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. • 30-40% of all words in English have a related word in Spanish. For Spanish-speaking ELLs, cognates are an obvious bridge to the English language. • Researchers who study first and second language acquisition have found that students benefit from cognate awareness.

36. Cognate Awareness • Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. • Children can be taught to use cognates as early as preschool. As students move up the grade levels, they can be introduced to more sophisticated cognates, and to cognates that have multiple meanings in both languages, although some of those meanings may not overlap. • One example of a cognate with multiple meanings is asistir, which means to assist (same meaning) but also to attend (different meaning).

37. Recognizing Cognates • When you read aloud to your students, ask the Spanish speakers to raise their hand when they think they hear a cognate. • Stop reading and discuss that cognate. Point out the subtle differences you hear between the Spanish and English words. • If you have a French, Italian, or Portuguese speaker in your class, invite them to contribute cognates in that language.

38. Follow-Up Activities • Pair students and give each pair a set of cognate cards: one card has the English cognate and the other has the Spanish cognate. For example: English Spanish family familia radio radio class clase desert desierto gorilla gorila

39. What is critical in theEarly Learning Curriculum today? • Oral Language Development • Vocabulary Development • Content-Based Instruction -Nonfiction Text • Early intervention • Biliteracy Instruction • Family Involvement

40. Oral Language Development • HRHL helps to foster oral language development through the use of sing along books and question prompts used in many of the books. • The eBooks help students with their reading fluency which can also assist in improved oral language skills

41. Vocabulary Development • Vocabulary development, specially For English language learners (ELLs), is especially important. • The average native English speaker enters kindergarten knowing at least 5,000 words. The average ELL may know 5,000 words in his or her native language, but very few words in English. While native speakers continue to learn new words, ELLs face the double challenge of building that foundation and then closing the gap. • With HRHL, students develop academic vocabulary from the first day through singing and reading. • the eBooks present new vocabulary with a provided glossary of the new words.

42. Content-Based • Early childhood programs are focusing more than ever on content area instruction the programs want to get more “bang for their buck” They are looking for programs that have provide instruction in all content areas and address literacy at the same time. • HRHL/Leer y aprender con alegría is based on songs that serve as stepping stones to building a strong foundation for young children in literacy, math, and science.

43. Early Intervention • Approaches involving early intervention, ongoing progress monitoring, and effective classroom instruction consistent with Response to Intervention (RTI) are associated with improved outcomes for the majority of students in early reading and math. • These books are all a great resource that can be used with pullout resource teachers as early intervention tools.

44. Biliteracy Instruction • In HRHL we recognize the importance of biliteracy across the curriculum in increasing academic progress and English development by offering a dual language system of instruction. • Biliteracy should be considered an asset and a goal for all students to make the United States a stronger country that can compete and participate globally.

45. Family Involvement • Studies show that parent participation in their child’s education was twice as predictive of students’ academic success as family socioeconomic status. • The Parent Power Resource Book directly assists with engaging parents in the classroom and at home-providing teachers the tools needed to get their students’ parents involved in the classroom and with their child.

46. Closing the Achievement Gap • Early learning is a critical component of education reform. • Those associated with literature from early childhood are more likely to achieve academic success later in life, as consistent readers become successful and confident writers later on. • Research tells us that it can help close the achievement gap by getting our kids ready to learn and succeed.

47. How does HRHL¡Leer y aprender con alegría! benefit the Dual Language Classroom?

48. HRHLLeer y Aprender con alegría HRHL/ Leer y aprender con alegría assists in dual language learning by: • Developing academic vocabulary in English and Spanish • Maximizing comprehension in context • Teaching Math and Science concepts in two languages • Offering dynamic experiences that engage students in learning through fun activities.

49. Benefits of HRHLSinging Songs to Learn Concepts • Research shows that kids who are actively involved in music (who play it or sing it regularly) do better in reading and math when they start school; are better able to focus and control their bodies; play better with others; and have higher self-esteem. • Listening to and joining in with songs plays an important role in a child’s early education learning process. Songs involve the use of words and, as such, can help with a child’s understanding of language, words, speaking and even writing. • Music nurtures phonological awareness (alliteration, rhyme, rhythm, etc). • Songs and chants are a natural way to develop oral language, auditory memory, and fluency. • If children are exposed to concepts while singing, it is easier for them to learn the concepts when they are formally introduced. • Using multiple formats, sing along books provide for whole group, small group, one-on-one, and independent learning.

50. Benefits of Body Movement • HRHL encourages body movements while singing along. • Combining music and movement helps preschoolers learn to control their bodies. They learn to move fast to fast music, and more slowly to slow tunes. They also can learn the hand movements and simple dance moves that go along with rhymes and songs. • Learning physical control is an important developmental step and can help build concentration skills and self-control later on.