Distance Learning Events brought to you by the Center for Early Literacy Learning

1. Evidence-Based Early Literacy Practice Guides Distance Learning Events brought to you by the Center for Early Literacy Learning

2. What is this CELL distance learning event? • This distance learning event focuses on evidence-based early literacy practices • The purpose of this distance learning event is to share information about: • Results from a national social marketing survey • How CELL translates research into practice • CELL practice guides

3. Pause and think about evidence-based early literacy practices before you proceed! • What does “evidence-based” mean? • What is an “early literacy practice?” • How can “evidence-based early literacy practices” be used by parents and practitioners? • Click here to read or listen to CELL’s responses to these questions • Proceed through the distance learning event with these responses in mind.

4. Does the early childhood field need evidence-based early literacy practices? • 2007 national survey of practitioners, technical assistance providers, and parents in IDEA Part C and Part B 619 programs • Questions focused on the desired and actual use of early literacy learning practices • The results of the surveys overwhelmingly showed that although early literacy learning practices are desired, their perceived level of actual use is quite low

5. Introduce: What are evidence-based practice guides? • Promote literacy-rich learning opportunities that are contexts for skill acquisition • Contain the practices that can be used by parents, practitioners, or teachers with infants, toddlers, and preschoolers to promote early literacy learning • Include adapted practices that support the literacy learning of children with disabilities or learning difficulties who need more specialized interventions

6. Introduce: How are the practice guides structured? • Each practice guide asks and answers four questions: • What is the practice? • What does the practice look like? • How do you do the practice? • How do you know the practice worked? • Each practice guide provides: • Three vignettes of the practice being used • At least one vignette has a description of how the practice can be adapted for a child with a disability

8. Illustrate: Alpha Fun: What is the practice? • This section gives a one- or two-sentence description of the experience or opportunity used to promote a child’s production of literacy-related behaviors or skills. It includes: • A general statement of the practice • A statement of the benefits of the practice

9. What is the practice? Playing, talking, and asking questions as your child enjoys alphabet toys makes letter learning fun and exciting. Letter blocks, magnetic letters, and alphabet puzzles are the kinds of toys that can spark parent-child talks about letters and let children become familiar with the ABCs. Such toys also help preschoolers begin to form words without the added pressure of writing.

10. Illustrate: Alpha Fun:What does the practice look like? • This section paints a picture of what one would see when observing the practice being implemented. • It includes: • A description of the child’s behavior or action • A description of the consequence(s) of the child’s behavior or action

11. What does the practice look like? Let your child play with letter-shaped cookie cutters in cornmeal, play dough, or real biscuit dough. Cut letter shapes from sponges for her to play with in the bathtub or use as stamps to make designs with washable paint. Talk to her about what she’s doing as she plays. As your child lines up magnetic letters on the refrigerator door, stacks alphabet blocks, or strings alphabet beads, talk with her about what she is doing and encourage her interest and curiosity about letter sounds.

12. Illustrate: Alpha Fun: How do you do the practice? • This “how to” section explains what a parent or practitioner can do to engage a child in an activity that provides a context for literacy-related behavior expression. It includes: • The child interest-based features of the practice • The literacy-related context (environment) of the learning opportunities • The instructional practice(s) best suited for promoting child production of literacy-related behavior • What or how the parent or practitioner can make adaptations or accommodations (if appropriate) to the practice

13. How do you do the practice? When your child plays with alphabet toys, add to the fun by providing a variety of such toys, praising his efforts, and following his lead. Ask your child to identify the letters in his name by pointing out the blocks, stamps, or other toys that have those letters. Show him how to use them to form his name. Help him discover that even though letters may be different colors or sizes on different toys, their names and sounds stay the same. Show your child how the letters on her alphabet toys are paired with sounds. For example, when your child hands you the block with T on it, help her name the letter and its sound. Together try to think of words that start with the Ttt sound. Try to avoid making alphabet toys seem too “hard” or too much like work. Most preschoolers are beginning to understand that we use letters to make words, but they are often unsure about their exact sounds and shapes. Showing interest and appreciation for his attempts at learning through play is more important than expecting your child to remember all the letters right away.

14. Illustrate: Alpha Fun:How do you know the practice worked? • This section includes: • Criteria used to measure benefits or results of using the practice guide • Outcomes are described in terms of changes in literacy-related behavior or skills

15. How do you know the practice worked? Does your child play eagerly with alphabet toys? Does your child point out familiar letters on his toys and other places he sees them? Does your child name sounds and letters when you are playing with alphabet toys together?

16. Illustrate: Alpha Fun: Vignette Stringing Along Jordan, who is 4 years old and deaf since birth, is stringing large plastic beads with her dad. The beads are different colors and have letters printed on their sides. Jordan shows her dad the beads she has strung on a cord, signing the colors and letter names. “That’s right,” her dad says, speaking and signing. “And what’s this one?” He points to a letter A on her cord. Jordan signs the letter A. “That’s right, that’s A,” Dad signs. “What words start with the letter A?” They take turns signing apple, arm, and ant. “We can make those words,” Jordan signs. Together they sort through the beads for more letters they can add to the cord to form words.

17. Illustrate: Practice Guide Development • Universal Practice Guides • Adapted Practice Guides • Specialized Practice Guides

18. Practice: Identify Evidence-Based Practices • Watch the Weaving Wonderful Tales video by clicking here • As you are watching the video, write down your responses to the practice guide questions: • What is the practice? • What does the practice look like? • How do you do the practice? • How do you know the practice worked? • Read the toddler practice guide titled, Let Me Tell the Story, located in the products section at www.earlyliteracylearning.org and compare your responses to the information in this practice guide.

19. Evaluate: Identifying Evidence-Based Practices • Submit your examples to our discussion board by clicking here • Think about these questions: (1) How did your responses to the questions align with what is in the practice guide?; (2) How difficult was it to determine answers to the practice guide questions? • Do you have any questions about the practice exercises? Please submit them to our discussion board by clicking here

20. Thank you! • Thank you for accessing this CELL distance learning event! • We value your feedback! Please provide it to us by clicking on this link • Remember to access other CELL distance learning events!