Literacy

1
Literacy
2
Reading is Key

• Conventional Literacy includes
• Receptive Components
• Decoding Accuracy
• Decoding Fluency
• Reading Comprehension
• Expressive Components
• Spelling
• Composition Skills

3

• Phonological Awareness
• Awareness of speech sounds and rythms rhyme
  awareness and sound similiarieits, awareness of
  syllables or phonemes
• Phonemesmallest unit of speech that
• distinguishes one utterance from another
• Fluency-0

4
Reading is Key

• 2 components to successful reading
• Accurate and fluent identification of printed
  word
• Good language comprehension skills
• You can decode what you cannot comprehend, but
• you cannot comprehend what you cannot decode

5
Strongest Predictors of Success in Learning to
Read, Write and Spell

• Alphabet Knowledge
• Concepts About Print
• Phonological Awareness
• Invented Spelling
• Oral Language
• Writing Name
• Rapid Automatic Naming (RAN)
• National Early Literacy Panel

6
Alphabet Knowledge

• Names of capital and lower-case letters
• Matching of capital and lower-case letters
• Writing capital and lower-case letters
• Letter-sound relationships
• Each letter or combination of letters makes a
  special sound
• Matching letters and letter combinations with
  their sounds.

7
Concepts About Books

• Right side up
• Front/back
• Turning pages
• Left-page/right-page viewing

8
Concepts About Print

• Awareness of print in environment
• Differences between print and pictures
• Pictures relate to the print
• Print the words we read

9
Concepts About Print (cont.)

• Words are made of letters
• There are spaces between words.
• Words make up a sentence.
• Words are read from left to right and
  top-to-bottom.
• One word we say goes with one word on the page
  (one-to-one correspondence and tracking)

10
Phonological Awareness Related Terms

• Phonological Awareness A general awareness of
  sounds in words, independent of meaning.
• Spoken words
• Syllables
• Phonemes
• Phonemic Awareness An awareness that spoken
  words consist of a sequence of sounds.
• Phoneme The smallest unit of sound.

11

• In order for a beginning reader to use knowledge
  of letters and sounds, s/he must be able to
  recognize that speech is made up of a sequence of
  small sounds.
• Phonemic awareness is one of the most important
  foundations of reading success and should be
  developed during the preschool and kindergarten
  years.
• -Preventing Reading Difficulties

12
The Alphabetic Principle

• The knowledge that a specific letter (or letter
  combination) represents each of the speech sounds
  (phonemes).
• Can develop concurrently with phonemic awareness.
• A necessary precursor for phonics and decoding
  development.
• Can be seen in childrens invented spellings.

13
Stages of Emergent Writing
(Continued)
14
Emergent Writing Name Writing
15
Stages of Emergent Spelling
(Continued)
16
What should you see in preK programs that are
fostering

• Alphabet Knowledge?
• Concepts About Print?
• Phonological Awareness?
• Invented Spelling?

17
You should see children

• pretending to read to themselves and others
• pretending to write using scribbles, letter-like
  symbols, and/or letters
• playing with alphabet manipulatives (letter
  tiles, abc puzzles, abc cookie cutters, etc.)
• engaged in word play (rhyming, matching sounds,
  etc.)
• dictating experiences for teachers to write down

18
You should see teachers

• monitoring childrens ability to rhyme, to match
  sounds, to clap or count parts in words, etc.
• encouraging childrens early attempts at reading,
  writing and spelling
• reading aloud to children
• modeling writing and emphasizing concepts about
  print and books

19
You should see

• an environment rich in print and books
• a well-stocked writing center
• teachers helping parents understand
• the importance of modeling reading and writing
  and encouraging childrens early attempts
• rhyming and word play games they can do at home
  to foster their childrens phonological
  development

20
Oral language provides the foundation for
emergent reading and writing.
21
Oral Language/Vocabulary Development

• The rich get richer and the poor get poorer The
  Matthew Effect
• The gap between proficient and struggling
  learners grows each year.

22
What We Know

• Becoming literate requires knowing thousands of
  words.
• Gaps in vocabulary start in preschool.
• Word knowledge in preschool correlates to
  comprehension in upper elementary grades.

23
BIG Words We Know

• How can we pique childrens interest in and
  awareness of new words?
• How can we NARROW THE GAP?

24
Narrowing the Gap

• Model rich language
• Complete sentences rich words
• Extend childrens thinking through questioning
  and discussion.
• Connect new words to childrens past experiences.

25
3 Tiers of Words

• 1. Basic Words Boy, girl, doll, toy, see,
• run, go, eat, etc.
• 2. Rich Words Impossible, wonderful,
• exciting, scarlet, etc.
• 3. Content Words stem, leaf, flower, spider,
  insect, etc.

26
Concluding Practice Activities

• Dramatization
• How might you look if you had to wait a very long
  time for your turn at the water fountain?
• Drawing/Dictation
• On the top of the page draw a picture of a time
  when you were impatient or when someone was
  impatient with you.
• Tell me about your picture and Ill write your
  words at the bottom of the page.
• When might you use this new word?
• If someone is sitting at the top of the
  playground slide and not going down, what could
  you say?

27
English Language Learners

• Be aware of the silent period that ELLs go
  through as they are learning English, where
  understanding precedes the ability to express
  that understanding in oral language.
• Provide repeated exposures to new words through a
  variety of approaches (i.e. conversations, songs,
  games, reading aloud).
• Use concrete objects and pictures whenever
  possible to explain the meanings of new words.

28
Comprehension

• Listening Comprehension Level Potential Reading
  Comprehension Level
• Predicting What do you think? What makes you
  think that? Did our predictions come true? New
  predictions?
• Questioning Why do you think? Was there a time
  when you? Did this remind you of anything youve
  done before? Did this story remind you of another
  story weve read? Which one? How were they alike?
  Different?

29
Comprehension

• Use of drama, art, dictation to
• Retell/sequence story parts
• Characters
• Setting
• Beginning/Middle/End

30
Non-Fiction

• Help children learn about our world by reading
  non-fiction books written for young children.
• Discuss what they know and what they want to
  learn or wonder about topic.
• Ask for recall of what they learned after
  reading.
• Pair fiction/non-fiction whenever possible.

31
In Good ProgramsYou should see teachers

• speaking to children in complete sentences which
  contain rich words and are representative of
  varied sentence structures.
• reading aloud to children from many types of
  books, including non-fiction
• discussing the meanings of rich words with
  children
• helping parents understand the importance of
• using complete and varied sentences and rich
  words
• conversing with their children and expanding
  their childrens communications
• discussing stories with children during read
  aloud times
• encouraging their children to make predictions,
  ask questions, and retell stories read aloud
• visiting the library with their children
• providing enriching experiences for their
  children (trips to the store, bank, zoo, museums,
  community events, etc.)

32
You should see children

• being given many opportunities to use their
  growing language
• in interpersonal interactions with other children
  and adults
• in imaginary situations
• to get needs met
• to express opinions or emotions
• to direct the actions of others
• to share information
• beginning to use some rich words in their
  everyday language

33
You should see children

• making predictions
• asking questions
• recalling story sequence
• responding to stories through art
• acting out stories
• discussing what they know about various topics
  and what they want to learn

34
Strongest Predictors of Learning to Read

• Alphabet Knowledge
• Concepts About Print
• Phonological Awareness
• Invented Spelling
• Oral Language
• Writing Name
• Correct letters in sequence is important
• Perfect letter formation and spacing is not
  important
• Rapid Automatic Naming (RAN)
• Alphabet recognition