2. Objectives
Identify the Language, Literacy and Communication Key Developmental Indicators (KDIs).
Discuss the development of these KDIs in young children.
Identify and use strategies that support children’s language, literacy and communication skills.

3. What’s in a Photo?
What happened to your ideas as you put them into words?
How did language help you say what you wanted about what was happening in the pictures or help organize your thinking?
Why do you think conversation is important?
Look at the various types of pictures in the center of your table.
Discuss what you see in the pictures and any personal thoughts you might have.
Create a list of descriptive words that come up in your conversations.
Choose one picture to share with the whole group.

4. Need for Language To become thinkers we need language
We start with what we , but to become ourselves we develop an inner speech.
Inner speech is our thinking in action
Conversation is the universal language of learning

5. KDI 21: Comprehension
Children understand language
Children:
Understand (comprehend) conversations, signing, stories, books, songs, poems, and/or chants.
Listen; respond; connect information to their own lives; predict what will happen next; and recall real and fictional people, materials, actions, events, and ideas.

6. KDI 22: Speaking Children:
Children express themselves using language
Children:
Share observations, experiences, ideas, explanations, feelings, preferences, and needs.
Progress from making gestures to using sentences of increasing length and complexity.

7. KDI 23: Vocabulary
Children understand and use a variety of words and phrases
Children:
Learn and use new words and phrases in conversations, activities, written materials, and play.
Ask the meaning of unfamiliar words.
Use multiple parts of speech to describe, clarify, and elaborate their experiences and ideas.

8. KDI 30: ELL/Dual Language Acquisition
Children use English and their home language(s) (including sign language).
Children:
Understand and use English and their home language(s).
Adjust the language they use to the person with whom they are communicating.
Know there are different writing systems (alphabets).

9. Pretend Animal Talk

10. Talking the Talk
Work Time is the main part of the routine where children have the ability to develop this skill.
Routine talk: Talk that focuses on the here and now.
“Come to the sink and wash your hands.”
“I want the pink scarf.”
Pretend/self talk: Talk that expresses and represents what children observe, think, imagine, and feel through play.
Self talk is the ongoing inner conversation that leads to self-regulation.

11. Mrs. Spears at the Beauty Salon

12. You Say “Pop” I say “Soda”
Look for ordinary objects in this room and come up with as many names as possible for that object.
PURSE
Envelope
Clutch
Big Bag
Evening
Coin
Satchel
Pocket book

13. Research Shows. . .
A great deal of vocabulary learning occurs before children become literate (Biemiller).
The number of words children have in their vocabulary before they come to school is highly predictive of reading success (Cunningham & Stanovich, 1997).
Children hear between 10 and 30 million cumulative words by age 3 (Hart & Risley).
Need for concern for children at the lower end.
They are not learning enough words for successful readers as their peers.
Children must hear new words many times in many contexts (Nagy & Scott).

14. Strategies in the Classroom
Encourage children to retain their home language and have access and opportunities to use it when learning English, including vocabulary and conceptual skills.
Warm relationships with adults are the most important factor in learning a second language.
Learn words and phrases in a child’s home language in order to communicate.
Use sign language.
Have a consistent routine.
Create an album with photos labeled in both languages.
Get books in child’s home language.

15. Writing Messages
Action Message
Rebus Message

16. Children write for many different purposes
KDI 29: Writing
Children write for many different purposes
Children:
Write to represent ideas, use writing in their play and/or ask adults to take dictation, and read what they and adults have written.
Use writing tools such as crayons, markers, pencils, and computers.
Copy or write letters, and progress from scribbles to letterlike forms to recognizable letters.

17. Identifying Writing Development
Drawing

18. Identifying Writing Development
Scribble-writing

19. Identifying Writing Development
Letterlike Forms

20. Identifying Writing Development
Actual Letters

21. Identifying Writing Development
String Letters

22. Identifying Writing Development
Invented Spelling
“Keep Out”

23. Strategies for Supporting Writers
Provide materials throughout the classroom.
Encourage children to engage in writing throughout the day.
Accept the various forms of writing that children are already capable of, and help them to develop new ones.
Model writing for children and provide scaffolding.
Respond to children’s questions and offer information.
Encourage experimentation and risk taking.

24. Sign in Sheet/Snack Chart

25. Open Ended Materials

26. Encourage Writing

27. Ask for Children to Assist You in Writing

28. Encourage Children to Write Messages

29. Acting Out Nursery Rhymes
With your table group, think of your favorite nursery rhymes and act them out with each other.

30. KDI 24: Phonological awareness
Children identify distinct sounds in spoken language
Children:
Recognize the beginning and ending sounds of words, including rhymes (same ending sounds) and alliteration (same initial sounds).
Recognize separate syllables in words (segmentation).

31. Rhymes and Alliterations
Help children:
Hear and match word endings that are the same (rhymes).
Hear and match word sounds at the beginning of familiar words (alliterations).
Figure out that words are a collection of familiar sounds.
Rearrange word sounds to make up new words.

32. Creating Rhymes and Alliterations
Mat -- Bat -- Pat
Fox – Feather -- Fan

33. Letter Links
Omari
Charmaine

34. KDI 25: Alphabetic knowledge
Children identify letter names and their sounds
Children:
Know letters are a category of symbols that can be individually named.
Name a growing number of letters and associate them with their sounds (often beginning with the initial of their first name and/or other familiar words).

35. Look for strategies in this SGT: Letter Collectors
Support Strategies
Look for strategies in this SGT: Letter Collectors
Provide a print-rich environment that exposes children to letters in meaningful contexts.
Provide and use three-dimensional letters and other alphabet materials with children.
Continue to encourage children’s early writing in all its forms (e.g., alphabet books or puzzles).
Make letter sounds with children as they write.
Plan and support playful experiences with the alphabet throughout the daily routine.

36. Beloved Books
With a partner, talk together about your favorite books from your childhood.
As you talk, discuss:
Why you remember these specific books?
What about these books made them memorable?
Discuss as a whole group.

37. Children read for pleasure and information
KDI 26: Reading
Children read for pleasure and information
Children:
Look at a variety of printed materials for enjoyment and knowledge.
Ask adults to read books to them, and they “read” books to others.
Tell or retell stories based on pictures.
Read aloud a word, simple phrase, or short sentence.

38. KDI 27: Concepts about print
Children demonstrate knowledge about environmental print
Children:
Learn about the functions of print.
Understand the connection between spoken and written words.
Recognize that a word is a unit of print, letters are grouped to form words, and words are separated by spaces.
Learn about print conventions such as directionality (English is read top to bottom and left to right) as they experience various forms of environmental print (e.g., signs, newspapers and magazines, lists, messages, menus, packaging).

39. Children demonstrate knowledge about books
KDI 28: Book knowledge
Children demonstrate knowledge about books
Children:
Know how books work.
e.g., they hold a book upright and face-forward, read it front to back, and differentiate text and pictures
Identify the parts of the book.

40. Importance of Reading It offers the power and pleasure of literacy.
It stimulates imagination.
It strengthens brain connections.
It introduces children to new knowledge as well as familiar and comforting themes.
It enhances language ability.

41. Increasing Language through Reading
The English language contains 500,000 words, yet only 15,000 words are used in everyday speech, and only 7000 words on television.
P. Kropp (2000) How to make your child a reader for life.

42. Importance of Small Group Reading
Children benefit from conversations that occur during book reading because they make connections between real life and text (Hohmann, 2005).
This kind of interactive reading significantly supports the young child’s ability to comprehend the story’s narrative (Zevenbergen & Whitehurst, 2003).
Research shows that . . .
Cozier atmosphere
Deeper discussions of the stories
Timid children tend to get involved
Children listen to each other’s ideas and make contributions to the ongoing discussion
Children are able to see the book
Fewer child management issues

43. The Art of Reading
When you engage children in books, you support the development of comprehension.
Books are the easiest and most fulfilling way of exposing young children to language development other than rich conversations.

44. Looking at Your Own Books
What are the strengths of your children’s book collection?
How can you use books you do have, to bring children’s attention to the story and engage their interests?
What kind of books would you like to add to your collection?
Where can you find the books you want to add?

45. Implementation Plan Turn to the last page of your Training Booklet.
Think about each of the KDIs we have discussed today.
Jot down ideas you would like to remember.