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Language Arts In Early Childhood English Language Arts & Reading.

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Presentation on theme: "Language Arts In Early Childhood English Language Arts & Reading."— Presentation transcript:

1 Language Arts In Early Childhood English Language Arts & Reading

2 Language Arts Language Development English Language Arts & Reading

3 Learner Centered Communication
Teacher communicates with Students Families Professional Colleagues Community English Language Arts & Reading

4 Mechanical Automatic Skills
Sensory Perception Memory Motor Spatial – Temporal English Language Arts & Reading

5 Conceptual Thinking Skills
Environment Meaning Problem-Solving Organization Survival English Language Arts & Reading

6 Normal Language Development
Student in Grade 4 Reads on Grade Level 4 Listens on Grade Level 6 Speaks on Grade Level 5 Writes on Grade Level 2 English Language Arts & Reading

7 Language Arts Study of Language Handwriting Spelling
The Writing Process Creative Writing Literature Study Skills English Language Arts & Reading

8 Objectives The intern will
know the development of the four areas of normal language and their relationships; know the developmental process of oral language; design age-appropriate instruction in listening and oral language skills; know the components of phonological and phonemic awareness and the relationship to reading and writing; English Language Arts & Reading

9 Objectives know the elements of the alphabetic principle and the relationship to the spoken word, reading, and writing; know that literacy acquisition develops in a pattern through the use of oral language, reading, and writing; know the importance of word analysis to reading and provide a variety of activities to develop those abilities; and know the basic principles of assessment and use a variety of appropriate on-going assessment tools to assist in planning instruction. English Language Arts & Reading

10 Auditory Components of Language
Auditory-Visual Association Auditory Language Classification Auditory Language Association Auditory Discrimination Auditory Closure Auditory Memory English Language Arts & Reading

11 Visual Components of Language
Visual-Motor Visual Figure-Ground Visual Discrimination Visual Closure Visual Memory Visual Language Classification Visual Language Association English Language Arts & Reading

12 Visual What do you see? English Language Arts & Reading

13 Visual Motor English Language Arts & Reading

14 Visual Discrimination
3 2 5 8 ARE AIR FIRE ART Mark the figure that looks like the first. English Language Arts & Reading

15 Point to the figure that will close the picture.
Visual Closure Point to the figure that will close the picture. English Language Arts & Reading

16 Visual Closure What is missing? English Language Arts & Reading

17 Teacher says, “Read the words as I point to them.”
Level II Pre-Primer – Response Response Response p i t f or fu n b y soo n bab y r i d e d ow n he ad m other ope n ve ry y e a r ha ppy lett er n ext mor ning wi th Teacher says, “Read the words as I point to them.” English Language Arts & Reading

18 Teacher says, “Read the words as I point to them.”
Level IV Up to 5th Grade Response Response aw ake gif t mi xed shir t tu rn in g fa sten lar ge st r ained ta lks ca rry ing cof fee ju ice s torm co r ners wri tes doll ar hour s pe nn ies Teacher says, “Read the words as I point to them.” English Language Arts & Reading

19 Visual Memory Response _________ ________ After the teacher covers the pictures, the students will tell exactly what pictures they saw in the row. English Language Arts & Reading

20 Visual Memory ________ Response _________
English Language Arts & Reading

21 Visual Memory ________ Response _________
English Language Arts & Reading

22 Visual Memory ________ Response _________
English Language Arts & Reading

23 Visual Language Association
Response _________ ________ Teacher points to the first picture, then student points to the picture that goes with it. English Language Arts & Reading

24 Visual Language Association
Response _________ ________ Point to the first picture and say, “Fish goes with fish bowl as dog goes with ________?” English Language Arts & Reading

25 Manual Language Expression
Response ________ Show the pictures and ask students, “Show me what you can do with them.” English Language Arts & Reading

26 Manual Language Expression
Response ________ Show the pictures and ask students, “Show me what you can do with them.” English Language Arts & Reading

27 Verbal Language Expression
Show the pictures and ask students, “Tell me all you can about this.” English Language Arts & Reading

28 Verbal Language Expression
Show the pictures and ask students, “Tell me all you can about this.” English Language Arts & Reading

29 Verbal Language Expression
Show the pictures and ask students, “Tell me all you can about this.” English Language Arts & Reading

30 Receptive Language Skills
Grade level listed for introducing concepts. Concepts can be introduced earlier if material being studied requires it. Listening Skills Auditory Processing (K) Understanding – words, concepts (K), sentences (1), elements (2) Memory – recall (K), sequence, academic concepts (3) Processing speed – simple (1), complex (3), longer texts (5) Sound discrimination – environment (K), musical, letter (1), complex (3) Closure – blends (2), patterns (3) Association – opposite (3), completion (4), judgment (5) English Language Arts & Reading

31 Receptive Language Skills
Active Listening Comprehension — main idea (3), directions (K), sequencing, details (3), questions (4), summarize (4) Critical — absurdities, propaganda (5), correcting (6), completion (4), fact/opinion (5), emotive/report (6), bias, inference, repetition (7), evaluate (6), problem solving (4) Appreciative Listening Attention — visualize, rhythms (K), tone/mood (3) Effect — style (4), character (7), effect/speaker (5), effect audience (4) English Language Arts & Reading

32 Expressive Language Skills
Personal Speaking/Oral Language Skills Concept – uniqueness (K), personality (3), creativity (4) Confidence – experiences (K), comfort (3), enjoyment (3) Mannerisms – voice (K), body (K) Feelings – types (K), words (2), personal (3) English Language Arts & Reading

33 Expressive Language Skills
Elements of Oral Language Skills Word meaning – categories (K), technical (4), creative (5) Context meaning – purposes (2), information (3), complex ideas (5) Comprehension – main idea (3), detail (3), direction (K), relevant (5), inference (7) Organization – guidelines (4), sequence (6) English Language Arts & Reading

34 Expressive Language Skills
Fluency of Oral Language Vocabulary – naming (K), word power (2), abstract (3), social (K), convergent (4), divergent (5) Syntax – correct structure (K), transition (4), complex structure (5) English Language Arts & Reading

35 Expressive Language Skills
Purpose of Oral Language Appropriate – adaptations (K), creative (2), organized (4) Error recognition – grammar (4), vocabulary (5), organization (5) Elaboration – simple topic (4), word variety (5), reasons (5) Audience rapport – people (4), purpose (5), speech (5), logic (6) Spontaneous – creativity (K), jokes (6), talking (K), sharing (K), experiences (2), conversation (K), telephone (4) English Language Arts & Reading

36 Expressive Language Skills
Formal Oral Language Creative – dramatics (K), storytelling (2), choral speaking (K) Informative – discussion, directions, reporting (3), announcements, interviewing (5), parliamentary procedures (6) English Language Arts & Reading

37 Expressive Language Skills
Attitude Toward Written Language Skills Blocks – (K) Motivation – (K) English Language Arts & Reading

38 Expressive Language Skills
Content of Written Language Skills Reflective – description (K), reports (2), procedures (5), retelling (4), summaries (5) Relationships – comparison (3), contrast (3), classification (4), analysis, cause/effect (5), explanation (6) Explanatory – hypothesis (5), schemes (7), design (5) Personal view – feelings, preferences (K), opinions (6), judgment (7) Creative writing – creativity, topics, formats (K) Research/Report writing – library skills, formats (K), effective writing (3), English class (4), content areas (5) Technological support – Franklin Speller (3), tape recorder (K), computer (K) English Language Arts & Reading

39 Experiences that Foster Pro-Social Development
Positive Feelings About Self Result in higher frequency of cooperative behaviors. Age-Appropriate Responsibilities Foster a sense of being a contributing part of the family or group. Opportunities to Interact with Other Children Opportunities to Engage in Socio-dramatic Play Enhances perspective-talking. English Language Arts & Reading

40 Developmentally Appropriate Practice
First Characteristic Age Appropriateness Universal and predictable patterns of growth and development which occur in children from birth through age eight English Language Arts & Reading

41 Developmentally Appropriate Practice
Second Characteristic Individual Appropriateness Individual rates and patterns of physical/motor, psychosocial, cognition, language, and literacy development, personality and learning style, and family and cultural background of each young child English Language Arts & Reading

42 Early Childhood through Grade 4
Language Arts Early Childhood through Grade 4 Phonemic Awareness Alphabetic Principle Phonics Spelling Language (Grammar) Concepts About Print Creative Writing Poetry Literature as a Connection Integrated Thematic Instruction English Language Arts & Reading

43 Phonological Awareness
Is the ability to recognize the sounds in a spoken language and how they can be segmented (pulled apart), blended (put back together), and manipulated (added, deleted, and substituted). Is a strong predictor of later reading success. Is an important component of beginning reading programs for ALL students. Is particularly important for students identified as dyslexic or with other reading difficulties. English Language Arts & Reading

44 Instruction in Phonological Awareness
Focuses on individual sounds (or phonemes) in spoken words. Is auditory and does NOT involve print. Helps students understand the alphabetic principle. English Language Arts & Reading

45 Differences Phonological Awareness Phonics Is the ability to recognize the sounds of spoken language and how they can be blended, segmented, and manipulated. Is an instructional approach that links the sounds of spoken language to printed letters. English Language Arts & Reading

46 Differences Is auditory. Does NOT involve print.
Phonological Awareness Phonics Is auditory. Does NOT involve print. Activities can be done with eyes closed. Is Graphophonemic. Involves print. Activities require looking at print. English Language Arts & Reading

47 Differences Phonological Awareness Phonics Focuses on sounds of spoken language and how they can be blended, segmented, and manipulated. Shows how the sounds of spoken language are represented by letters and spelling (i.e. letter r represents the phoneme /r/). English Language Arts & Reading

48 Differences Phonological Awareness Phonics Provides basis for understanding alphabetic principle and lays the foundation for phonics and spelling. Begins before students have learned a set of letter-sounds correspondences by using manipulatives. Helps students understand how sounds in words relate to their corresponding written symbols or letters. Helps students to begin identifying words in print by “sounding out” phonemes, blending them together, and saying the word. English Language Arts & Reading

49 Phonological Awareness Continuum
Phoneme Blending, Segmenting, and Manipulating Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words (most complex) Onset-rime blending and segmenting Blending and segmenting the initial consonant or consonant cluster (onset) from the vowel and consonant sounds spoken after it (rime) English Language Arts & Reading

50 Phonological Awareness Continuum
Syllable blending and segmenting Blending syllables to say words or segmenting spoken words into syllables Sentence segmentation Segmenting sentences into spoken words Rhyme/alliteration Matching the ending sounds of words/ producing groups of words that begin with the same initial sound (simplest) English Language Arts & Reading

51 Activities for Phonological Awareness
should be scheduled regularly; can be done throughout the curriculum and school day; and can be done with eyes closed! English Language Arts & Reading

52 Phonological Awareness Continuum
Example of Levels Phonemes Blending: /h/ /a/ / t/ = hat Segmenting: boat = /b/ /o/ /t/ Manipulating: change /c/ to /f/ in car = far Onset-rime Blending: /h/ + /il/ = hill Segmenting: hill = /h/ + /il/ Syllables Blending: dog + house = doghouse Segmenting: doghouse = dog + house Counting: clapping, snapping, … to break words English Language Arts & Reading

53 Phonological Awareness Continuum
Example of Levels Sentence Segmentation The car is red. Alliteration She sells seashells by the seashore. Rhyme mean seen green lean bean English Language Arts & Reading

54 Guidelines for Teaching Phonological Awareness
Model each activity when it is first introduced. Review the examples of the activities. Number of sounds in a word (sip is easier than hand) Position of phoneme in words (initial sounds of words are easier than final and medial) Sounds of letters (continuants /m/ are easier than clipped sounds /b/) English Language Arts & Reading

55 Guidelines for Teaching Phonological Awareness
Include a wide range of different types of activities when teaching the whole class. Begin with easier tasks that everyone can succeed in doing. Extend activities to challenge all students. Activities that entail identification of sounds are easier than those requiring production of sounds. English Language Arts & Reading

56 Guidelines for Teaching Phonological Awareness
Use concrete objects such as fingers, counters, picture cards, etc., to manipulate sounds. These are essential for struggling readers! Provide many opportunities for practice and review. Small group instruction for struggling readers. Include workstations/centers. English Language Arts & Reading

57 Monitoring Progress for Phonological Awareness
Use brief, planned instructional assessments. Collect students’ work to show progress and growth. Observe and note students’ interactions while talking, reading, and writing. Use checklists to compile and analyze information quickly and easily. Keep anecdotal (narrative) records of student’s actions, reactions, and interactions. * Difficulty with development of phonological awareness is one of the characteristics associated with dyslexia. English Language Arts & Reading

58 Using Reading Inventories to Monitor Progress
In TPRI, phonological awareness is assessed in the screening and inventory sections called Phonemic Awareness Blending onset-rimes Rhyming Blending word parts Blending phonemes Detecting initial and final sounds English Language Arts & Reading

59 Alphabetic Principle Understanding that the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words English Language Arts & Reading

60 Letter Recognition Goals
A a B b Recognize, name, and produce the letters of the alphabet. Identify and distinguish upper and lowercase letters of the alphabet. English Language Arts & Reading

61 Goal of Letter Recognition Activities
To rapidly and accurately identify letters of the alphabet both sequentially and randomly. English Language Arts & Reading

62 Letter-Sound Correspondence
Refers to the common sounds (sound that a letter represents most frequently) of letters and letter combinations in written words. Predicts later reading success. English Language Arts & Reading

63 For Teaching Letter-Sound Correspondences
Guidelines For Teaching Letter-Sound Correspondences Introduce in a sequence based on frequency of use in text and spelling. (In English/Spanish - introduce M before X.) Establish a logical order of introduction. (Order varies based on beginning reading programs.) English Language Arts & Reading

64 For Teaching Letter-Sound Correspondences
Guidelines For Teaching Letter-Sound Correspondences Begin with letter-sound correspondences that can be combined to make words that students can read and understand. (In English, letters m, s, t, and a can be made into several easy words.) English Language Arts & Reading

65 For Teaching Letter-Sound Correspondences
Guidelines For Teaching Letter-Sound Correspondences Separate introduction of letters that sound similar. (/n/ and /m/) Begin with continuous sounds then add stop (or clipped) sounds. Continuous = sounds can be stretched out when pronounced Stop/Clipped = sounds that are not easily pronounced in isolation without a vowel sound; however, vowel sound is “clipped” (i.e., b should be pronounced /b/ and not /buh/ ) English Language Arts & Reading

66 For Teaching Letter-Sound Correspondences
Guidelines For Teaching Letter-Sound Correspondences Introduce a few at a time with plenty of opportunities for practice. (In Spanish, vowels are introduced first then followed by most commonly used consonants.) English Language Arts & Reading

67 Introducing Letter-Sound Correspondence
In English i / i / it t / t / table p / p / pig n / n / nest s / s / sock a / a / apple English Language Arts & Reading

68 Introducing Letter-Sound Correspondence
In English l / l / leaf d / d / dog f / f / fish h / h / house g / g / goat o / o / octopus English Language Arts & Reading

69 Introducing Letter-Sound Correspondence
In English k / k / kite c cup m / m / mitten r / r / rabbit b / b / bat e / e / elephant English Language Arts & Reading

70 Introducing Letter-Sound Correspondence
In English y / y / yarn j / j / jam u / u / umbrella w / w / wagon v / v / valentine x / ks / box English Language Arts & Reading

71 Introducing Letter-Sound Correspondence
In English z / z / zipper qu / kw / queen English Language Arts & Reading

72 When Children Know Sounds
They can begin to make and decode words. They can learn how to blend sounds together. They can practice reading and making 2 to 3 letter words. English Language Arts & Reading

73 Words Using First 11 Letter-Sound Corresp.
I, t, p, n, s, a, d, l, f, h, g It If In Tip Nip Sip Pip Lip Pit Sit Fit Lit Hit Tin Pin Sin Fin Lid English Language Arts & Reading

74 Words Using First 11 Letter-Sound Corresp.
I, t, p, n, s, a, d, l, f, h, g List Lisp Gasp Stand Gland Plant Slant Split Splat Splint Pass Lass Glass Pill Hill Gill Still Stiff English Language Arts & Reading

75 Creative Writing Print-Rich Environment Link Literature to Writing
Concepts of Print Fluency Teacher Read Aloud Teacher Writes English Language Arts & Reading

76 … the ability to put words to one’s thinking process.
Think Aloud … the ability to put words to one’s thinking process. I’m demonstrating knowledge of standard usage! English Language Arts & Reading

77 The important things about
Graphic Organizer Web For The Important Book The important things about Is that Topic Sentence Main Idea It English Language Arts & Reading

78 An Integrated Thematic Instruction (ITI) Plan
Steps to Development Remember that Language Arts is the key content area. Choose a theme appropriate for time of year, curriculum topic, or interest. If curriculum, check scope and sequence of local and state curriculum. Make a mind map to include the topics and timeline. Identify key points to be experienced and/or learned. English Language Arts & Reading

79 An Integrated Thematic Instruction (ITI) Plan
Steps to Development Develop inquiries and activities that provide experiences for students that will allow them to understand concepts/skills of the key points. Set up an assessment system for each activity. English Language Arts & Reading


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