1. The Creative Curriculum for Preschool – Literacy Looking Deeper at Vocabulary and Phonological Awareness
May 3, 2013

2. Today’s Agenda Welcome/Group Expectations Introductions
Why Focus on Early Literacy?
What Do Children Need to Know and Do?
Assessing Your Literacy Environment
Components of Literacy: Vocabulary and Language
Components of Literacy: Phonological Awareness
Adapting for Various Types of Learners

3. Group Behavior Expectations
Start on time/ finish on time
Respect others’ opinions/ be positive/ work cooperatively/limit side-bar conversations
Clear communications/ stay on topic/listen to hear others’ ideas and have an open mind

4. Creative Curriculum’s Literacy Components
Read from The CC for Preschool 4th edition
pgs
or Literacy, Chapter 1
or 5th edition- Literacy Vol. 3, Chapter 17

5. 7 Components of Literacy
Literacy as a source of enjoyment
Vocabulary and language
Phonological awareness
Knowledge of print
Letters and words
Comprehension
Books and other texts

6. Accountability Responsibility- MUCH IS EXPECTED OF YOU!!
By children, families, and community
What do you need to learn?
How will you apply this knowledge?

7. Planning Your Literacy Program
Before Teaching
What do I want children to know and be able to do?
What approaches to learning am I fostering?
How will I assess children’s learning
While Teaching…
Are children learning what I expected?
Is unanticipated learning occurring?
Are things going as planned?
After Teaching…
What worked?
What needs to be changed?
What is the evidence?

8. Literacy and Assessment Planning Cycle
Observe and document what you see
For an individual child: ask “What can I do to help this child” For the whole group: ask “What is working? What is not?
Formulate a plan
Implement the plan
Evaluate your plan

9. Creating a Language and Literacy Rich Environment
The learning environment is the “textbook” in a Creative Curriculum classroom.
It includes the:
Design of physical setting,
Program structure and social climate

10. Literacy Learning in Interest Areas
When each interest area is organized with literacy in mind, children’s play is meaningful and literacy learning maximized

11. Meaningful Play
Teachers support children’s literacy learning by incorporating reading and writing materials into children’s play so they can experiment with them.
When play is child-initiated, child-directed, open-ended, creative, and relatively risk-free, children enjoy learning.

12. Assessing Your Literacy Environment
Checklist of classroom contents
Classroom observations – teacher/child interactions

13. Components of Literacy: Vocabulary & Language
Vocabulary and Language are Keys to Future Success as Readers & Writers
Oral Language Skills
Large Vocabularies
More Experiences Using Language

14. Components of Literacy: Vocabulary & Language
Read 4th Edition-pgs
Literacy the CC Approach: pgs
5th Edition CC Literacy-Vol. 3 pgs

15. Teaching Strategies Book Discussion Cards
First read-aloud Second read-aloud Third read-aloud

16. Repeated Read Alouds
Book introduction – read title, show cover, introduce main characters, talk about their problem
Vocabulary – select 8-10 words to define
Comments and questions – make comments that show children how to think about the characters and events
After reading questions – ask 2 or 3 open-ended questions

17. Conversational Reading – 3 S strategy
See – point to, name pictures, run a finger under the words
Show – Give directions such as “Touch the baby’s blanket,” or “Show me who’s jumping”
Say – As you read, ask questions, accept any verbal response

18. Storytelling Think of yourself as a storyteller, “Once I…..”
Prepare for storytelling experiences – requires interactions between the teller and listeners, use of imagination
Select appropriate stories – fairytales, folktales, meet needs, interest of children
Develop a strong beginning, learn the story, and develop an ending, ”they all lived happily ever after….”

19. Story Retelling
Select appropriate stories and model ways to retell them
Use props for oral retellings – provide objects as props, make clothesline story props, offer picture props, use costumes and dramatic play props
Collect puppets

20. Components of Literacy: Phonological Awareness
Adults will understand and use strategies that include:
Listening
Rhyming
Alliteration
Sentences and words
Syllables
Onset & rime
Phoneme

22. The Teacher’s Role In Promoting Phonological Awareness
GOLD Objective 15 – demonstrates phonological awareness
How do you know each child’s level
of phonological awareness and
provide appropriate experiences?

23. Meeting the Needs of All Children
English limited language learner
Advanced language and literacy learners
Learners with disabilities

24. Supporting English Limited Language Students
Home language use
Nonverbal/observation period
Telegraphic and formulaic speech
Productive/fluid use of language

25. Supporting Advanced Language and Literacy Learners

26. Supporting Learners with Disabilities
Environmental Supports
Routine Supports
Tactile, visual, and auditory supports
Language supports
Physical and sensory supports

27. Now apply this to an activity
Look at the Intentional Teaching Cards and the Mighty Minutes Cards on your table
How would you adapt the activity for the child with limited English , the advanced learner, and the child with disabilities?

28. Closure
My Plan for Back Home