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

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Presentation on theme: "1 The Creative Curriculum for Preschool – Literacy Looking Deeper at Vocabulary and Phonological Awareness May 3, 2013."— Presentation transcript:

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

2 2 Today’s Agenda 1. Welcome/Group Expectations 2. Introductions 3. Why Focus on Early Literacy? 4. What Do Children Need to Know and Do? 5. Assessing Your Literacy Environment 6. Components of Literacy: Vocabulary and Language 7. Components of Literacy: Phonological Awareness 8. Adapting for Various Types of Learners

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

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

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

8 Literacy and Assessment Planning Cycle 8 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 9 Creating a Language and Literacy Rich Environment The learning environment is the “textbook” in a Creative Curriculum classroom. The learning environment is the “textbook” in a Creative Curriculum classroom. It includes the: It includes the: Design of physical setting, Design of physical setting, Program structure and social climate Program structure and social climate

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

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. 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. When play is child-initiated, child-directed, open-ended, creative, and relatively risk- free, children enjoy learning. 11

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

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

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

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

16 Repeated Read Alouds 1. Book introduction – read title, show cover, introduce main characters, talk about their problem 2. Vocabulary – select 8-10 words to define 3. Comments and questions – make comments that show children how to think about the characters and events 4. After reading questions – ask 2 or 3 open- ended questions 16

17 Conversational Reading – 3 S strategy See – point to, name pictures, run a finger under the words 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” 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 Say – As you read, ask questions, accept any verbal response 17

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

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

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

21 21

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

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

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

25 Supporting Advanced Language and Literacy Learners 25

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

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

28 Closure My Plan for Back Home 28


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