Presentation on theme: "The Creative Curriculum for Preschool – Literacy Looking Deeper at Vocabulary and Phonological Awareness May 3, 2013."— Presentation transcript:
1 The Creative Curriculum for Preschool – Literacy Looking Deeper at Vocabulary and Phonological AwarenessMay 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 EnvironmentComponents of Literacy: Vocabulary and LanguageComponents of Literacy: Phonological AwarenessAdapting for Various Types of Learners
3 Group Behavior Expectations Start on time/ finish on timeRespect others’ opinions/ be positive/ work cooperatively/limit side-bar conversationsClear 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 editionpgsor Literacy, Chapter 1or 5th edition- Literacy Vol. 3, Chapter 17
5 7 Components of Literacy Literacy as a source of enjoymentVocabulary and languagePhonological awarenessKnowledge of printLetters and wordsComprehensionBooks and other texts
6 Accountability Responsibility- MUCH IS EXPECTED OF YOU!! By children, families, and communityWhat do you need to learn?How will you apply this knowledge?
7 Planning Your Literacy Program Before TeachingWhat do I want children to know and be able to do?What approaches to learning am I fostering?How will I assess children’s learningWhile 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 seeFor 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 planImplement the planEvaluate 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 PlayTeachers 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 contentsClassroom observations – teacher/child interactions
13 Components of Literacy: Vocabulary & Language Vocabulary and Language are Keys to Future Success as Readers & WritersOral Language SkillsLarge VocabulariesMore Experiences Using Language
14 Components of Literacy: Vocabulary & Language Read 4th Edition-pgsLiteracy the CC Approach: pgs5th Edition CC Literacy-Vol. 3 pgs
15 Teaching Strategies Book Discussion Cards First read-aloud Second read-aloud Third read-aloud
16 Repeated Read AloudsBook introduction – read title, show cover, introduce main characters, talk about their problemVocabulary – select 8-10 words to defineComments and questions – make comments that show children how to think about the characters and eventsAfter 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 wordsShow – 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 imaginationSelect appropriate stories – fairytales, folktales, meet needs, interest of childrenDevelop a strong beginning, learn the story, and develop an ending, ”they all lived happily ever after….”
19 Story RetellingSelect appropriate stories and model ways to retell themUse props for oral retellings – provide objects as props, make clothesline story props, offer picture props, use costumes and dramatic play propsCollect puppets
20 Components of Literacy: Phonological Awareness Adults will understand and use strategies that include:ListeningRhymingAlliterationSentences and wordsSyllablesOnset & rimePhoneme
22 The Teacher’s Role In Promoting Phonological Awareness GOLD Objective 15 – demonstrates phonological awarenessHow do you know each child’s levelof phonological awareness andprovide appropriate experiences?
23 Meeting the Needs of All Children English limited language learnerAdvanced language and literacy learnersLearners with disabilities
24 Supporting English Limited Language Students Home language useNonverbal/observation periodTelegraphic and formulaic speechProductive/fluid use of language
25 Supporting Advanced Language and Literacy Learners
26 Supporting Learners with Disabilities Environmental SupportsRoutine SupportsTactile, visual, and auditory supportsLanguage supportsPhysical and sensory supports
27 Now apply this to an activity Look at the Intentional Teaching Cards and the Mighty Minutes Cards on your tableHow would you adapt the activity for the child with limited English , the advanced learner, and the child with disabilities?