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Early Literacy Matters February 25, 2010. Implementing OWL Songs, Word Play & Letters Interactive Reading Small Groups Let’s Find Out About It & Let’s.

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Presentation on theme: "Early Literacy Matters February 25, 2010. Implementing OWL Songs, Word Play & Letters Interactive Reading Small Groups Let’s Find Out About It & Let’s."— Presentation transcript:

1 Early Literacy Matters February 25, 2010

2 Implementing OWL Songs, Word Play & Letters Interactive Reading Small Groups Let’s Find Out About It & Let’s Talk About It Morning Meeting Center Time

3 Expectation Implement Small Group time 4 x 4

4 Break into Coaching Cohorts

5 Reflecting on Work Plan Describe what shared reading techniques you have tried. (PEER, CROWD, Interactive Reading) Thoughts on OWL vocabulary How did you use the vocabulary during shared reading? Did you implement the vocabulary across the curriculum or throughout the classroom? What differences have you seen in children since you began implementing interactive read aloud?

6 Moving Forward Think about when and how are you currently doing Small Group instruction in the classroom.

7 Overview of the Day Review Materials and Housekeeping Develop Ground Rules Define Small Group Time Work in Small Groups Reflect on What Research Tells Us Observe Small Groups in Action Lunch Brainstorm ways to implement small group Discuss forming small groups Wrap Up and Evaluations Work Plans

8 Ground Rules

9 Define Small Group

10 OWL Small Group A regularly scheduled component of the day 4-6 children with a teacher Intentionally planned activity.

11 What makes Small Group successful? Preparation of materials Efficient transitions to and from Small Group Timing that fits instructional goals Clearly defined roles for teachers, teaching partners and children

12 Working in Small Groups Divide into 10 small groups of 5-6 people per group. Each group will be given a problem to solve in the next 10 minutes. Each group will be asked to report out their answer.

13 What Does Research Tell Us? Cooperation in small groups promotes achievement and productivity and yields strong social and attitudinal benefits. - Yager, Johnson and Johnson (1985)

14 Small Group promotes cooperative learning by… increasing oral interaction between students: Child to child interactions tend to occur more in Small Groups, and are unlikely to occur in whole class settings.

15 Small Group promotes cooperative learning by… increasing the number of interactive dialogues between adults and children resulting in improved comprehension.

16 Small Group promotes cooperative learning by… building upon the diversity of the group passive learners are more likely to benefit teachers provide more scaffolding children are given more time to respond and explain their thinking.

17 Opportunities for literacy in Small Groups include… sharing books and re-reading favorite stories modeling reading behaviors talking about letters by name and sound modeling use of print in the environment engaging children in playing with sounds and words introducing literacy-related play activities (e.g., at Center Time) scaffolding children’s representation and writing.

18 Small Groups provide opportunities to observe and document what children know and can do in a systematic way. strengths learning style learning goals

19 Observing and Documenting Watch the video clip List the language and literacy skills you observed Discuss with your neighbor how you might use this information to inform future instruction.

20 LUNCH

21 ELM Goals for All Children Increase expressive and receptive language Increase letter knowledge and RAN Increase children’s ability to segment words and sounds Increase print awareness Increase letter/sound correspondence

22 Progress Monitoring Identifies strengths and needs Informs instructional practices Documents what a child is able to know and do independently Documents what a child is able to do with support

23 Resources for Collecting Data Work Sampling Alignment with OWL Portfolios Evaluating Language & Literacy in Four Year Olds: A Practical Guide for Teachers Progress monitoring records Informal assessment tools Additional OWL Resources: Adaptations for English Language Learners Adaptations for Children with Special Needs

24 Using Child Level Data How can you use current data collection systems to monitor student progress on the ELM’s five goals for children?

25 Research Supports Assessment-Guided Instruction Provide instruction based on Preschool Guidelines and OWL Assess students’ performance during learning activities Refine instruction and/or teacher new information

26 Progress Monitoring Using ongoing assessment information to guide instructional decisions is a primary purpose of early childhood assessment and should be a component of a high quality early childhood program. - NAEYC & NAECS/SDE (2003)

27 Effective Implementation of Small Group Requires… Team commitment Developing a system to ensure all children’s participation Providing opportunities for children to revisit Small Group activities during Center Time Ensuring smooth transitions - Circle to Small Group or Center Time

28 Remember that you can….. revisit small group activities with individuals needing more support at the end of the week. change small groups over time (flexible) extend or revisit small group activities during center time and or an additional small group time.

29 Form small groups to: Extend conversations between and among adults and children Learn more about all children’s strengths, learning styles, and needs Provide opportunities for students to interact with one another Revisit small group activities on Friday with individual children who may need additional support

30 Moving Forward Create 4 small groups using your class roster Determine when and how your team will implement small groups Discuss team member’s roles and responsibilities related to implementing small groups Preview OWL small groups and consider what skills you will observe and document Discuss process for revisiting small group activities in center time Provide additional support for children identified as needing additional small group support

31 Work Plans: Documenting Continuous Improvement What will your coach see and hear?

32 Major Goals of ELM Coaching Improve language and literacy outcomes for all at risk preschooler via high quality, age-appropriate language and literacy instruction. Provide model high quality language and literature rich classrooms Increase teachers’ knowledge and skills in using SBRR practice. Integrate ERF with community literacy programs to foster children’s language and literacy skills, enhance home support and coordinate the Program with Reading First.

33 Why develop and implement work plans? Facilitate team communication Develop common goals and practices Promote team reflection and discussions Document continuous improvement Implement professional development Celebrate growth

34 Effective teams establish: Clear goals Result driven structure Standards of excellence External support Recognition

35 Work plans are a living documents Coach follow-up Revisit work plans at next professional development session Begin new work plan today Work with your teaching partner to set goals for implementing: small groups, using data to inform instruction shared reading..

36 Evaluation Thank you


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