1. Early Literacy T/TAC at VCU

2. Goals for Today We will provide an overview of the components of a quality early childhood program We will provide an overview of the components of a quality early childhood program We will discuss the evidence-based research within the domains of language and literacy We will discuss the evidence-based research within the domains of language and literacy We will share developmentally appropriate practices and activities for the preschool classroom We will share developmentally appropriate practices and activities for the preschool classroom

3. “Excellence Makes the Difference” Activity

4. Quality Early Childhood Programs Environment Environment Regular routine Regular routine Parent/Teacher Communication Parent/Teacher Communication Teaching methods Teaching methods Varied curriculum Varied curriculum Language experiences Language experiences Literacy experiences Literacy experiences

5. Language Development

6. Receptive Language (Listening and Understanding) Children are: attending to and understanding different forms of spoken language attending to and understanding different forms of spoken language progressing in understanding directions progressing in understanding directions understanding an increasingly complex and varied vocabulary understanding an increasingly complex and varied vocabulary

7. Expressive Language (Speaking and Communicating) Expressive Language (Speaking and Communicating) Children are: developing the ability to understand and use language to communicate developing the ability to understand and use language to communicate progressing in their ability to initiate and respond to conversation progressing in their ability to initiate and respond to conversation using complex and varied spoken vocabulary using complex and varied spoken vocabulary progressing in spoken clarity and length progressing in spoken clarity and length

8. ReceptiveExpressive Oral Language ListeningSpeaking Written Language ReadingWriting

9. How Do You Assess Language? Observations Observations Anecdotal records Anecdotal records Samples of children’s work Samples of children’s work Student responses and interactions Student responses and interactions

10. Classroom Activities Listening to stories, poems, and expository text Listening to stories, poems, and expository text Telling and retelling stories and nursery rhymes Telling and retelling stories and nursery rhymes Singing and chanting Singing and chanting Making predictions Making predictions Discussing text Discussing text Discussing experiences and past events Discussing experiences and past events Specific instruction in language concepts Specific instruction in language concepts

11. Literacy

12. Assessing Literacy Phonological Awareness Screening (PALS) Phonological Awareness Screening (PALS) Observations Observations Anecdotal records Anecdotal records Samples of children’s work Samples of children’s work Student responses and interactions Student responses and interactions

13. Working with individual sounds in words, called phonemes. Working with individual sounds in words, called phonemes. Understanding sounds work together to form words. Understanding sounds work together to form words. Phonological awareness is…

14. The research Phonemic awareness and letter-sound knowledge account for more of the variation in early reading and spelling success. (National Reading Panel, 2000) Phonemic awareness and letter-sound knowledge account for more of the variation in early reading and spelling success. (National Reading Panel, 2000) Studies show that a reader’s ability to remember, imitate, recall, manipulate, and articulate sounds is essential to early reading. (NICHD) Studies show that a reader’s ability to remember, imitate, recall, manipulate, and articulate sounds is essential to early reading. (NICHD)

15. The ability to process sounds that are heard (phonological processing) differentiates good readers from poor readers. It’s a predictor of future reading performance and achievement. The ability to process sounds that are heard (phonological processing) differentiates good readers from poor readers. It’s a predictor of future reading performance and achievement.

16. Preschoolers show a growing awareness of: Rhyme Rhyme Beginning sounds Beginning sounds Ending sounds Ending sounds Separating sounds/syllables Separating sounds/syllables Associating sounds with written words Associating sounds with written words

17. Guidelines for Phonological Awareness Activities Fun and developmentally appropriate Done in groups Encourage curiosity about language Address individual differences Provide useful information about students Include visual clues Yopp, 1992

18. Activities Group activities Group activities Nursery Rhymes Nursery Rhymes Literature Literature Songs Songs Software Software PALS web site PALS web site

19. (http://pals.virginia.edu/Instructional-Resources/)

20. Print Awareness Left to right, top to bottom, front to back Left to right, top to bottom, front to back Letters, words and spaces Letters, words and spaces Functions of print Functions of print Matching spoken and written words Matching spoken and written words Print carries a message Print carries a message Illustrations carry meaning Illustrations carry meaning

21. How do we do this? Classroom full of print Classroom full of print Repeated readings of literature Repeated readings of literature Predictable text patterns Predictable text patterns Poems and songs Poems and songs Environmental print Environmental print Displaying children’s work Displaying children’s work

22. Book Knowledge and Appreciation Recognizes favorite books Recognizes favorite books Understands that books and other print resources are handled in specific ways Understands that books and other print resources are handled in specific ways Imitates the special language in books and story dialogue Imitates the special language in books and story dialogue Enjoys listening to and discussing books read aloud Enjoys listening to and discussing books read aloud Retells and acts out stories, makes predictions Retells and acts out stories, makes predictions

23. To foster appreciation and book knowledge Read storybooks to children Read storybooks to children Read informational books to children Read informational books to children Create a print rich environment Create a print rich environment Reading related Reading related activities activities

24. Alphabet Letters and Sounds Children begin to associate the names of letters with their shapes Children begin to associate the names of letters with their shapes They begin to notice beginning letters in familiar words They begin to notice beginning letters in familiar words They make some letter/sound matches They make some letter/sound matches Students may begin to identify some of the letters of the alphabet Students may begin to identify some of the letters of the alphabet

25. How do we do this? Familiarize students with the names and shapes of letters Familiarize students with the names and shapes of letters Begin with letters in names Begin with letters in names Use letter/keyword/picture displays when introducing (Adams, 1990) Use letter/keyword/picture displays when introducing (Adams, 1990)

26. Early Writing Begins to understand writing is a way to communicate Begins to understand writing is a way to communicate Represents stories and experiences through pictures and dictation Represents stories and experiences through pictures and dictation Experiments with a variety of writing tools and materials Experiments with a variety of writing tools and materials Progresses through developmental continuum Progresses through developmental continuum

27. What to do? Provide experiences for writing Provide experiences for writing Have a print rich environment Have a print rich environment Include writing opportunities in play Include writing opportunities in play

28. Points to remember… Young children develop vocabulary, extended language skills and knowledge of the world when given opportunities to interact with children and adults in language and print-rich environments. Young children develop vocabulary, extended language skills and knowledge of the world when given opportunities to interact with children and adults in language and print-rich environments. Activities should be integrated across the different developmental areas. Activities should be integrated across the different developmental areas. On-going assessment assists planning and evaluation. On-going assessment assists planning and evaluation.

29. For additional information please visit our website at: http://www.vcu.edu/ttac or participate in our online community at http://ttacoline.orghttp://www.vcu.edu/ttac http://ttacoline.org