Presentation on theme: "Early Language and Literacy Classroom Observation ELLCO"— Presentation transcript:
1Early Language and Literacy Classroom Observation ELLCO Informational PresentationCPIN Network MeetingWhen you introduce you might ask the group –1 – How many have heard of the ELLCO?2 – How many have seen the ELLCO?3 – How many have used the ELLCO in their programs?This presentation is an informational presentation only. You won’t be going into a lot of detail today. There may be trainings provided later in the year.
2Overview of the ELLCOOverall view of effective practice with particular emphasis on language and literacyGrounded in developmental view of literacyDeveloped by researchers at Education Development Center, Inc. in Newton, MABullet 1 - This tool provides an overall view of effective practices in language and literacy.Bullet 2 - Grounded in Developmental theory: Reference David Dickerson is one of the authors of the ELLCO tool so refer to his book: Beginning Literacy with Language. Other books to reference are Learning to Read and Write by NAEYC and Developmentally Appropriate Practices from NAEYC by Sue Bredkamp.Bullet 3 – Read the slide.
3Uses of the ELLCO Appropriate for Preschool through Grade 3 Provides basis for self-evaluationSchool improvement effortsIdentify impact of classrooms on children’s language and literacy developmentBullets 1, 2, 3 and 4 – Read the slide.
4Components of ELLCO Toolkit Literacy Environment ChecklistClassroom ObservationLiteracy Activities Rating ScaleBullet 1 – You could mention that it is only available in English.Bullet 2 – Hold up Toolkit booklet as you read through the list.Bullet 3 – Available through Brookes Publishing. There is also a participant workbook and a User’s Guide that is available when you go through the training. (Hold up these books as well as you say them.)
5Characteristics of the Literacy Environment Checklist Observer catalogs the reading and writing materials15 minutes to administerCan be completed when no children are presentInter-rater reliability: avg. 88% agreementBullet 1 – This is the first component of the tool. It allows observer to catalog the reading and writing materials in the classroom.Bullet 2 – It will take approximately 15 minutes to administer if you are very familiar with the tool. It is quick because you are looking to see if it is either there or not there.Bullet 3 – Can be completed when no children are present, because it can be invasive while children are present - for example, going into areas and counting books. It is best to do when children are not present.Bullet 4 – Inter-rater reliability: avg. 88% agreement. Go in as a team to do this. Review the tool with your partner prior to the visit. If there is a large discrepancy between how you rate things and how your partner rates them, you would compare evidence. You are looking at the EVIDENCE, not relying on your feelings. Let’s look at the sample page in your handouts.
6This is the first of 3 pages in the booklet. You can see it is just a matter of answering “yes” or “no”. It is either present in the room or it is not.Checklist should be completed before the observation with the children present, as it will help you with the actual observation.
7Literacy Environment Checklist Items A total of 24 items in the following categories:Book Area (3 items)Book Selection (4 items)Book Use (5 items)Writing Materials (6 items)Writing Around the Room (6 items)Bullet and sub bullets – Read the slide.
8Characteristics of the ELLCO Classroom Observation Rating scale with 14 items and brief interview45 minutes to administerGood inter-rater reliability & strong psychometric properties90% agreement within one pointCronbach’s alpha = .90Bullet 1 – This is the largest chuck of the ELLCO. It is recommended you spend all day observing the classroom but if you can’t, you can call ahead and find out when the best time to observe language and literacy activities would be. The rating scale has 14 items and a brief interview with the classroom teacher.Bullet 2 – It takes about 45 minutes to administer, if you really know the instrument.Bullet 3 and sub bullets – Read the slide.
9Sample page of the observation section Look at your handout – the components in this section arethe ratings 5 to 1 orexemplary – basic – deficientBelow the 5-1 ratings are a rubric which has the followingthere are “anchor statements” which use the terms “strong evidence – some evidence – minimal evidence”below the “anchor statements” are examples that refer to these statementsin the left column is the big idea of what you are looking at in the classroom and what the evidence looks likethere is also a space to make notesOf the 14 items, there are 2 to 3 that require additional information. This can be obtained during the short teacher interview that happens later.If people begin to ask a lot of specific questions, it may be appropriate to remind them this is a brief overview and that at training, you would go into this more in depth.
10Classroom Observation Items General Classroom EnvironmentOrganization of the ClassroomContents of the ClassroomOpportunities for Child Choice and InitiativeClassroom Management StrategiesClassroom ClimateBullet 1 and sub bullets – Read the slide.
11Classroom Observation Items Language and LiteracyOral Language FacilitationPresence of BooksApproaches to Book ReadingApproaches to Children’s WritingBullet 1 and sub bullets – Read the slide.
12Classroom Observation Items Language and LiteracyApproaches to Curriculum IntegrationRecognizing Diversity in the ClassroomFacilitating Home Support for LiteracyApproaches to AssessmentBullet 1 and sub bullets – Read the slide.
13Characteristics of the Literacy Activities Rating Scale 9 items in two categories: Book Reading and WritingRecord the number and type of literacy activities10 minutes to scoreInter-rater reliability: avg. 81% agreementBullet 1 – This section is at the end of the tool and is completed at the end of the observation. It is recommended that you go in and do it all in 1 day. Remember to be flexible when you go into a classroom. There are a total of 9 items in 2 categories – Book Reading and Writing.Bullets 2, 3 and 4 – Read the slide.
14Look at the handout in your packet. You can see it is asking you to answer “yes” or “no” and to provide a number in items 1, 2, 3 and 8.
15General Guidelines for Observing in Classrooms Orient yourself to the classroomBe careful not to disrupt ongoing activities while you are observingBe aware of the difference between actual scoring guidelines and personal opinions or preferencesBullets 1, 2 and 3 – Read the slide.
16Research on Early Language and Literacy Development Language and literacy development begin at birthLanguage is related to literacyChild play fosters literacyBullet 1 - Now that we have looked at the tool, let’s look at why we would want to complete the early language and literacy classroom observation in the first place.Bullets 2 and 3 – Read the slide.
17Research continuedPrint-rich environments contribute to language and literacy developmentRead-alouds contribute to language and literacy developmentReading and writing development both progress in stagesBullet 1 – Read the slide.Bullet 2 – The ELLCO does not address the many strategies related to read-alouds such as “Dialogic Reading” or questioning strategies.Bullet 3 – Read the slide.
18Research continuedChildren benefit from curriculum that builds upon their prior experiencesStrong early literacy classrooms help children compensate for risk factorsHome/school contact contributes to literacy developmentBullet 1 – Read the slide.Bullet 2 – Risk factors include poverty, learning a second language, or ???? Ask group for ideas.Bullet 3 – Supporting parents who know their children and acknowledging parents as a child’s first teacher is powerful. When the teacher shares with families the strategies that work with children, it can enhance a family’s language and literacy experiences and learning.
19Implications of Research Conversations should be frequent and meaningfulTeachers should provide opportunities for the use of higher level thinking and languageVocabulary development is an essential part of the curriculumBullet 1 – Conversations should be intentional, not just drive by “good job” or being directive. Give personal example here.Bullet 2 – Read the slide.Bullet 3 – Planning the introduction and use of new vocabulary or asking open-ended questions. Think about how you will help children learn vocabulary by bringing in real objects/books/guest speakers/field trips.
20Implications of Research Opportunities for play are crucialLiteracy materials should be included in play areasEffective curriculum builds upon child interestsBullet 1 – Children need adequate time to play. Research shows that it takes 45 minutes for the brain to really become engaged in an activity.Bullet 2 – Bring literacy materials to them no matter what area of the classroom they are in – books in all areas, reading materials such as menus, phone books, magazines in the dramatic play area.Bullet 3 – We have to move away from what teachers think is cute or fun and really build on what the children are interested in. This comes from observing children and talking with them in an authentic way, as I referred to in the previous slide.
21Implications of Research Print should be used for a variety of purposesFrequent and interactive read-alouds should be part of the daily scheduleLanguage and literacy skills should be modeled and used for authentic purposesBullet 1 – It is not just up there for decoration.Bullet 2 – Read the slide.Bullet 3 – Books that children write should be left in the different areas of the classroom. Classrooms should be reflective of all learners.The ELLCO does not address children with disabilities, but the CPIN Regional Leads are going to create a companion piece to the ELLCO that is related to children with disabilities and English learners.
22Implications of Research Effective instruction begins with assessmentParents and teachers need opportunities to exchange informationParents may need specific materials to strengthen children’s literacy skillsBullet 1 – This is difficult for some teachers but aren’t we always assessing children. “Sally is having a difficult time transitioning today, so what as a teacher can I do to support her?”Bullet 2 – Read the slide.Bullet 3 – This can validate what parents are already doing. Information should be shared and not just confined to the classroom.
23Questions & Answers Does anyone have any questions? Are there any comments about the ELLCO tool?
24Contact InformationRegional Leads add individual information to this slide
25Activity - A Closer Look Look at the items in your assigned area and in your table groups brainstorm:What would an Exemplary classroomlook like?What would a Deficient classroom looklike?Choose a recorder and a reporterEach group reports outThis activity can be done after slide # 7. Go to slide view and click on this slide. Cut the slide and move cursor to the space between 7 & 8 and click. Then hit paste.DIRECTIONS FOR ACTIVITY:Use the cards provided in your kit: Book Area-Book Selection-Book Use-Writing Materials-Writing Around the RoomGive one card to each group. If you need to have 2 groups do the same card that is fine.OPTION: You can use the Exemplary/Deficient worksheet if you want or they can write it on their own paper.Show them the slide and read through it. Ask if there are any questions.Give them about 7 minutes to brainstorm. Don’ forget to give them a reminder a minute or so before you bring the group back together.Ask each group to share out their list. You want to hear from each group. If there isn’t enough time then at least hear part of their lists.