Copyright © 2013 by Nelson Education Ltd. NETA Power Point Slides to accompany Prepared by Luigi Iannacci Trent University Copyright © 2013 by Nelson Education Ltd.

Chapter Five Early Literacy Copyright © 2013 Nelson Education Ltd.

OVERVIEW What we Understand About Young Children’s Early Literacy Learning -terms and components Assessing Early Literacy -principles and forms Multiliteracies Pedagogy: Experiences That Create Early Literacy Learning Opportunities -practices and events Copyright © 2013 Nelson Education Ltd.

WHAT WE UNDERSTAND ABOUT YOUNG CHILDREN’S EARLY LITERACY LEARNING Copyright © 2013 Nelson Education Ltd.

A literacy-filled Kindergarten Let’s re-read pages 163 -166 of the chapter, how does the introduction outline the ways in which a typical day’s agenda is presented and activities are described in terms of how they provide specific literacy learning opportunities for the students. Record in point form the literacy activities in which Laura’s students participated Once your group is finished, share your notes. Three key questions for your discussions are; what does the activity entail, the purpose of the activity and how the children will demonstrate their learning Copyright © 2013 Nelson Education Ltd.

What would you do next? As a group, design additional literacy learning experiences or expand upon ones that are already offered. Select one of these instructional components to focus upon; a rich literacy environment read-aloud shared reading structuring learning through literature shared writing Pages 193 – 195 provide clear examples of what other experiences could be offered to support early literacy learning Use the handout provided, the chart will capture your groups’ ideas Afterward, each group could share some of their ideas… Copyright © 2013 Nelson Education Ltd.

Early Literacy: Theory to Practice -Let’s watch some video clips that show Kindergarten children actively involved in literacy activities Firstly, Sheila Owen’s class provides us with a glimpse into a literacy-rich Kindergarten… Before we view the clip, I wanted to talk about The Language Experience Approach. You read about this on pages 205 t0 208 in our text and I wanted to analyze the components with you before we see it in action in the clip. Show a video that presents Kindergarten children actively involved in literacy activities. The American-based video Becoming Readers & Writers: Sheila Owen’s Kindergarten shows a classroom in which children are actively immersed in a variety of literacy practices - Annenberg Learning Organization at www.learner.org/index.html. Participants can take notes regarding the literacy environment and practices, hand out graphic organizer Copyright © 2013 Nelson Education Ltd.

Language Experience Approach  Experience something together as a class.  Discuss the experience as a class. This step is critical!  Students make gains in oral development and intellectual growth needed for success in reading as they recall and analyze an experience.  The teacher writes the story on chart paper as each student verbally contributes a sentence. Say aloud each word that you write. (Note that not each student needs to contribute to every LEA session but should do so over the course of several LEA sessions.)   Copyright © 2013 Nelson Education Ltd.

LEA continued Students can occasionally share the writing based upon their ability to do so. E.G., The teacher knows that Rohan can spell the word “lion” and asks him to do so on the chart.  When the students’ account has been fully dictated, the teacher reads it back to the class moving a finger under each word as he or she is reading to reinforce left to right progression.  The teacher asks the class to chorally reread the chart with him or her.  The teacher asks the class to chorally reread the chart unassisted.  Copyright © 2013 Nelson Education Ltd.

And a bit more… The teacher may ask individual students to identify specific words on the chart or read a sentence. The experience does not stop with the writing. Other related activities can be included over the next few days. Now we will watch the Kindergarten clip…please make notes on the organizer. Discuss our findings, strengths of the program, any concerns and questions Copyright © 2013 Nelson Education Ltd.

K and primary video resources http://eworkshop.on.ca/edu/core.cfm this is an online resource developed for elementary teachers by the Ontario Ministry of Education. It includes modules on Literacy and Numeracy with videos of teachers in action, graphic organizers, lesson plans and more. http://www.edugains.ca/newsite/index.html, this is the latest curriculum resource site for Ontario teachers. http://www.curriculum.org/k-12/en/projects/kindergarten- matters-building-blocks-for-learning, this site shares LNS videos and webcasts to deepen educators’ understanding on a myriad of topics Watch Helen Tomasini’s Shared reading clip Watch Literacy throughout the day in a Kindergarten Copyright © 2013 Nelson Education Ltd.

Emergent Literacy “Emergent literacy” was coined decades ago by psychologist and the creator of Reading Recovery, Marie Clay She revolutionized this area of study be declaring that children arrived at school with some knowledge about print literacy Research in this field focuses on the ways in which print literacy knowledge develops. There is an understanding that development occurs in a predictable series of stages Optimum learning conditions are seen as those that involve active learning to support students’ growth The goal is to prepare children for school literacy instruction Do you know what Reading Recovery is? Explain Have you seen the Observation Survey? Explain Copyright © 2013 Nelson Education Ltd.

Early Literacy Similar to Emergent literacy in that is also recognizes young children as active learners who bring knowledge and skills with them to school However, Early Literacy is not strictly concerned with print knowledge but all the language arts Literacy is culturally specific and there are no universal stages The goal is to change schools to better serve the needs of the children that they serve See the chart on page 168 that provides an overview on the two perspectives Copyright © 2013 Nelson Education Ltd.

Components Cultural Views and Functions of Written Language expecting meaning from written language expecting purpose from written language Nature and Forms of Written Language understanding that oral and written language are related matching words heard with those in print (eye–voice matching) internalizing the language of books Oral Language–Print Relationship differentiating between pictures and print understanding how print works (conventions of print) matching sounds and letters in words (alphabetic principle) understanding terms related to books, reading, and writing -This table can be found on p. 169 of Constructing Meaning. It is from Purcell-Gates, V. 1998, p. 54. Not all children take the same path but certain understandings are likely to be helpful Copyright © 2013 Nelson Education Ltd.

ASSESSING EARLY LITERACY Copyright © 2013 Nelson Education Ltd.

Assessment Principles Responsive: captures individual differences, culturally fair, child centered, rather than just convenient Interactive: shows what children learn through working with adults, children, and materials Relevant: connections between and among teaching, learning, and assessment are explicit Comprehensive: provides evidence of children’s learning in all areas of development -Information on this slide and the next can be found on p. 175-176 of Constructing Meaning. It is from Jolongo, M. R. (2007). Copyright © 2013 Nelson Education Ltd.

Assessment Principles Integrative: shows the complex processes of language learning, enables students and teachers to set goals and make better instructional decisions Communicative: demonstrates advantages of learning activities and materials that are concrete and meaningful to young children Supportive: promotes teachers’ efforts in counteracting a test-driven curriculum by establishing a system for organizing and recording observations Copyright © 2013 Nelson Education Ltd.

Anecdotal observations Assessment Forms Anecdotal observations Checklists Interviews Samples of work Cloze and Miscue analysis Running records -Prior to speaking about and showing examples of the forms of assessment on this slide, Think back to Kidwatching assignment, informed observation is very powerful Show teachertube clip of a Kindergarten child reading Turn to the Early Literacy Checklist on pages 178 and 179 as a guide here Assessment templates from Thinking it Through, Observation Survey, Book Handling Interview questions on page 184 Copyright © 2013 Nelson Education Ltd.

MULTILITERACIES PEDAGOGY: EXPERIENCES THAT CREATE EARLY LITERACY LEARNING OPPORTUNITIES Copyright © 2013 Nelson Education Ltd.

Practices and Events a rich literacy environment read-aloud shared reading structuring learning through literature shared writing -Prior to speaking about and showing examples of these practices and events, consider using Chapter Five, Options 1, 2, 3, 7, 9 and/or 10 of the Constructing Meaning Instructor Guide to help familiarize students with these learning opportunities. From an Early Years perspective, what are some of the problems associated with worksheets and mass produced workbooks? Pages 198 - 207 Copyright © 2013 Nelson Education Ltd.

SUMMARY Early literacy is meaning making focussed and responsive to children’s funds of knowledge and interests Effective early literacy assessment captures the variety of ways children demonstrate their funds of knowledge Effective early literacy practices and events allow children to communicate in a variety of ways and use/foster their funds of knowledge Copyright © 2013 Nelson Education Ltd.