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The Creative Curriculum for Preschool – Literacy Looking Deeper at Vocabulary and Phonological Awareness May 3, 2013.

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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 Awareness May 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 Environment Components of Literacy: Vocabulary and Language Components of Literacy: Phonological Awareness Adapting for Various Types of Learners

3 Group Behavior Expectations
Start on time/ finish on time Respect others’ opinions/ be positive/ work cooperatively/limit side-bar conversations Clear 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 edition pgs or Literacy, Chapter 1 or 5th edition- Literacy Vol. 3, Chapter 17

5 7 Components of Literacy
Literacy as a source of enjoyment Vocabulary and language Phonological awareness Knowledge of print Letters and words Comprehension Books and other texts

6 Accountability Responsibility- MUCH IS EXPECTED OF YOU!!
By children, families, and community What do you need to learn? How will you apply this knowledge?

7 Planning Your Literacy Program
Before Teaching What do I want children to know and be able to do? What approaches to learning am I fostering? How will I assess children’s learning While 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 see For 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 plan Implement the plan Evaluate 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 Play Teachers 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 contents Classroom observations – teacher/child interactions

13 Components of Literacy: Vocabulary & Language
Vocabulary and Language are Keys to Future Success as Readers & Writers Oral Language Skills Large Vocabularies More Experiences Using Language

14 Components of Literacy: Vocabulary & Language
Read 4th Edition-pgs Literacy the CC Approach: pgs 5th Edition CC Literacy-Vol. 3 pgs

15 Teaching Strategies Book Discussion Cards
First read-aloud Second read-aloud Third read-aloud

16 Repeated Read Alouds Book introduction – read title, show cover, introduce main characters, talk about their problem Vocabulary – select 8-10 words to define Comments and questions – make comments that show children how to think about the characters and events After 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 words Show – 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 imagination Select appropriate stories – fairytales, folktales, meet needs, interest of children Develop a strong beginning, learn the story, and develop an ending, ”they all lived happily ever after….”

19 Story Retelling Select appropriate stories and model ways to retell them Use props for oral retellings – provide objects as props, make clothesline story props, offer picture props, use costumes and dramatic play props Collect puppets

20 Components of Literacy: Phonological Awareness
Adults will understand and use strategies that include: Listening Rhyming Alliteration Sentences and words Syllables Onset & rime Phoneme


22 The Teacher’s Role In Promoting Phonological Awareness
GOLD Objective 15 – demonstrates phonological awareness How do you know each child’s level of phonological awareness and provide appropriate experiences?

23 Meeting the Needs of All Children
English limited language learner Advanced language and literacy learners Learners with disabilities

24 Supporting English Limited Language Students
Home language use Nonverbal/observation period Telegraphic and formulaic speech Productive/fluid use of language

25 Supporting Advanced Language and Literacy Learners

26 Supporting Learners with Disabilities
Environmental Supports Routine Supports Tactile, visual, and auditory supports Language supports Physical and sensory supports

27 Now apply this to an activity
Look at the Intentional Teaching Cards and the Mighty Minutes Cards on your table How would you adapt the activity for the child with limited English , the advanced learner, and the child with disabilities?

28 Closure My Plan for Back Home

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