1. Language Arts Summit October 13, 2012 Literacy Across The Curriculum Presented by TLI Teacher Specialists TLI Teacher Specialists Leonila Garcia Margaret Garcia TLI Facilitators: Armandina Garcia Rene Villafuerte Alma Sanchez 2012-2013

2. Literacy is communication in all forms: n Listening n Speaking n Reading n Writing As a vehicle to stimulate language, play is ideal because it fosters the basic functions of language: communication, expression and listening. As a vehicle to stimulate language, play is ideal because it fosters the basic functions of language: communication, expression and listening.

3. Foundations of Literacy n Oral language development n Concepts about print n Alphabet knowledge n Phonological awareness n Letter-sound correspondence n Beginning reading vocabulary

4. Literacy Connections Literacy Connections n Teachers need to purposefully plan experiences and intentionally engage children in knowledge building experiences and rich conversations and interactions to support learning.

5. Explicit Instruction n “Explicit instruction in phonemic awareness and phonics enables students to master the alphabetic principle and effectively apply their knowledge of letters and sounds to read text". to read text".

6. Oral Language Development n To read effectively, children need to be able to express and understand ideas fully – stories have events that occur in sequence – stories have events that occur in sequence – stories have characters – stories have characters – be able to respond to questions – be able to respond to questions – be able to ask questions to clarify what is not – be able to ask questions to clarify what is not understood understood What to do? – Read aloud! – Read aloud! – Record language experience stories. – Record language experience stories. – Engage in shared book experiences – Engage in shared book experiences – Tell stories from wordless picture books – Tell stories from wordless picture books

7. Role Play Stories Goldilocks and the Three Bears…

8. Enhancing Comprehension n 1. Build background knowledge n 2. Set a purpose for reading n 3. Read! n 4. Complete the task related to the purpose n 5. Give informative feedback on completing the task, remembering, comprehending

9. Alphabet Knowledge n Ability to name letters is an excellent predictor of early reading achievement predictor of early reading achievement - consists of two parts - consists of two parts recognizing letters recognizing letters writing letters writing letters n – introduce letter knowledge imbedded within the context of words so children see it meaningfully

10. What to do? n – Read alphabet books n – Provide words to write in the writing center n – Provide letter stamps and picture stamps to match n – Always start with what children know! (Names)

11. Alphabet Knowledge

13. Start with the Name…

14. Vocabulary Development Vocabulary Development Writing Center Writing Center

15. Phonological Awareness n Becoming attentive to the sound structure of language -- becoming phonologically or phonemically aware -- is an “ear” skill, phonemically aware -- is an “ear” skill, unlike phonics, which is the relation unlike phonics, which is the relation between letters and sounds in written words. between letters and sounds in written words. n One of the best ways to teach letter/sound relations is to draw attention to initial relations is to draw attention to initial sounds (onsets) and word endings (rimes). sounds (onsets) and word endings (rimes). n Phonological processing is the ability to identify, remember, separate (segment), identify, remember, separate (segment), blend, and manipulate speech sounds blend, and manipulate speech sounds

16. Beginning Reading Vocabulary n The earliest words children read come from their environment – environmental print store names store names road signs road signs – early “sight” words can be drawn from environmental print the child recognizes – early “sight” words can be drawn from environmental print the child recognizes What to do? What to do? n – Bring in labels and read and display them n – Enrich home living with logos and more labels n – Read print everywhere you go n – Label the room meaningfully

18. At-Risk for Reading Difficulties n Those with parents who also had trouble with early language and/or reading with early language and/or reading n Those with low letter knowledge n Those with low phonological awareness n Those with underdeveloped language skills n Those with limited familiarity with books

19. Connecting Literacy through Math and Science n The Bravest Cat! By Laura Driscoll

20. Connecting Literacy through Math and Science n The Bravest Cat by Laura Driscoll n Examples of Activites: –Illustrate Cats in the story –Graphing how many Cats/ Pets you have in your family

21. Activity: Thinking Outside the House The Bravest CAT! by: Laura Driscoll by: Laura Driscoll Theme Setting Book & Vocabulary Words Roles List of Props and Materials 1.Paper 2. colors 3. Comm. Helpers Costumes Language Skills QuestionsQuestions

22. A Friendly Thought “Young children delight in silliness, alliteration, rhymes, repetitive refrains, alliteration, rhymes, repetitive refrains, nonsense words. Language is there for nonsense words. Language is there for them to bend, change, tip over, turn insideout, invent, take apart, put together, and own. Early delight in wordplay augurs later delight in reading.” WORDS FAIL ME by them to bend, change, tip over, turn insideout, invent, take apart, put together, and own. Early delight in wordplay augurs later delight in reading.” WORDS FAIL ME by Priscilla Vail Priscilla Vail

23. Teacher Useful Links www.childrenslearninginstitute.org www.fcrr.org www.NAEYC.orgwww.NAEYC.org National Association for the Education of Young Children. www.NAEYC.orgTEA.state.tx.us Pre-Kindergarten Guidelines www.prekindergarten.com www.starfall.com www.elhuevodechocolate.comwww.elhuevodechocolate.com cuentos para ninos en espanol. www.elhuevodechocolate.com