2. Emergent Literacy Coaching @ Your Library Part I: Overview of Best Practices Presented by: Elaine Czarnecki & Dr. Gilda Martinez Fall, 2008

3. Why another workshop? New staff since original statewide training New staff since original statewide training “Refresher course” for veteran staff “Refresher course” for veteran staff Updated guidelines and resources Updated guidelines and resources

4. Goals of This Workshop To familiarize participants with the most current research on how to help young children start school ready to learn to read To familiarize participants with the most current research on how to help young children start school ready to learn to read To familiarize participants with the way readiness is assessed by kindergarten teachers To familiarize participants with the way readiness is assessed by kindergarten teachers To demonstrate how public libraries can incorporate this information into their storytimes and provide support for No Child Left Behind (NCLB) and the Maryland Model for School Readiness (MMSR), including the Voluntary State Curriculum (VSC) To demonstrate how public libraries can incorporate this information into their storytimes and provide support for No Child Left Behind (NCLB) and the Maryland Model for School Readiness (MMSR), including the Voluntary State Curriculum (VSC)

5. Introducing… The Emergent Literacy Peer Coaching Wiki: http://wiki.carr.org/traction The Emergent Literacy Peer Coaching Wiki: http://wiki.carr.org/traction http://wiki.carr.org/traction

7. Growing Up to Read It’s Never Too Early Literacy development starts with talk, and children begin to develop their language skills in infancy. A wide range of experiences with printed and spoken language, from infancy through early childhood, will strongly influence a child’s future success in reading. A wide range of experiences with printed and spoken language, from infancy through early childhood, will strongly influence a child’s future success in reading.

8. Preschool Years are Critical Research consistently shows that the more children know about language and literacy before they come to school, the better equipped they are to succeed in reading! Research consistently shows that the more children know about language and literacy before they come to school, the better equipped they are to succeed in reading!

9. National Research Council Findings Children need opportunities to: Develop oral language skills, including phonological awareness or sensitivity Develop oral language skills, including phonological awareness or sensitivity Develop motivation to read and write Develop motivation to read and write Develop concepts about print and letter knowledge Develop concepts about print and letter knowledge Develop comprehension Develop comprehension

10. Vocabulary & Language Development Conversations with adults help children learn the words they will need to understand when reading. Conversations with adults help children learn the words they will need to understand when reading. Toddlers will begin to associate the words they use in conversation and the objects they represent with the pictures in books. Toddlers will begin to associate the words they use in conversation and the objects they represent with the pictures in books.

11. Vocabulary & Language Development (continued) Children will soon begin to label the objects in books, comment on the characters, and ask adults to read to them. Children will soon begin to label the objects in books, comment on the characters, and ask adults to read to them. Talking to adults is a child’s best source of exposure to new vocabulary and ideas! Talking to adults is a child’s best source of exposure to new vocabulary and ideas!

12. Kindergarten Work Sampling System (WSS) Indicators: Gains meaning by listening Gains meaning by listening Speaks clearly and conveys ideas effectively Speaks clearly and conveys ideas effectively

13. Voluntary State Curriculum (VSC) (listening) VSC objectives: Attend to the speaker Attend to the speaker Determine a speaker’s general purpose Determine a speaker’s general purpose Listen carefully to expand or enrich vocabulary Listen carefully to expand or enrich vocabulary Proficient student behavior (fall): Looks at the person who is speaking and/or remains quiet until the speaker is finished Looks at the person who is speaking and/or remains quiet until the speaker is finished Communicates to the teacher one key idea about a book or class discussion Communicates to the teacher one key idea about a book or class discussion Pays attention to new vocabulary and is sometimes able to use it in the correct context during conversation Pays attention to new vocabulary and is sometimes able to use it in the correct context during conversation

14. Voluntary State Curriculum (VSC) (speaking) VSC objectives: Speak clearly enough to be heard and understood in a variety of settings Speak clearly enough to be heard and understood in a variety of settings Use complete sentences in conversation and to respond to questions Use complete sentences in conversation and to respond to questions Use sentences with subject/verb agreement Use sentences with subject/verb agreement Proficient student behavior (fall): Uses meaningful grammatically correct sentences to communicate so that other children understand Uses meaningful grammatically correct sentences to communicate so that other children understand Communicates with one or two articulation errors, but is easily understood Communicates with one or two articulation errors, but is easily understood Responds to a teacher’s question using a complete sentence or thought, with only occasional verbal reminders Responds to a teacher’s question using a complete sentence or thought, with only occasional verbal reminders Consistently uses sentences and phrases with subject/verb agreement (e.g., “I’m playing t-ball tonight.” or “This snack is good!”) Consistently uses sentences and phrases with subject/verb agreement (e.g., “I’m playing t-ball tonight.” or “This snack is good!”)

16. Phonological Awareness or Sensitivity Along with developing vocabulary knowledge, it is important for preschoolers to become aware of the sounds in spoken words. Along with developing vocabulary knowledge, it is important for preschoolers to become aware of the sounds in spoken words. Phonological awareness is important because the sounds in words will be linked to letters when the child learns how to read and write words. Phonological awareness is important because the sounds in words will be linked to letters when the child learns how to read and write words.

17. Developing Phonological Awareness Young children may begin to notice rhymes and will enjoy poetry and rhyming songs. Young children may begin to notice rhymes and will enjoy poetry and rhyming songs. Songs, rhyming games, language play and nursery rhymes are all excellent ways to encourage a child’s phonological awareness. Songs, rhyming games, language play and nursery rhymes are all excellent ways to encourage a child’s phonological awareness. Reading aloud books that focus on sounds is another enjoyable way to develop a child’s sensitivity to the sounds of language. Reading aloud books that focus on sounds is another enjoyable way to develop a child’s sensitivity to the sounds of language.

18. Kindergarten Indicator Demonstrates beginning phonemic awareness Demonstrates beginning phonemic awareness

19. Voluntary State Curriculum (VSC) VSC objectives: Categorize words as the same or different by initial or final sounds Categorize words as the same or different by initial or final sounds Repeat and produce rhyming words Repeat and produce rhyming words Identify rhythms and patterns of language, including rhyme and repetition Identify rhythms and patterns of language, including rhyme and repetition Proficient student behavior: Communicates that all words begin with /b/ when student hears the words “bat, ball, and big.” Communicates that all words begin with /b/ when student hears the words “bat, ball, and big.” Supplies a word or sign that rhymes with skip, such as skip-trip. Supplies a word or sign that rhymes with skip, such as skip-trip. After listening to a song or poem with a repeating language pattern, such as Willaby, Wallaby, Woo, student is able to repeat correctly the nonsense phrase and the rhyming words that correspond to it. After listening to a song or poem with a repeating language pattern, such as Willaby, Wallaby, Woo, student is able to repeat correctly the nonsense phrase and the rhyming words that correspond to it.

20. Print Motivation Young children learn by imitation. Children who see their parents reading and writing will want to copy their model. Young children learn by imitation. Children who see their parents reading and writing will want to copy their model. Providing reading material in the home, reading aloud and talking about books, giving books as gifts, and of course, visiting the public library are all wonderful ways to show that reading is fun! Providing reading material in the home, reading aloud and talking about books, giving books as gifts, and of course, visiting the public library are all wonderful ways to show that reading is fun!

21. Print Motivation (continued) Opportunities to imitate writing behavior should not be forgotten! Opportunities to imitate writing behavior should not be forgotten! Providing different types of writing materials, and encouraging children to experiment by “writing a grocery list” or “making a book” are excellent ways to show children that writing is fun, too. Providing different types of writing materials, and encouraging children to experiment by “writing a grocery list” or “making a book” are excellent ways to show children that writing is fun, too. Remember to praise all approximations! Remember to praise all approximations!

22. Concepts About Print A child’s sensitivity to print is a major first step toward reading. A child’s sensitivity to print is a major first step toward reading. Young children can begin to understand that print is everywhere in their world, and that reading and writing are ways to get ideas and information. Young children can begin to understand that print is everywhere in their world, and that reading and writing are ways to get ideas and information.

23. Developing Book and Print Awareness Very young children learn to look where you point, as you read the story and share the pictures. Very young children learn to look where you point, as you read the story and share the pictures. They will soon begin to recognize their favorite books by the covers and learn how to turn the pages. They will soon begin to recognize their favorite books by the covers and learn how to turn the pages. Around the age of four, children should begin to understand that the print is what is read in books. Around the age of four, children should begin to understand that the print is what is read in books.

24. Kindergarten indicator Shows some understanding about concepts about print Shows some understanding about concepts about print

25. Voluntary State Curriculum (VSC) VSC objectives: Understand that speech can be written and read Understand that speech can be written and read Track print from left to right and top to bottom, making a return sweep at the end of the line Track print from left to right and top to bottom, making a return sweep at the end of the line Recognize that letters build words and words build sentences Recognize that letters build words and words build sentences Proficient student behavior: Draws / writes in journal and “reads” entry to the class Draws / writes in journal and “reads” entry to the class “Reads” the morning message with the class, tracks with finger across the line and makes an appropriate sweep, although one to one word matching may not occur “Reads” the morning message with the class, tracks with finger across the line and makes an appropriate sweep, although one to one word matching may not occur Selects own name out of a group of names, and begins to recognize friends’ names Selects own name out of a group of names, and begins to recognize friends’ names

26. Letter Recognition Preschool children can begin to recognize some letters of the alphabet, particularly those in their own names. Preschool children can begin to recognize some letters of the alphabet, particularly those in their own names. Most children begin by learning the alphabet song. Most children begin by learning the alphabet song. Sharing alphabet books, and having magnetic and/or foam letters for children to play with are appropriate ways to build letter recognition. Sharing alphabet books, and having magnetic and/or foam letters for children to play with are appropriate ways to build letter recognition.

27. Kindergarten Indicator Uses letter-like shapes, symbols, letters, and words to convey meaning Uses letter-like shapes, symbols, letters, and words to convey meaning

28. Voluntary State Curriculum (VSC) VSC objectives: Dictates and/or writes words, phrases or sentences related to ideas or illustrations Dictates and/or writes words, phrases or sentences related to ideas or illustrations Uses letters to represent phonemes in words Uses letters to represent phonemes in words Spells first and last name correctly Spells first and last name correctly Proficient student behavior (fall): Begins to sound out words to label pictures, with adult assistance Begins to sound out words to label pictures, with adult assistance Begins to write or type some letters or letter-like shapes to represent familiar words when labeling or writing about a picture Begins to write or type some letters or letter-like shapes to represent familiar words when labeling or writing about a picture Prints or types some of the letters in his name without a model Prints or types some of the letters in his name without a model

29. Knowledge of Narrative or Story Structure An understanding of the way narrative stories are structured begins to develop when read-alouds are shared frequently. An understanding of the way narrative stories are structured begins to develop when read-alouds are shared frequently. This understanding will help prepare children for reading in school, because they will be comfortable with the basic structure of the stories used in reading instruction. This understanding will help prepare children for reading in school, because they will be comfortable with the basic structure of the stories used in reading instruction.

30. Other Ways to Build Knowledge of Narrative Encourage children to “read” a story they have heard many times. Pretend reading is often the first step toward becoming a reader! Encourage children to “read” a story they have heard many times. Pretend reading is often the first step toward becoming a reader! Tell stories about the events of the day, and encourage children to do the same. Tell stories about the events of the day, and encourage children to do the same. Puppet shows and other retelling activities are fun ways to build knowledge of narrative structure. Puppet shows and other retelling activities are fun ways to build knowledge of narrative structure.

31. Comprehension and Responding to Text The understanding that print conveys meaning is one of the basic print awareness concepts. When reading aloud to children: The understanding that print conveys meaning is one of the basic print awareness concepts. When reading aloud to children: encourage them to predict, encourage them to predict, talk about the events of the story, talk about the events of the story, help them link the events and characters to what they know about. help them link the events and characters to what they know about.

32. Kindergarten Indicator Comprehends and responds to fiction and non-fiction text Comprehends and responds to fiction and non-fiction text

33. Voluntary State Curriculum (VSC) VSC objectives: Make, confirm, or adjust predictions Make, confirm, or adjust predictions Make comments and ask relevant questions Make comments and ask relevant questions Connect events, characters, and actions in stories to specific life experiences Connect events, characters, and actions in stories to specific life experiences Proficient student behavior: Guesses the book or story content from the book’s title and cover, and adjusts predictions throughout the story Guesses the book or story content from the book’s title and cover, and adjusts predictions throughout the story Comments on a story being read and is able to ask relevant questions Comments on a story being read and is able to ask relevant questions Recalls events during the reading of a story, but inconsistently makes connections to specific life experiences Recalls events during the reading of a story, but inconsistently makes connections to specific life experiences

34. Voluntary State Curriculum (VSC) VSC objectives: Respond to questions (who, what and where) and verify answers using illustrations / text Respond to questions (who, what and where) and verify answers using illustrations / text Respond to text by drawing, speaking, dramatizing or writing Respond to text by drawing, speaking, dramatizing or writing Retell a story using text as support Retell a story using text as support Proficient student behavior: Responds appropriately when asked a question but inconsistently finds support in the illustrations or text Responds appropriately when asked a question but inconsistently finds support in the illustrations or text Builds a bridge and acts out the story, The Three Billy Goats Gruff, in the block area Builds a bridge and acts out the story, The Three Billy Goats Gruff, in the block area Retells the main events of a story Retells the main events of a story

35. One Goal: Children are Ready for School! You provide so much support for in your storytime programs! You provide so much support for school readiness and early literacy development in your storytime programs! The public library plays a vital role in helping to ensure that all children start school ready to learn to read! The public library plays a vital role in helping to ensure that all children start school ready to learn to read!

37. Tips for Wiki Access Wiki address: http://wiki.carr.org/tractionhttp://wiki.carr.org/traction Click on Emergent Literacy under Projects on left hand side of page. Explore wiki by clicking on the various Sections on left hand side of page. If you would like to comment on any of the content, click on Comments and follow the instructions on this page.

38. Contact Information for Future Questions Elaine Czarnecki ecz.read@comcast.net Gilda Martinez gildamartine@gmail.com

39. Gains meaning by listening Listening attentively to stories read aloud Listening attentively to stories read aloud Listening to an audio-taped story or song and showing understanding through body language (clapping or nodding) or facial expressions (smiling or laughing) Listening to an audio-taped story or song and showing understanding through body language (clapping or nodding) or facial expressions (smiling or laughing) Using information from a story read aloud to draw a picture or complete a craft activity Using information from a story read aloud to draw a picture or complete a craft activity

40. Speaks clearly and conveys ideas effectively Asking a question clearly enough for someone to understand Asking a question clearly enough for someone to understand Describing a recent event and answering questions about it Describing a recent event and answering questions about it Speaking loudly enough to be heard by the whole group at a storytime session Speaking loudly enough to be heard by the whole group at a storytime session

41. Demonstrates beginning phonemic awareness Joining in with other children to recite rhymes and poems Joining in with other children to recite rhymes and poems Experimenting with words, giving them new beginning sounds Experimenting with words, giving them new beginning sounds Listening to a word and then finding a word that rhymes with it in a familiar story, such as a Dr. Seuss story Listening to a word and then finding a word that rhymes with it in a familiar story, such as a Dr. Seuss story

42. Shows some understanding of concepts about print Finding the front of the book, and turning the pages one by one Finding the front of the book, and turning the pages one by one Pointing to words in a left to right progression when “reading” a picture book Pointing to words in a left to right progression when “reading” a picture book Recognizing a favorite book by its cover; pointing to the title while saying it Recognizing a favorite book by its cover; pointing to the title while saying it

43. Comprehends and responds to fiction and non-fiction text Guessing what will happen next by looking at the pictures on the following page Guessing what will happen next by looking at the pictures on the following page Retelling a story using flannel board cutouts or hand puppets Retelling a story using flannel board cutouts or hand puppets Telling about when the family car was towed after hearing a story about a tow truck Telling about when the family car was towed after hearing a story about a tow truck

44. Uses letter-like shapes, symbols, letters, and words to convey meaning Making rows of squiggles and shapes on a paper and calling it writing Making rows of squiggles and shapes on a paper and calling it writing Copying letters and/or words from signs and books, enjoying the power of doing “real writing” Copying letters and/or words from signs and books, enjoying the power of doing “real writing” Writing their names on their artwork Writing their names on their artwork