faces of success National Title 1 Conference January 31, 2005 Atlanta, Georgia International Ballroo

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faces of success National
Title 1 Conference January 31,
2005 Atlanta, Georgia
International Ballroom South

• Communication Coordination Strand
• Parent Involvement
• and
• Early Literacy for Four-Year-Olds

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• Dr. Socorro Herrera - Kansas State University
• e-mail sococo_at_ksu.edu
• Dr. Linda Trujillo - Kansas State University
• e-mail prplphd_at_ksu.edu
• Mrs. Laura Cano - Liberal Public Schools
• e-mail laura.cano_at_usd480.net

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About the Session . . .

• Cooperation and consolidation of efforts to
  provide a wide range of educational programs.
  These programs accommodate a variety of parent
  and child learning needs, including
• family literacy,
• preschool services and
• staff training.

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Kansas, Rural America
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Kansas, Rural America
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About the Session

• Content objectives - participants will
• Review basic concepts of second language
  acquisition.
• Review early childhood curriculum issues.
• Language objectives - participants will
• Discuss the four dimensions of the Prism Model
  and the role they play in the development self
  and language in the early years.
• Review a sample framework for early literacy and
  discuss in small groups the instructional
  implications for ELL students. Identify
  cross-cultural connections and considerations.
• Study a sample unit for early literacy and share
  ideas for reflection and elaboration.

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• Vocabulary under construction
• ?The Prism Model ?BICS
• ?Social and cultural processes ?CALP
• ?Language development ?NAEYC
• ?Cognitive development
• ?Academic development
• ?Stages of second language acquisition
• ?Preview, view, and review

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English language learners -changing patterns
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Demographics and Achievement

• There are now more than 10 million English
  language learners in the U.S.
• Two thirds of this population is concentrated in
  grades K-6
• Spanish speakers are among those with the lowest
  levels of literacy (42 in the bottom quartile,
  two-thirds below 50 on NAEP 2000)

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• Research on instructional practices indicates
  that education needs to be meaningful and
  responsive to students needs, as well as
  linguistically and culturally appropriate.
• (Tharp, 1997 Tharp et al., 2000)
• Therefore. . . .
• our focus will be on the sociocultural dimensions
  of learning

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The Prism ModelVirginia Collier (1995)
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Social and Cultural Processes

• Psychological factors
• Self-Esteem (Affective)
• ? Teachers need to empower positive
  self-images.
• Motivation
• ? Teachers need to empower
• students to feel capable and
  valuable in order to achieve
• high expectations.
• Anxiety
• ? Teachers need to recognize
• how ELL students may
• feel self-conscious in
• oral communication in L2.
• ? Teachers need to create
• safe classroom
• environments
• where students
• feel
• comfortable
• taking

• Sociocultural Factors
• Language Use at Home
• Teachers need to encourage language use at
  home and in the community.
• Teachers need to perceive language as an
  asset not a barrier.
• Teachers need to understand that culture
  and language are interrelated. One cannot
  exist without the other.? Teachers need to
  understand that culture
• and language are integral facets of their
  identity. ? Teachers need to
  foster the growth of language
  to facilitate optimal
  transference of skills to L2.
• SocioEconomic Status (SES)
• ? Teachers need to recognize the impact
  of low SES on student achievement
  and acculturation and the
• limit it places on
• students prior experiences.

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Chain Story
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Chain Story 1

• Socio-cultural factors (the affective filter,
  prior knowledge)
• Language production
• Academic level
• Perceived cognitive complexity

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Chain Story 2

• Socio-cultural factors (the affective filter,
  prior knowledge)
• Language production
• Academic level
• Perceived cognitive complexity

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How could we have supportedthe storytellers
during the second story?
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Second Language Proficiency

• BICS Basic Interpersonal Communication Skills
• Understanding from context
• Acquisition of syntax, grammar, basic vocabulary,
  etc necessary to communicate in the second
  language
• Takes 2-3 years to acquire
• CALP Cognitive Academic Language Proficiency
• Decontexualized understanding
• Ability to use second language as a tool for
  learning
• Takes 5 years to acquire
• Takes 5-7 years or more to acquire

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The Role of the Native Language
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Language Development

• Second Language Acquisition
• ? Teachers need to promote SLA through meaningful
  content-based learning activities that focus on
  language use for communication.
• ? Teachers need to honor the silent period CLD
  students may exhibit upon first entering the
  classroom and allow the student to speak/
  produce when he/she is ready.
• ? Teachers need to focus
  on the process of
  language development
  for communication,
  instead of the
• mastery of
  grammatical
  language
  through error correction.

• First Language Acquisition
• Teachers need to recognize that the development
  of first language is a life long process.
• Teachers need to realize that 50 of a childs
  first language is acquired by the age of six. The
  other 50 of the language is acquired throughout
  the
• rest of his/her life.
• ?Teachers need to understand
• that CLD students do have a language, but it may
  not be
• the traditional language
• used at school.

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Academic Development

• Teachers need to recognize that academic
  development cannot
• be separated from language development, as they
  are interrelated.
• Teachers need to understand that academic
  content-based instruction is an effective
• and natural vehicle for teaching a second
  language.
• ?Teachers need to support students native
  languages
• as much as possible in
• order to facilitate the
• students academic
• development.

• Effective instructional
• practices may include
• Thematic interdisciplinary instruction,
• The incorporation of
• students background
• knowledge, language,
• and culture and
• Collaborative/
• Cooperative
• Learning.

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Cognitive Development

• Teachers need to engage the ELL student in
  meaningful
• and enriched experiences in L2.
• ? Teachers need to facilitate cognitive
  development through explicit instruction
  using cognitive learning strategies (i.e.,
  induction, categorization, pattern recognition,
  etc.).
• ? Teachers need to help students take ownership
  of their own learning through synthesis and
  internalization of language patterns in L2.

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Characteristics of quality preschool programs

• Consider the whole child cognitive,
  social-emotional, and motor development are
  complementary, mutually supportive areas of
  growth.
• Adult relationships Responsive interpersonal
  relationships with teachers nurture young
  childrens dispositions to learn and help develop
  their emerging abilities.

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Characteristics of quality preschool programs

• Quality curriculum No single curriculum or
  approach can be identified as best.
• Quality teachers The education of teachers is
  related to the quality of early childhood
  programs. Programs found to be highly effective
  actively engage teachers and provide high quality
  supervision for teachers.

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• The bottom line.
• Preschool curriculum should be intellectually
  engaging, have meaningful content, and provide
  multiple opportunities for developing and
  practicing language and cognitive skills

Source Serving Preschool Children Under Title
I Non-Regulatory Guidance March 4, 2004
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Corn UnitTheme FALL
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Language Development
First Language Acquisition Oral language
development - language experience
chart - brainstorming
Second Language Acquisition Language Under
Construction
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Corn UnitTheme FALL
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Academic Development

• cannot be separated from language development
• oral language development,
• following directions,
• comparisons
• is a natural vehicle for teaching a second
  language
• seasons,
• colors,
• shapes/Size
• students native languages
• facilitate academic
• development
• change,
• counting

• effective instructional practices
• language experience chart,
• brainstorm tortilla recipes,
• graph favorite corn foods,
• create a How to Make Tortillas book,
• cornfield mural

Academic Development
Cognitive Development
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Corn UnitTheme FALL
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Cognitive Development

• meaningful and enriched experiences in L2
• Corn background
• Corn as a food
• cognitive development through explicit
  instruction using
• Seasons
• Change
• Colors
• Shapes/Size
• cognitive learning strategies
• Graph favorite corn foods
• Comparison of flour and corn tortillas
• synthesis and internalization of language
  patterns in L2.

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Corn UnitTheme FALL
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Social and Cultural Processes

Self esteem The language and culture of the
home Family values Parent involvement in
school/classroom activities
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Corn UnitTheme FALL
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Corn UnitTheme FALL
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Evaluation and reflection - a good place to put
research findings and knowledge of families into
action

• 1. Recognize that all parents are involved in
  their
• childrens learning, from preschool through
  high
• school.
• 2. Develop the capacity of school staff and
  families
• to work together.
• 3. Build families social and political
  connections.
• Be willing to share power. Make childrens
  
• educational development a collaborative
• enterprise.
• Adapted from An Action Guide for Community and
  Parent Leaders. Public Education Network, 2001

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To make the educational process a collaborative
enterprise, provide

• interactive literacy activities between parents
  and their children
• training for parents regarding how to be the
  primary teacher for their children
• parent literacy training

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I wish.. I wonder.. I think..
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Thank You

• Dr. Socorro Herrera - Kansas State University
• e-mail socorro_at_ksu.edu
• Dr. Linda Trujillo - Kansas State University
• e-mail prplphd_at_ksu.edu

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RESEARCH RESOURCES

• Preventing Reading Difficulties in Young
  Children. 1998. Snow, Burns, Griffin (Editors).
  Washington, DC National Academy Press.
  www.nap.edu
• Starting Out Right A Guide to Promoting
  Childrens Reading Success. 1999. Burns,
  Griffin, Snow (Editors). Washington, DC
  National Academy Press. www.nap.edu

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RESEARCH RESOURCES

• Eager to Learn Educating Our Preschoolers.
  Executive Summary. 2000. Bowman, Donovan,
  Burns. Washington DC National Academy Press.
  www.nap.edu
• The National Center on Early Development and
  Learning (NCEDL) - The University of North
  Carolina at Chapel Hill. www.ncedl.org
• The Prism Model by Virginia Collier, 1995.

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May we be equals
with differences
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• Corn Uses
• Most corn grown in the U.S. is used to feed
  livestock. Poultry, beef, pork and dairy
  producers use more than 60-percent of all the
  corn grown in the U.S.
• The rest is exported. Most corn sold to other
  countries is also used to feed livestock or it is
  processed into such things as
• starch
• examples baby food, baking powder, salad
  dressing, bookbinders, glue
• syrup
• examples soda pop, chewing gum, dessert icing,
  fireworks, adhesives
• ethanol fuel
• examples popular additive to reduce reliance on
  foreign oil and improve air quality in polluted
  U.S. cities
• dextrose
• bakery goods, fruit juices, peanut butter,
  antibiotics, citric acid, lysine
• oil
• examples margarine, potato chips, soup, soap,
  paint, rust preventative.

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• One of every five rows of corn grown in the U.S.
  is exported overseas.
• The U.S. is the world's largest
• producer of corn (42 percent),
• the world's largest exporter of corn (70
  percent), and
• the world's largest consumer of corn.
• Source www/ncga.com/education. com/education

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Corn originated with the Indians in central
Mexico. They developed corn from a wild grass
over 7,000 years ago! The Indians in North,
Central, and South America had grown corn for
thousands of years before Columbus arrived in
the New World. They called it maize. Corn has
been found in places where Indians lived so long
ago that the cobs have petrified. corn to take
home to Source
www.ksgrains.com/corn
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Preschool Programs

• A Title 1 schoolwide program school has the
  discretion to limit preschool services to the
  at-risk children or to serve all children in the
  school or attendance area.
• May decide to implement a family literacy model
  which integrates early childhood education with
  adult literacy and parenting education.

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Use of Funds for Title I Preschool

• Title I funds may be used to
• Create a new preschool at the district or school
  level.
• Expand an existing preschool (e.g. those funded
  by other federal money or state at-risk dollars)
  by adding more children, more time, or more
  services.
• Improve the quality of existing preschool
  programs.

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Title I PreschoolSelection of Participants

• Preschool children must be selected for Part A
  services on the basis of such criteria as teacher
  judgement, interviews with parents, and
  developmentally appropriate measures.
• Parent education and income may be used as
  surrogate criteria for participation in Title I
  preschool when family is in a family literacy
  program.

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Federal Programs that Support Family Literacy

• Title I, Part A
• Even Start
• Head Start
• Adult Education and
  Family Literacy Act
• Migrant Education