Exemplary Practice in Early Literacy

1
Exemplary Practice in Early Literacy

• Lesley M. Morrow
• Rutgers University
• www.rci.rutgers.edu.lmorro

2
Preschool Focus

• Sessions for preschool teachers at conferences
• A position statement
• Literacy and Preschool
• A National Imperative
• A collection of books for preschool literacy for
  teachers of 3s and 4s

3
Early Literacy Collection

• Building a Foundation for Preschool Literacy
• - By Carol Vukelich and Jim Christi
• Oral Language and Early Literacy in Preschool
• - By Kathy Roskos and Patton Tabors
• Learning About Print in Preschool
• By Dorothy Strickland and Judy Schickedanz
• Writing in PreschooL
• By Judy Schickedanz and Renee Casbergue
• Using Children's Literature in Preschool
• - Lesley M. Morrow and Linda Gambrell

4
Outline of my Presentation

• Whats happening nationally
• Research on Good Teaching
• Professional Development
• Parent Involvement
• The Classroom Environment
• The Literacy Center
• An Exemplary Early Literacy Program
• Developing Skills
• Storybook reading and telling
• Vocabulary and background knowledge
• Phonemic awareness,
• Phonics
• Comprehension
• Fluency
• Writing
• An Exemplary Early Literacy Program

5
Most Important Elements in Learning to Read

• The Three Ps for Success in Reading
• Preschool
• Professional Development
• Parent Involvement

6
Bad News Good News

• If you have a limited vocabulary at age 3 because
  of a limited experiences, you are already at risk
  for literacy development
  
• If you attend a quality preschool you can catch
  up
  

7
According to ResearchChildren Who Dont Attend
Preschool Are

• More likely to be retained in the primary grades
• More likely to have discipline problems
• Less likely to graduate from high school
• (Barnett, Hart and Risely)

8
U.S. Department of Education,Dept. of Health and
Human ServicesDept. of Justice, Dept. of Labor

• Children who learn to read become adults who can
  make their dreams come true since they are
  
• Likely to succeed in Elementary School
• Likely to Graduate from High School
• Likely to be Healthier during their lives
• Less likely to get into trouble with the law
• Likely to have a middle-class life style
• Earn more than those who are illiterate
• Likely to have children who learn to read

9
What do we know about those who are illiterate

• 50 of patients with chronic illness are
  illiterate
  
• 70 of prisoners tested scored functionally
  illiterate
  
• 50 of the unemployed are functionally
  illiterate
  
• Those who are functionally illiterate earn 5
  times less than those that are literate
  
• 50 of those with the lowest literacy skills live
  in poverty
  
• Children in poverty are more likely to be
  illiterate,
  
• and we have the Achievement Gap

10
Politically Correct andIncorrect Literacy Terms

• Politically CORRECT
• Achievement Grouping
• Standardized Tests
• Basal Readers
• Explicit Instruction
• Literal Worksheets
• Phonics/Skills Based
• Direct Instruction
• Curriculum Driven
• Skilled Reader

• Politically INCORRECT
• Flexible Grouping
• Portfolio Assessment
• Literature-Based
• Cooperative Learning
• Open-ended Discussions
• Whole Language
• Authentic Instruction
• Child Centered
• Engaged Reader

11
Politically Correct andIncorrect Literacy Terms

• Politically INCORRECT
• Achievement Grouping
• Standardized Tests
• Basal Readers
• Explicit Instruction
• Literal Worksheets
• Phonics/Skills Based
• Direct Instruction
• Curriculum Driven
• Skilled Reader

• Politically CORRECT
• Flexible Grouping
• Portfolio Assessment
• Literature-Based
• Cooperative Learning
• Open-ended Discussions
• Whole Language
• Authentic Instruction
• Child Centered
• Engaged Reader

12
(No Transcript)
13
National Reading Panel Report Findings

• According to the National Reading Panel Report,
  instruction in the following areas is necessary
  for achievement
  
• Phonemic Awareness
• Phonics
• Comprehension
• Fluency
• Vocabulary Development

Many areas in reading instruction were not
included in this study. Only quantitative
research and studies identified as scientifically
based by the panel were consulted. Many
respected investigations were not included.
14
How Do we Deal WithThe National Early
Literacy Panel Report

• Oral Language Development
• Expressive
• Receptive
• Vocabulary
• Alphabetic Code
• Alphabet Knowledge
• Phonological/Phonemic awareness
• Invented spelling
• Print Knowledge
• Environmental print
• Concepts about print
• Other Skills
• Rapid naming of letters and numbers
• Visual memory
• Visual perception Skills

15
How To Succeed With No Child Left Behind,
Reading First, Early Reading First

• Teaching Includes
• Intentional/ Explicit Modeling
• Guided Practice/Scaffolding
• Independent Practice
• Structure and Routines
• Build Background Knowledge
• More Time on Task
• Feedback

16
Excellent Teachers Know there is More

• Problem Solving
• Exploring, experimenting
• Open-ended experiences
• Choice
• Collaboration
• Social Interaction

17
(No Transcript)
18
(No Transcript)
19
Reading is Complex

• Syntax
• Association
• Cultural Background
• Contextually Based Text
• Comprehension
• Motivation
• Predictability
• Life Experience

• Sight Words
• Picture Clues
• Controlled Vocabulary
• Repetition
• Phonemic Awareness
• Phonics
• Writing
• Visual Discrimination

20
According to Research from the following groups

• Children are more successful developing literacy
  when they have excellent teachers
  
• The Program for the Improvement of Student
• Achievement (PISA)
• The Center for the Improvement of Early Reading
  Achievement (CIERA)
  
• The Center for English Language Achievement and
  Assessment (CELA)
  
• Researchers
• (Allington, Johnston, Morrow, Pearson,
• Pressley, Ruddell, Taylor)

21
Exemplary teachers have students who score well
on reading tests.
22
Characteristics of Exemplary Literacy
Instruction(What do you See in the Video)

• Varied Strategies
• Grouping to Meet Individual Differences
• High expectations
• Teachers Care
• Teachers attend to Social, Emotional, Physical
  and intellectual development
  
• Constructive Feedback
• Productively Engaged

• Explicit Instruction
• Problem Solving
• Organization Management Skills
• eg. Rules
• Quality Preparation Continuous Professional
  Development
  

23
Wonderful Teachers Are Appreciated
WhoWonderful Teachers Are Appreciated and
Good Teachers are appreciated and CanMake
Our Childrens Dreams Come True

• Dear Mrs. Eisen,
• You are sweeter then a sweet potato. You are
  beter than a
  
• chocalate ice crème with foge.
• I love you. Caprice
• Dear Mrs. Rupper,
• I love you so mutch. I think of you all the tim.
  I need to give you a hug all the time. I will
  alwayz think of you.
  
• Love, MariCarmen
• Dear Mrs. Roman,
• I like to talk to flowers on
• Saturday and Sunday. But I really get to talk to
  one all the other days in school when I talk to
  you.
  
• I love you, Orlando
• Dear Mrs. Heyer
• When I grow up, I want to be just like you.
• Love, Tania

24
In preschool we need to help children self
regulate appropriate Social, Emotional,
Physical Language and Literacy DevelopmentBut
how are preschoolers time spent?

• 35 of time spent in routines
• meals, lining up, bathroom,
• cleaning up
• 32 free choice, center time
• 23 whole group
• 6 small group

25
Time Spent on the Development of Skills

• 12 literacy
• 6 math
• 1 writing
• 8 science, 13 social studies
• 9 art/music
• 7 motor
• 44 in none of the skill development

26
What is the Extent of Teacher-Child Interaction
in Preschool

• 8 Elaborated
• 18 minimal
• 1 routine
• 73 none

27
A Model for a Typical Preschool Day

• 800 to 830 Children arrive and use quiet
  materials
  
• 830 to 900 whole group class meeting with a
  focus on an overview of the day. Morning
  message, a story, a mini lesson
  
• 900 1000 Activities in Center Play settings
• Teacher works with small groups to meet
  individual needs
  
• 1000 to 1020 Clean-up and snack
• 1020 to 1045 Shared storybook reading
• 1045-1115 Outdoor play or indoor gym play
• 1115 -1145- Songs, poems, movement
• 1145- 120 Review of the day
  
  
  
• 
  

28
The Exemplary Day

• Independent Reading and Writing
• Morning Message
• Thematic Storybook Reading
• Mini Skill Lesson
• Mini Comprehension Lesson
• Modeling Center Activities
• Guided Reading
• Writing Workshop

29
Professional Development

• First year teachers mentored by exemplary
  teachers
  
• Attend Professional Conferences
• Teacher input and collaboration with peers
• Administrative support
• Time to change
• Goal setting
• Knowledgeable consultants to motivate
• Coaches provide modeling
• Teacher study groups to share and reflect
• Continuous through your career
• School Plan and a Personal Plan
• 100 hours a year or 3 hours a week represents
  change
  

30

31
You may have tangible wealth untold,Caskets of
jewels and coffers of gold,Richer than I you
could never be,I had parents who read to me.
32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
Types of Centers Activities for Literacy

• Word Study Center
• With onset and rime letters create words for the
  following word families-- et, up, op, an, at.
  Write down the word families.
  
• Listening/Comprehension Center
• Listen to the story on the headsets and follow
  along in the book
  
• Fill out the graphic organizer for story
  structure elements.
  
• Do one illustration for one story structure
  element
  
• Writing Center
• Provide paper of all sorts
• Provide colored pencils, markers,
  crayons et
  
• Write and rewrite stories
• Make lists
• Library Corner
• Select an informational book that was
  read to the class.
  
• Partner read the book
• Discuss and then write and illustrate the part
  you liked the most
  

36
Literacy Centers

• Rocking Chair, Rugs, Throw Pillows
• Computer
• Multiple Genre Books (5-8 per child and 3-4 grade
  levels)
  
• Open Faced Shelving
• Books Stored By Genre
• Leveled Books
• Felt Board and Roll Stories
• Headset and Taped Stories
• Method For Checking Out Books
• Books on Tape
• Rules
• Demonstrations For Using Materials
• Accountability

37
Multiple Genres Available

• Fiction
• Non-Fiction
• Picture Books
• Informational Books
• Magazines
• Biography
• Poetry
• Novels

38
What Children said about Literacy Center Time

• The literacy center is nice and cozy and there
  are lots of good books you can choose from
  (Choice)
  
• Reading is fun in the center because you can read
  with a friend. When you need help your friend
  helps you. (Collaboration)
  
• You can take books home right from the center
  (Access)
  
• You can choose easy books, hard books, long
  books, short books. (choice, challenge)
  
• I get more done because I can work with others
  (Collaboration)
  
• The only thing missing from literacy center time
  is a snack bar.
  

39
Modeling Center Activities
40
Why do we use Centers

• Children get to practice skills learned
• Children learn to be independent, self directed,
  and how to collaborate with piers
  
• Provides activities when other assigned work is
  completed.
  
• Allows teacher to meet with guided reading groups
  or individuals to teach skills

41
Helping children to use center activities

• Explicit modeling
• Teacher does a lesson to introduce skills with
  center material
  
• Guided Practice
• Materials are used with the teachers help
• Independent Practice
• Materials placed in center for children to use
• Include written directions for use
• Include accountability for all center activities
• Include rules during Center Time
• Put completed work in a designated spot

42
How kids go from one center to another

• Teacher assigns kids
• Center board indicates
• Change with the guided reading group
• Ring a bell, set a Timer
• Assign three activities allow one choice activity
  
  

43
Vocabulary Development

• What Is Vocabulary?
• A set of words for which we know the meaning.
• Types Of Vocabulary To Learn
• Listening Vocabulary
• Speaking Vocabulary
• Reading Vocabulary
• Writing Vocabulary
• What Strategies Do We Use To Teach Vocabulary?
• Learn use of dictionary
• Language word parts (prefix, suffix, roots)
• Use of context clues
• Themes, stories, play, music, art, science, and
  social studies

44
The Values of and types of Story Reading and
Story Telling

• Values of Storybook Reading and Story Telling
• Gain Information
• Motivates a desire to read
• Enhances language development
• Develops Sense of Story Structure
• Types of Storybook Reading and Story telling
• Felt board
• Music stories
• Prop stories
• Sound stories
• Puppet stories
• Chalk talk

45
Good Narrative andExpository Text

• Narrative
• setting
• Theme
• Plot Episodes
• Resolution
• Expository
• Description
• Sequence
• Comparison
• Cause and Effect
• Problem Solution

46
Characteristics Good Books

• Biography
• Story of a person lifes
• Non-fiction
• Clarity, factual accuracy
• Poetry
• Rhyme, images
• Folklore
• patterned language, fast pace
• Fantasy
• Believable, consistent, logical, conflict,
  characterization
  
• Science Fiction
• Speculative, extrapolation of fact
• Realistic
• Possible, plausible, conflict
• Historical Fiction
• Details, setting affects plot, keeping with the
  period
  

47
Good Illustration

• What medium
• Suitable for text
• Colors right
• Style of illustrations bold, dleicat
• Unique, why
• Balance and harmony
• Is there a mood
• Grace
• Conveys convincing characters and plot
• Consistent style
• Accuracy

48
Comprehension

• What Is Comprehension?
• Constructing meaning while actively involved with
  text
  
• What Strategies Do We Use To Teach
  Comprehension?
  
• Collaboration and Cooperative Learning
• Retelling
• Graphic and Semantic Organizers - Maps, Webs,
  Venn Diagrams, KWL, etc.
  
• Self Monitoring
• Answering Questions About Inference and
  Prediction
  
• Generating Questions
• Use of Prior Knowledge
• Mental Imagery
• Multiple Strategy In Structure

49
The Values of and types of Story Reading and
Story Telling

• Values of Storybook Reading and Story Telling
• Gain Information
• Motivates a desire to read
• Enhances language development
• Develops Sense of Story Structure
• Types of Storybook Reading and Story telling
• Felt board
• Music stories
• Prop stories
• Sound stories
• Puppet stories
• Chalk talk

50
Practicing Comprehension with CENTER MATERIALS

• 1. Felt Board Stories
• Characters from a book made of oak tag or
  construction paper. They are backed with felt
  
• or sandpaper and used when telling a story by
  displaying them on a felt board.
  
• 2. Roll Movies
• stories illustrated on paper that come on a roll
  (such as shelving paper). Dowels are inserted
  into a box with a rectangular cutout opening.
  The roll story is taped to the dowels at the top
  and bottom. The dowels are turned to reveal each
  scene.
• 3. Prop Stories
• A collection of materials for a particular book
  such as three stuffed bears, three bowls, and
  yellow-haired doll for telling the story of
  Goldilocks.
• 4. Puppet Stories
• Various types of puppets for telling stories
  such as hand, stick, face, and finger puppets.
  
• 5. Chalk Talks
• Drawing a story on a chalkboard or a sheet of
  paper while the story is being read or told.
  

51
Relationship Between Amount of Recreational
Reading and Scores on Standardized Reading Tests

• Percentile Rank
• 20
• 30
• 40
• 50
• 60
• 70
• 80
• 90
• 98

• Minutes Reading/Day
• .7
• 1.9
• 3.3
• 5.0
• 6.4
• 10.0
• 14.2
• 20.0
• 65.0

52
Writing

• What Is Writing?
• Oral language written down. It includes use of
  narrative, expository, and functional text.
  
• What Strategies Do We Use To Teach Writing?
• Composition Of Narrative
• Composition Of Expository
• Functional Writing
• Spelling
• Handwriting
• Punctuation

53
(No Transcript)
54
(No Transcript)
55
(No Transcript)
56
(No Transcript)
57
(No Transcript)
58
(No Transcript)
59
(No Transcript)
60
(No Transcript)
61
(No Transcript)
62
(No Transcript)
63
FLUENCY

• What is Fluency?
• Reading orally with automaticity (ability to
  decode)and prosody (use of appropriate expression
  and speed, demonstrating comprehension).
  
• What Strategies Do We Use To Teach Fluency?
• Echo Reading
• Choral Reading
• Antiphonal Choral Reading
• Partner and Paired Reading (Collaborative Oral
  Reading)
  
• Repeated Reading
• Listening To Good Reading On Tape
• Readers Theater
• Listening and Critiquing Your Own Reading On Tape

64
Phonemic Awareness and Phonics

• What is Phonemic Awareness?
• Knowing that words are comprised of a sequence of
  spoken sounds
  
• What is Phonics?
• The relationship between written letters and
  their sounds
  
• What strategies do we use to teach Phonemic
  Awareness and Phonics?
  
• Phonological Awareness (Hearing individual sounds
  in words)
  
• Phonemic Isolation (Identifying and manipulating
  sounds)
  
• Phonemic Identity (Recognizing same sound in a
  different word)
  
• Phonemic Categorization (Recognizing words that
  dont belong)
  
• Rhyming, clapping syllables
• Segmenting (Breaking a word into its separate
  sounds)
  
• Blending (Putting together separate sounds)
• Authentic Literature Based
• Using Art, Music, Manipulatives, and Worksheets

65
THIS OLD MAN

• This old man he sings H songs
• He sings H songs all day long
• With a Hick, Hack, Haddy, Hack
• Sing this silly song
• He wants you to sing along
• (Tick, Tack, Taddy, Tack)
• (Sick, Sack, Saddy, Sack)
• (Mick, Mack, Maddy, Mack)
• (Pick, Pack, Paddy, Pack)

66
THE NAME GAME - By Shirley Ellis

• Shirley!
• Shirley, Shirley bo Birley Bonana fanna fo Firley
  Fee fy mo Mirley, Shirley!
  
• Lincoln!
• Lincoln, Lincoln bo Bincoln Bonana fanna fo
  Fincoln Fee fy mo Mincoln, Lincoln!
  
• Come on everybody, I say now lets play a game,
• I betcha I can make a rhyme out of anybodys
  name
  
• The first letter of the name, I treat it like it
  wasnt there, But a B or an F or an M will
  appear
  
• And then I say bo, add a B, then I say the name
  and Bonana fanna and a fo
  
• And then I say the name again with an M this time
  and
  
• there isnt any name that I cant rhyme
• Arnold!
• Arnold, Arnold bo Barnold Bonana fanna fo Farnold
  Fee fy mo Marnold Arnold!
  
• But if the first two letters are ever the same, I
  drop them both and say the name like
  
• Bob, Bob drop the Bs Bo ob
• For Fred, Fred drop the Fs Fo red, For May, Mary
  drop the Ms Mo ary
  

67
The Exemplary Day

• Independent Reading and Writing
• Morning Message
• Thematic Storybook Reading
• Mini Skill Lesson
• Mini Comprehension Lesson
• Modeling Center Activities
• Guided Reading
• Writing Workshop

68
GUIDED READING

• Explicit Skill Instruction
• To meet Individual Needs
• Use of appropriate materials
• Assessing Achievement
• Nature of Groups
• Change frequently
• As many as you need, not 3
• 3 to 5 kids in a group
• Selected by similar needs
• Meet daily or less for 5-30 minutes
• Select groups using multiple measures such as
• Running Records
• Observation
• Standardized Assessment
• Teacher Judgment
• Alternate Rank Ordering
• Books at Childs Instructional Level is
  determined by
  
• Print size, Language patterns
• Illustrations, Vocabulary repetition

69
Steps in a guided reading lesson

• Before reading
• Review something done before
• Introduce new story
• Build Vocabulary and Background Knowledge
• Set a purpose for reading
• Comprehension development
• Word study lessons
• During Reading
• Teacher reads story to children
• Children read story together
• Older children read alone
• After Reading
• More Comprehension work
• Word Study development

70
Assessment in Guided Reading

• Ongoing assessment of daily progress
• Progress note sent home once a week for each
  child
  
• Have a focus child daily
• Running records monitor progress and determine
• Reading level, strengths, needs, instruction,

71
Thomas Jeffersons Beliefs About Literacy
Education

• The ability of every citizen to read is necessary
  to the practice of democracy
  
• Reading should be taught during the earliest yeas
  of schooling
  
• Reading will ensure that the people will be able
  to be safe and be the guardians of their own
  liberty.
  

72
We Can Make Our Childrens Dreams Come True

• Japanese Proverb
• Better than 1000 days of diligent study
• Is one day with a great teacher

73
RETIREMENT From A Childs View

• After a Christmas vacation, a teacher asked her
  students how they spent their holiday.
  
• One small boy wrote this
• We used to spend Christmas with Grandma and
  Grandpa. They used to live in a big brick house
  but
  
• Grandpa got retarded and they moved to Florida.
  Now they live in a place with a lot of other
  retarded
  
• people. They all live in little tin boxes. They
  ride on big three wheeled tricycles and they wear
  name
  
• tags because they dont know who they are. They
  go to a brick builded called the Wrecked Hall,
  
• but if it was broke they must have fixed it,
  because it looks real good.
  
• They play games there and do exercises, but they
  dont do them very good.
  
• There is a swimming pool there.
• They go into it and just stand there with hats
  on. I guess they cant swim.
  
• As you go into their park, there is a doll house
  with a little man sitting in it.
  
• He watches all day so they cant get out without
  him seeing them.
  
• When they can sneak out they go to the beach and
  pick up shells.
  
• My grandma used to bake cookies and stuff, but I
  guess she forgot how. Nobody cooks.
  
• They just eat out. They eat the same thing every
  night, Early Birds.
  

74
(No Transcript)
75
(No Transcript)
76
(No Transcript)