Transcript Document

Growing Readers Second Edition
Early Literacy Curriculum
Second Edition
Personal Literacy Beginnings
• Conversations
• Stories shared with you
• Writing
• Your favorite childhood
books
Three Aspects of the GRC Research
Base
Early literacy research sources
Key predictors of reading before school entry
Oral language research on the development of
expressive vocabulary
GRC Research Sources:
Three Best Predictors of Reading
Before School Entry
Print
Letter Identification
Concepts about Print
Alphabetic Principle
Phonological Awareness
Language/Vocabulary
Verbal Memory for Stories
Overall Expressive Vocabulary
Snow, Burns, & Griffin. 1998.
National Early Literacy Panel
(2004)
Organizes Reading Predictors This Way:
Oral Language
Vocabulary
Listening Comprehension
Alphabetic Knowledge
Knowledge of letters
Phonological Awareness
Print Knowledge
Environmental print
Concepts about print
Invented Spelling
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Two Additional Predictors of Reading
(Reported in Neuman & Dickinson)
Joint (Dialogic) Parent-Child Storybook
Reading
Regular, meaningful, intimate, social, enjoyable, interactive
Bus, 2001; Leseman & DeJong, 1998; Senechal, Lefevre, Thomas, &
Daley, 1998)
Family DispositionToward Reading
Family motivated to read
(Bus, 2001; Whitehurst & Lonigan, 2001)
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Vocabulary Acquisition Begins Early
• Pre-school vocabulary size is highly predictive
of reading success
(Cunningham & Stanovich, 1997).
• 3-year-olds have heard 10-30 million words
(Hart & Risely).
Children who hear 10 million words are not
acquiring words fast enough to sustain
them as successful readers (Snow, Tabors, &
Dickinson, 2001)
Words children hear and use from birth to
age 5 are words they will comprehend as
readers in elementary school.
Children encounter reading difficulties in 3rd and 4th
grade if texts use unfamiliar words
(Snow, Tabors, & Dickinson, 2001).
Children’s spoken vocabularies need to be about 2
years ahead of their reading vocabularies to
comprehend words they can decode.
Children Learn New Words...
In daily face-to-face communication with
attentive adults
As active, valued members of a speech
community
In predictable sequences
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Children Learn New Words...
Gradually, in small increments. Children must
hear new words many times in many contexts
(Nagy & Scott).
Through action and experience
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(Nagy & Scott).
Children Learn New Words...
Continually. At any given time a child is likely
to be learning 2000-3000 root word meanings:
Jump---> jumps, jumping, jumped, jumpy
(Biemiller, 2001).
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Think about it
The English language contains 500,000
words, yet only 15,000 words are used in
everyday speech, and only 7,000 words on
television. (Kropp, 2000)
How Books Help
“When children look at picture books,
the process of meaning making is
similar to the cognitive efforts to
construct meaning from printed words.”
(Paris & Paris, 2003)
Conversation about books builds
vocabulary and literacy knowledge
(Dickinson & Tabors, 2001; Hargrave & Senechal, 2000)
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Four GRC Content Areas
Comprehension
Phonological Awareness
Alphabetic Principle
Concepts about Print
GRC Content Areas & Topics
Comprehension
Alphabetic Principle
Vocabulary
Connection
Retelling
Prediction
Name Recognition
Name Writing
Letter Recognition
Letter-Sound Correspondence
Phonological Awareness
Concepts about Print
Rhyming
Alliteration
Segmentation
Identifying Book Parts
Orienting Books for Reading
Distinguishing Between Pictures
and Words
Understanding the Direction of
Text
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Child Development Principles and
Literacy Learning
Talk about two examples of
how children change and
grow in comprehension,
phonological awareness,
alphabetic principle, or
concepts about print.
Discuss how and when
you might engage all
children in your classroom
with literacy activities at
their level of development.
GRC: Developmental Levels
Level 1: Early Emergent-Exploration
Level 2: Emergent-Awareness
Level 3: Competent Emergent-Application
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Level 1: Early Emergent--Exploration
Children explore books, sounds, letters;
use words to convey what they see and
experience.
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Level 2: Emergent--Awareness
Children pay attention to book parts,
print, word sounds, letters; use words
to convey meaning and talk about the
future and the past
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Level 3: Competent EmergentApplication
Children try out own theories as they
“read” books, experiment with word
sounds, recognize and use words to
write. Their growing vocabularies
enable them to express increasingly
complex ideas and narratives.
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Growing Readers Delivery System
• Small group activities that support active
participatory learning.
• Supportive adult-child interactions.
• Common classroom materials.
• Short activities and teaching strategies to use
throughout the daily routine.
What’s In the Growing Readers Kit
Teacher’s Guide
Using Growing Readers
Letter Links Online
Content Area Dividers
Teaching Strategies Cards
Quick Look Cards
Activity Cards
Vocabulary Cards
Activity Support Cards
Letter Links Online
Letter Links is a name-learning
system that pairs a child’s
printed name with a letterlinked picture of an object that
starts with the same letter and
sound.
Using Growing Readers Cards
Teaching Strategies Cards
Quick Look Cards
Small Group Activity Cards
Short Activities
Vocabulary Cards
Activity Support
Books in the Growing Readers
Curriculum
1. American Heritage Picture Dictionary
2. Arrow to the Sun: A Pueblo Indian Tale, by Gerald Mc
Dermott
3. A Chair for My Mother, by Vera B. Williams
4. Good Night, Gorilla, by Peggy Rathmann
5. Kipper’s A to Z: An Alphabet Adventure, by Mick Inkpen
6. Night Noises, by Mem Fox
7. Rosie’s Walk, by Pat Hutchins
8. The Story of Ferdinand, by Munro Leaf
9. Tomie dePaola’s Mother Goose
Criteria for Growing Readers Book
Selection
• Complexity
• Story Structure
• Cultural and Ethnic Diversity
• Illustration Quality
GRC Implementation Steps
Step 1: Welcome Children
Step 2: Assess Children’s Literacy
Step 3: Carry Out GRC Activities
Step 4: Reassess Children’s Literacy
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Step 1: Welcome Children
Get to know your children-- so they feel
comfortable.
Introduce nametags and letter links--so
children can find their things.
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Step 1: Welcome Children
Begin sign-in.
Children begin
writing in a sociable
way each day.
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Step 1: Welcome Children
Read aloud to children--so children begin
talking about books.
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Step 2: Assess Literacy
At the end of the 1st month--when children
feel sure of their surroundings --- assess
literacy knowledge
Use the ELSA ---to find out about
comprehension, phonological awareness,
alphabet knowledge, print concepts.
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Step 3: Carry Out GRC Activities
Plan to involve all children in 3 small-group
literacy activities per week.
Select activities to match children’s
development.
Review each activity ahead of time.
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Step 3: Carry Out Activities
Review each book ahead of time: illustrations,
story structure, characters, big ideas.
Gather materials ahead of time.
Meet in a comfortable spot--where children can
see and easily handle books and materials.
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Step 3: Carry Out Activities
Make comments and observations to elicit
child talk.
Proceed at a leisurely pace to encourage
children to look, think, and talk.
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Step 3: Carry Out Activities
Make story reading and other small-group
activities interactive and conversational.
The more children talk and do, the more
they will comprehend and learn. How will
you do this?
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Step 3: Carry Out Activities
Make GRC books and materials accessible
to children throughout the day.
Discuss and evaluate each small group.
Use GRC short activities and teaching
strategies throughout the day.
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Step 4: Reassess Literacy
Re-administer the ELSA at the end of the
year.
Compare children’s fall and spring results.
Share children’s literacy growth with their
families.
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Monitor Progress
The Individual and Class
Progress Profiles
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Comprehension
Making meaning of actions,
speech, and text by connecting
what you are learning to what
you know.
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Wordless Picture Books
1. Look at the story provided, and tell the story
together.
2. What enabled you to make sense of your
book?
3. How did the pictures help to tell the story?
Story Analysis of Good Night Gorilla
Pairs Activity:
1. What objects are illustrated?
2. What actions are illustrated?
3. Who are the characters?
4. What roles do they play?
5. How do they move the story along?
6. How is the story structures?
7. What idea, or ideas are conveyed?
Scaffolding
• Look at the three Small Group Activity
Connection Cards for levels One, Two, and
Three for Good Night Gorilla.
• If you have children who are developmentally
at each of those levels in your small group,
which strategies will you try to accommodate
all three the developmental levels in your
small group activity?
Using Narrative Storybooks
• In your table group, choose one of the narrative
storybooks to work with.
• Review the definition of Prediction
• Make a list of vocabulary words
• Do a story analysis of the book
• From the quick look card, choose one of the small
group activities to conduct
• Plan the activity together
Narrative Storybook Activity Review
• How did the story analysis assist you with the
small group activity?
• What did you learn from the activity about
characters, objects, and actions in the story?
I Spy
• Make a list of the words you used during your
“I Spy” game.
• In which parts of your daily routine could you
play “I Spy”?
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Segmentation
The act of isolating sounds in a spoken word
by separately pronouncing each sound in
order.
Looking at Nursery Rhymes
• With a partner, look at the Activity Support Card about
Rhyming Story selection. How does the card describe
developmental levels?
• Choose two rhymes that you know, and decide which
developmental level they represent.
• Find the rhymes in the Participant Guide on page 20.
Discuss the developmental levels of those rhymes.
Topics for Alphabetic Principle
Name Recognition
Name Writing
Letter Recognition
Letter-Sound Correspondence
Alphabetic Principle
1. Realizing that printed text such as one’s name
conveys meaning.
2. Hearing sounds that make up words.
3. Recognizing alphabet letters, some fairly readily.
4. Connecting some letter sounds to some letters
5. Attending in particular to the letters and letter sounds
in one’s own name.
6. Beginning to understand the idea that a word such
as one’s own name is a consistent set of letters.
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Concepts about Print
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Books have specific parts.
Books are held right side up.
Books are read from front to back.
Print is different from pictures.
Print carries a message.
Print flows from left to right, top to bottom.
Print has a beginning and an ending.
Applying What I Know
From the Growing
Readers Cards, choose 3
activities that you could
use in the classroom right
away.
Share your ideas with your
table group.