August 6, 7, 8 2007 Janice Wood, Bronwyn McLemore, Brian Gifford
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August 6, 7, 8 2007Janice Wood, Bronwyn McLemore, Brian Gifford
ELLM/Plus is a comprehensive, research-based
curriculum for 3-, 4-, and 5-year-old children.
Explicit, literacy-based, whole-group
instruction is reinforced and extended through
practice at learning centers, and small-group
instruction at a Teaching Table. Rituals and
routines are established to promote creativity,
persistence, and an eagerness to learn in all
children.
Goal: To increase opportunities for children to
learn and acquire the basic skills needed to
become successful readers and learners.
ELLM/Plus Overview
The
Early
Literacy
and
Learning
Model/
Plus
ELLM/Plus Performance Standards
ELLM/Plus Performance Standards are aligned with:
• Florida’s Voluntary Prekindergarten Education
Standards
• Florida’s School Readiness Performance
Standards
• The Head Start Performance Standards
• Sunshine State Standards
Monthly Performance Standards
Monthly Instructional PacketsPerformance Standards
Information for ConceptDevelopment
Vocabulary Word Definitions
Multi-leveled Activities for allContent Areas
Vocabulary Booster Activities
ELLM/Plus Songs, Poems,Nursery Rhymes
Take-Home Bracelets
Activity Pictures
Independent Reading Book
Creating Learning-RichEnvironments
Productive learning environments
include five key elements:
Learner-focused
Knowledge-focused
Assessment-focused
Community-focused
Improvement-focused
Young children need
developmentally
appropriate rituals
and routines that
allow for movement
and engaging
activities. Children
should not have to sit
and do paperwork, or
listen to the teacher
talk for long periods
of time.(Florida Department of Education,
2005)
Effective Instruction
for Early Learners
Review
Practice
Teach
Connect to Background
Knowledge
Explain the Purpose
Information for Concept
DevelopmentELLM/Plus is
designed to expand
children’s
vocabularies and
refine their
understanding and
comprehension of
words they know and
use.
Reading Aloud
Reading aloud provides important instruction for children at
all age levels, and is the most highly recommended
activity for the development of language and literacy.
(Dreher, 2003)
ConceptsLearning concepts
of print at an early
age positively
influences children’s
language
development and
emergence as
readers and
writers.(Reutzel and Cooter, 2004)
Learning CentersIndependent Reading
Word Wall
Listening
Letter
Writing
Exploration
Housekeeping/
Community
Art
Dramatic Play
Free Choice Centers
Extending
Concepts in
Learning
Centers
Review
Practice
Teach
Connect to
Background
Knowledge
Explain the Purpose
Materials created by the children
themselves have more instructional
power than store-bought materials, and
are proof of active learning.(Messick, 2002)
Decoding new
words and
recognizing
words quickly will
ensure that word
recognition will
assist rather than
compete with
comprehension.(Adams, 2003)
• Talk with the children about the picture.
• Say the word and ask children to repeat it.
• Go through one of the following activities:
• Letter Count - As a group, count the number of
letters in the word (say each)
• Cheerleading - Create a cheer for the word with a
motion for each letter
• Comprehension - Have students use the word in a
complete sentence.
• Add the word to the Word Wall.
Adding Words to the Word Wall
Oral Language provides children with
opportunities to access their knowledge in a way
that will help them understand the world.(Watson, 2003).
• Develop positive feeling towards
learning
• Encourage children to explore
language
• Include poetry, songs, and games
• Be playful in nature
Phonological Awareness
Activities Should:
• Concept of Word
• Beginning Sound Recognition
• Rhyming Word Recognition
• Beginning Sound Application
• Rhyming Word Application
• Syllable Segmentation
Phonological Awareness Levels
Phonologicalawareness is
listening to andunderstandingthe differentsounds andpatterns of
spokenlanguage.
(Yopp & Yopp, 2004)
Emergent Writing
The development of children’s
writing begins with their active
engagement with others, with
objects, and through personal
experiences.(McCarrier, Pinnell & Fountas, 2000)(
Letter
reproduction
is an even
more
complex
process than
letter naming
and letter
sounding.
(Dodd & Carr, 2003)
I am thinking of a word.
What can it be?
Listen to my definition
and please tell me.
Children learn their own strategies
to determine the meanings of
unknown words.(Baker, Simmons, & Kameenui, 1998)
? ? ? ? ?
Provides a set of tools
to help teachers:
• gain information about
children’s progress to
plan future learning
experiences and to be
shared with parents,
• create learning-rich
environments, and
• think about their own
teaching and consider
ways it might be
strengthened.
Charting Children’s ProgressAn ongoing process that requires…
1. Careful observation of children at work and at play,
2. Listening to children as they work and play together,
3. Taking notes or using informal checklists,
4. Reflection on instructional practices, and
5. Using this information to chart children’s progress
and decide how to best help them continue to learn
and grow.
Children’s Progress Instruments
• Child’s Learning Progress Chart
• Readiness Progress Snapshot
• Children’s Journal Writing and
Learning Portfolios
• Classroom Letter Recognition Kit
Letter and Sound KnowledgeChildren need to develop skills in three
areas of letter and sound knowledge: letter
naming, letter-sound recall, and letter
reproduction. Letter-sound recall is more
difficult than letter naming. Letter
reproduction is the most difficult of these
three skills. (Dodd & Carr, 2003)
Creating Learning-Rich
Environments• Classroom Environmental Checklist
• Guided Learning Center Checklist
• Targeted Instructional Strategy
(TIS) Checklists
• Thinking About My Day – A Review
ELLM/Plus teachers must
be aware of what they can
do to facilitate optimal
health. The physical health
component addresses:
exercise, nutrition,
physical health, dental
health, auditory, and visual
development. Children
should be engaged in the
components of physical
health throughout the day.
Using letter clusters during
instruction allows young
children to hear the same
letters and their sounds over
and over. Repetition increases
the strength of neural
connections (Wolfe & Nevills,
2004). As repetition occurs,
the child’s brain formulates a
neural model of the letter that
includes its shape, name, and
sound. Encouraging children
to listen to and repeat letters
helps them build neural
connections that will in later
years enhance their
capabilities of learning words.(Shore, 1997)
Physical Health Standards
• Importance of Healthy Living
• Strategies for Staying Safe
• Building and Maintaining Healthy Bodies
• Growth and Development
Preschool children need
to move to be happy, to
express themselves, to
develop their bodies, their
intellect and their motor
skills. The goal of
ELLM/Plus is to have
preschool children master
a set of fundamental skills
that will form a foundation
for more complex skills
they will learn as they
mature.
It is critical to involve
families in the
educational process of
their children so they
develop an
understanding of the
vital role they play as
partners in that process.
The ELLM/Plus Family
Component provides
many opportunities for
families to participate in
their child’s education.
ELLM/Plus Family Model
School-Based Literacy EventsELLM/Plus teachers host 4 family meetings throughout
the year, with an emphasis on literacy.
Families who maintain frequent contact with thecenter/school have higher-achieving children than thosefamilies who have less frequent contact (Brady, 1999).
Family Calendar
Monthly Family Tips
Thank You!
Janice Wood at [email protected]
Bronwyn McLemore at [email protected]
Brian Gifford at [email protected]
904-620-2496
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