Supporting Language and Early Literacy: at Home and in Early Childhood and Community Settings Session 5: Providing Effective “Read Alouds”: Evidence-based
Mar 20, 2016
Supporting Language and Early Literacy:
at Home and in
Early Childhood and Community
Settings
Session 5: Providing Effective
“Read Alouds”: Evidence-based
Approaches
Your …
• (insert your name/title here)• Insert your co-presenter’s name/title here)
FACILITATORS
for this Session …
Participants will:• Develop skills needed to implement shared reading
strategies• Demonstrate how shared reading can support
components of early literacy learning• Use a systematic process to select, teach, and reinforce
vocabulary words• Demonstrate dialogic reading strategies using the
“PEER” process and “CROWD” prompts• Identify strategies for engaging families in shared
reading to promote language and literacy development
GOALS
for today’s Session AGENDA
Check-in activity
Discussion in pairs or small groups:
• What do you hope to achieve by participating in this session?
• What’s your expectation of the facilitator(s) in
this session?
Guidance from the Wisconsin Department
of Public Instruction:
• deliver content-rich curriculum with challenging but achievable goals in ways that honor and respect the unique learning needs of young children
• Use a play-based curriculum to develop self regulation, language, cognition, and social competence
• Core universal curriculum should include support for all developmental domains and content areas as described in the WMELS
The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012 http://www.collaboratingpartners.com/curriculum-assessment-rtl-for-preschool.php
Dual Language Learners (DLLs)“Children, birth to 5, who are learning 2 or more
languages at the same time, as well as those learning a second language (English) while continuing to develop
their home or first language.” Reinl, R. Language in Play: Introduction to the Early English Language Development (E-ELD) Standards , Webinar 2013 www.wida.us/EarlyYears
• Universal practices, the foundation for meeting the needs of all children, includes differentiated instruction
• Adaptations and modifications to meet the needs of individual children essential – it’s Developmentally Appropriate Practice (DAP)!
For guidance and support for serving DLLs, refer to the following resources:
• WIDA Early Yearswww.wida.us/EarlyYears
• Wisconsin Early Childhood Collaborating Partners Serving Dual Language Learners Facts and Tips: http://www.collaboratingpartners.com/dual-language-learners-facts-and-tips.php
• Office of Head StartEarly Childhood Learning and Knowledge Center https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
Dual Language Learners (DLLs)
Intentional teaching - using shared (dialogic) reading, shared writing, and multiple opportunities to interact with writing, letters, sounds, and spoken words - is necessary.
Children might also need some explicit developmentally appropriate instruction to learn vocabulary, phonological awareness, the alphabet, and print concepts.
Exposure to print, books, and read alouds are important, but not enough to prepare children to become readers and writers.
Planning and Curriculum GoalsDeciding what should be done to
promote development and what we want children to learn
• Needs Identification & Prioritization• Planning (Strategy/Indicators)
ImplementationProviding meaningful,
experiential activities that support individual and group goals guided by supportive
interaction and relationships
AssessmentGathering information to determine what the child
can do and what the child is ready to learn • Data Collection
• Data Analysis
WISCONSIN MODEL EARLY LEARNING STANDARDS
Teaching Cycle
Research-based Early Literacy Content Areas
• Oral Language (WMELS A. Listening & Understanding & B. Speaking & Communicating)
• Vocabulary (WMELS A. Listening & Understanding & B. Speaking & Communicating)
• Phonological Awareness (WMELS C. Early Literacy)
• Alphabet Knowledge (WMELS C. Early Literacy)
• Concepts about Print (WMELS C. Early Literacy)
• Writing (WMELS C. Early Literacy)
National guidance
Children need 3 sets of interrelated skills and knowledge, taught and cultivated over time, to reach reading proficiency:
• language and communication skills • content knowledge • “mechanics” of reading
A Governor’s Guide to Early Literacy: Getting All Students Reading by Third Grade, National Governors Association, Washington, DC., 2013http://www.nga.org/files/live/sites/NGA/files/pdf/2013/1310NGAEarlyLiteracyReportWeb.pdf
Shared or Interactive Reading
… a strategy where “the adult involves a child or small group of children in reading a book that may (or may not) introduce conventions of print and new vocabulary, or encourage predictions, rhyming, discussion of pictures, and other interactive experiences”
National Center for Family Literacy, 2009
Shared Reading Strategies
• Know child’s interests. Follow the child’s lead when looking at a book together
• Ask questions. What/how/why questions; open ended questions that require more than a one-word answer. “Can you tell me about …?”
• Answer if the child does not know the answer, but WAIT/Give the child time to respond (count to 10 in your head or 5 seconds)
• Repeat child’s answer and add more words. (Child: “Horse.” Adult: “Yes, horse. It’s a big brown horse.”)
• Ask another question• Show your enthusiasm – offer encouragement
Dale, P., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child storybook reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16, 213-235Language is the Key, 2010 http://www.walearning.com/products/language-is-the-key/research-and-references/
Step 1: Select the TextFor high quality, developmentally appropriate books,
consider:
• Age and developmental levels of your children• Children’s interests/variety of topics• Number and size of words (text) on page• Illustrations – Interesting? Attractive?• Format – board books, over-sized, interactive, etc.• Genre -nonfiction/informational; fairy tales, narratives
(stories), predictable text, concept books, poetry, nursery rhymes, wordless books, etc.
Bennett-Armistead, VS., Duke, N.K., & Moses, A.M. Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to 5, Scholastic, New York, NY, 2005
Types of Texts
Fiction
Nonfiction
Balance: Literature & Informational
TextLiterature Informational Text
Grade 4 50% 50%
Grade 8 45% 55%
Grade 12 30% 70%
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfCCSS for ELA, p. 5
Step 2. Select a Purpose
• Consider children’s interests and developmental levels
• Your goals and curriculum• Applicable early learning
standards• What can I teach/reinforce by
sharing this book?
Shared Reading Supports Early LiteracyPurposes Techniques
Develop a love of reading
Be positive, keep it fun! Ensure child’s success and enjoyment
Oral Language Ask questions/listen to child’s responses; provide more information; expand on what the child says
Vocabulary Intentionally select words to teachPlan for opportunities to learn these words and use them in conversations and routines; check for understanding (assessment)
Phonological Awareness
Select books with rhyming words; nursery rhymes; that blend/stretch/substitute/match sounds
Embed clapping, marching, other rhythm activities Alphabet
KnowledgePoint out letters found in children’s names (i.e. - “my letter”)Stress letters and their corresponding sounds
Concepts of Print
Point to words as you read themNote punctuation and spaces between wordsPoint out how size and other changes in text have meaning
Writing Drawing; shared writing opportunities after reading
AN EXAMPLE: VOCABULARYAND SHARED READING
Evidence-based principles for vocabulary instruction
Effective vocabulary instruction …
… is explicit… requires careful selection of vocabulary targets… is intentionally designed… is delivered with repeated exposure and practice… is linked to assessment
Spencer, E.J., Goldstein, H., & Kaminski, R. Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children, Young Exceptional Children, DEC, vol. 15, No. 1, March 2012
Embedded vocabulary instruction
#1 – select words to teach
• Review story book• Consider “tiered” words• Choose Tier 2 words for universal instruction, based
on frequency/ease of definition/ significance to story/illustrations
• Can choose Tier 1 words for some children (with delays/disabilities or learning English)
(Spencer, Goldstein, & Kaminski, 2012)
Embedded vocabulary instruction#2 Design explicit instructional activities• Generate list of new words• Develop consistent language to use in instructional process:
=>Say the word =>Define the word / connect the new word to a word the child already knows (i.e. - “Enormous – it means really big. Say ‘enormous’ with me.”) =>Have children repeat the word; respond to prompt, “what does ____ mean?” Call attention to new words
=>Point to the picture in the book that illustrates the word (if available)• Embed use of word(s) in child’s daily experiences• Share words with families
(Spencer, Goldstein, & Kaminski, 2012)
Summary:Shared Reading Vocabulary Support
• Prior to reading, review the book • Consider words that would be ‘next step’ vocabulary; useful
in conversation• Generate list of new words• Call attention to new words; say the word• Tell what the word means• Point to the picture in the book that illustrates the word (if
available)• Connect the new word to a word the child already knows (i.e.
- “Enormous – it means really big. Say ‘enormous’ with me.”)• Use the new word in conversation during the day;
encourage children to use it, too
AN EXAMPLE: VOCABULARYAND SHARED READING
Activity time!
Shared Reading Supports Early LiteracyPurposes Techniques
Develop a love of reading
Be positive, keep it fun! Ensure child’s success and enjoyment
Oral Language Ask questions/listen to child’s responses; provide more information; expand on what the child says
Vocabulary Intentionally select words to teachPlan for opportunities to learn these words and use them in conversations and routines; check for understanding (assessment)
Phonological Awareness
Select books with rhyming words; nursery rhymes; that blend/stretch/substitute/match sounds
Embed clapping, marching, other rhythm activities Alphabet
KnowledgePoint out letters found in children’s names (i.e. - “my letter”)Stress letters and their corresponding sounds
Concepts of Print
Point to words as you read themNote punctuation and spaces between wordsPoint out how size and other changes in text have meaning
Writing Drawing; shared writing opportunities after reading
Thoughts on Shared Reading
Sometimes it’s OKAY to JUST ENJOY a good book!
• Don’t over teach. Keep it fun!• Good to re-read the same book multiple times• Can focus on different purposes during
different readings
Dialogic Reading
• A form of shared reading where the adult and child switch roles so the child becomes the storyteller while the adult assists as an active listener
• Requires multiple readings of the same book• Adult uses higher-level prompts to encourage the child
to go beyond naming objects/actions to higher level thinking
• http://community.fpg.unc.edu/connect-modules/resources/videos/video-6-2
(Dr. Lonigan)
PEER: the dialogic
process
PROMPT the child
with a question about the
story (“What kind of animal
is this story about?”)
EVALUATE & EXPAND on the child’s response to
your question (“Yes, it is a dog. He is a very big, red
dog.”)
REPEAT the question to check for
comprehension or to see if the child has more to add (“What kind of animal is
this story about?”)
CROWD questions/prompts • Recall questions – tells the reader
about the child’s comprehension of the story
R
• Wh questions - who/what/where/when/whyO
• Open-ended questions – can’t be answered with one word or yes/no; requires more words
W• Distancing questions - guide the child to
see connections between the story and their own experiences
• Completion questions – child says a word or phrase to complete the sentence
D
C
PEER & CROWD together
Dialogic Reading
Preparing for dialogic reading using sticky notes:• http://community.fpg.unc.edu/connect-modul
es/resources/videos/video-6-5Reading Carrot Soup:• http://community.fpg.unc.edu/connect-modul
es/resources/videos/video-6-8Another example:• http://community.fpg.unc.edu/connect-modul
es/resources/videos/video-6-10
More Dialogic Reading!
• OVERVIEW OF DIALOGIC READING PRACTICES
• Introducing the book- Carrot Soup
• Reading the book- Carrot Soup
Activity time!
Review/Additional Tips
• Prepare your prompts before reading the book to the children
• Share the story more than one time; focus on a different aspect of literacy with each reading
• “What do I want children to learn from this book experience?” Rhyming? Oral language? New vocabulary? Letter awareness?
• Make the book available for children to ‘pretend read’ throughout the day
• Intentional questions can provide assessment information or be used as a transition activity
Final Thoughts – Grouping for read alouds
• Evidence mixed on group size• Large groups of children - less opportunity to
engage but more models for language and vocabulary
• Small groups of 2-3 children – more opportunity to engage; less role models for literacy behaviors
• Offer both formats depending on your purposeSource: Shanahan, T. & Lonigan, C. Early Childhood Literacy: The National Early Literacy Panel and Beyond. Brookes Publishing, Baltimore, MD, 2013
Double Focus!
Highly effective teachers and caregivers… provide daily, intentional language and early literacy learning opportunities for the children they serve, and … engage families in providing daily, intentional language and early literacy learning opportunities for their own children!
Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, &
Resources. Zero to Three, Washington, DC., 2008
Wrap-up
• Share a new concept or specific strategy you learned that you will use.
• What questions do you still have about teaching early literacy?