Learning Pathways In Literacy P A G E 1

2y ago
50 Views
5 Downloads
1.75 MB
28 Pages
Last View : Today
Last Download : 2m ago
Upload by : Kamden Hassan
Transcription

Learning Pathways in LiteracyEarly Literacy Pathways 1Page 1

Learning Pathways in LiteracyPage 2Learning Pathways in LiteracyA comprehensive document on Early Literacy Development: From FoundationalCommunication to Advanced Thinking, Reading and WritingWhy we created this documentThe Early Literacy Pathway was created to support educators, caregivers andfamilies in understanding and supporting Washington children’s developmentin literacy and beyond. This document will support and enhance theconversation of how best to support every child’s future.How this document is connected to early learning, early elementaryframeworksThe Learning Pathways in Early Literacy was written using the following frameworks specifically inthe areas of social-emotional development, cognitive development, language and literacydevelopment, and reading and writing development. Looking forward to the spring of 2018, thisdocument will incorporate Special Education access points and be translated into Spanish.Early Learning and Development Guidelines (ELG), GOLD (formerly Teaching Strategies GOLD ), used inWaKIDS & ECEAP, Head Start Early Learning Outcomes (HS), and the Common Core State Standards(CCSS).How this document is organizedMore than thirty years of converging research illuminate many aspects of how children develop literacyand become strong readers, writers, speakers, and thinkers by third grade. Growing evidence in brainscience makes clear that literacy development begins at birth1. In fact, intelligence is not set at birth, aspreviously thought, but instead developed over time through input, often from adult and caregiverinteraction2. This unique growth period in brain development extends over the first eight years of life.This document was created to align the guiding frameworks that inform literacy development used frombirth through age eight. Thus, caregivers and educators can more easily access the literacy skills andabilities outlined across these multiple frameworks more easily. The developmental literacyprogressions drawn from the four frameworks are outlined in this document and have been divided intothree bands, which, when combined, represent the Learning Pathways in Early Literacy.These three bands are:1. Birth to three years old- Acquiring the foundations of literacy2. Three to six years old- Using individual literacy foundations to learn specific literacy skills3. Six to nine years old- Using reading, writing, speaking, and listening to learn andcommunicate effectively1Center on the Developing Child, “The Science of Early Childhood Development (In Brief),” 2007 (Retrievedfrom www.developingchild.harvard.edu)2Kuhl, P. K. (2010, October). Patricia Kuhl: The linguistic genius of babies [Video file]. Retrieved fromhttp://www.ted.com/talks/patricia kuhl the linguistic genius of babies?language enEarly Literacy Pathways 2

Learning Pathways in LiteracyPage 3Each of these developmental bands is divided into major domains that describe literacy skills andabilities by age and/or grade level and that align with the widely agreed upon standards or outcomesfor that particular age group across the referenced state frameworks (i.e., HS, GOLD , ECEAP,WaKIDS, ELG, and CCSS). Each of these bands or stages of development is further described below.Acquiring the foundations of literacy: birth to three years oldFrom birth through age three, the foundational skills that set the stage for becoming acontributing member of a community are developed.These foundational skills include language, communication, and cognition.Urie Bronfenbrenner, a distinguished developmental psychologist, explains that: “In order todevelop normally, a child requires progressively more complex joint activity with one or moreadults who have an irrational emotional relationship with the child. Somebody’s got to be crazyabout that kid. That’s number one. First, last, and always.”In other words, the success of these first three years is marked by social relationships-- therelationships between adults and children, and the direct attention, communication, and focusour newest members of society receive from their loved ones and those who care for them.Instructors of infants and toddlers should be gifted at building safe relationships, engaging inpointed interactions that offer children theopportunity for back and forth communication, andon- going child-directed interaction.“In order to develop normally, a childrequires progressively more complexAcquiring the foundations ofjoint activity with one or more adultsliteracy: three to sixwho have an irrational emotionalDuring the next stage of development, from age threerelationship with the child. Somebody’sto six, children build upon and use the foundationalgot to be crazy about that kid. That’sthinking, speaking, and interacting skills theynumber one. First, last, and always.”developed in their first three years to access anddevelop what is commonly known as “emergentUrie Bronfenbrenner,reading” skills and “early reading” skills. That is,Distinguished psychologistchildren learn to recognize specific symbols (i.e.,letters) and the associated sounds, and they learn to“read” books (i.e., concepts of print), as well as broad phonological awareness skills (i.e., letternames and sounds, rhyming, etc.). In other words, they break the code and gain access to theorganized system of reading and writing. In addition, they build upon their foundational languageand cognition skills such as communicating to have needs met and engaging in basicconversations about themselves and their environment to learn higher order cognitive andcommunication skills such as narrative, explanatory, persuasive, and procedural. They developmore sophisticated conversational skills such as taking turns, responding to other’s questionsand comments, clarifying information, building on ideas and thoughts, and asking pertinentquestions.Early Literacy Pathways 3

Learning Pathways in LiteracyPage 4Children at this stage, bring their world experiences and their unique expertise with listening,speaking, thinking, interacting, reading, and writing to specific literacy practices and tasks such asopening a book and turning the pages, pointing to print, looking at pictures, and “reading thebook.” During this time, children gain access to the organized system of reading and writing, andthey work to merge this new knowledge with the way they makesense of the world, and the way they learn to communicate,think and interact. In other words, they combine code breakingwith meaning making. Recognizing a letter becomes learning aReading and writing helpletter sounds, which then leads to understanding that that letterchildren explore realis part of a word, then that that word means something, andinterests, collaborate andeventually how that word tells a part of a story, or conveyscomplete group andinformation in a conversation, book, or piece of writing.individual projects, and toThe success of this three to six year old stage rests uponengage in meaningfulsuccessfully learning the skills that unlock the code of readingdiscussions and learningand writing (i.e., concepts of print and phonological awareness)journeys that are increasinglyand using those skills to gain meaning from books andsophisticated about books,communication. The instructor (i.e., caregiver and/or teacher)life, interests, and currentplays a crucial role during this period and must have explicitevents.expertise in using the individual strengths of each student tohelp them acquire specific literacy skills. Instructors should also understand the context withinwhich language and thinking develop, how reading and writing are contextualized withincommunication, and the very specific ways phonological awareness is developed and supported.Using reading, writing, speaking, & listening to learn andcommunicate: six to nine years oldDuring the next stage of development from age six to nine years old the phonological awarenessskills associated with reading (i.e., letter sounds, rhyming, blending, and word solving) becomeinternalized skills that ultimately will not require much attention when reading or writing. Effortduring this stage of literacy development focuses primarily on comprehension, word knowledge,and knowledge development. Texts become longer and more complex with plot twists, subplots,and/or with multiple structures represented in one text (e.g., a book about polar bears beingendangered and how to stop their extinction using persuasive, descriptive, and proceduralwriting forms throughout). As texts become more complex, close reading, note taking, writingabout reading, and conversations and discussions that offer multiple perspectives help touncover deeper meaning. In this stage, thinking, reading, and writing develop beyond a specifiedset of skills and conventions that provide access to the organized system of literacy. In fact,reading, writing and thinking become a means for sharing one’s unique voice, experiences, andperspectives, and informs their ideas and interpretations.In the words of distinguished Language, Literacy, and Culture Professor, James Gee, If you wantto understand how reading and writing work, don’t look at them directly, and in and ofthemselves. Rather, look directly at specific social practices in which specific ways of reading andwriting are embedded. Furthermore, look at how these specific ways of reading and writing,within these social practices, are always integrally connected to specific ways of using orallanguage and specific ways of using various sorts of objects, tools, technologies, symbols,places, and time.Early Literacy Pathways 4

Learning Pathways in LiteracyPage 5In other words the success of this stage is reliant upon opportunities for children to think andcommunicate. Instructors of students in this stage of literacy development should be masterfullyengaging children in exciting discussions, with a lot of open-ended questions with room formultiple interpretations and figuring out solutions, understanding student’s interests andproviding opportunities for those interests to be brought into the curriculum, and elaborating onthinking and problem solving. Texts and tasks need to have real purposes and spark interests.Text and tasks also need to be varied, for different purposes and contexts.Guiding principles of this documentThis document is primarily focused on children from birth through nine years old and preparingthese students to have a strong foundation in language, thinking, communicating, reading, andwriting. These are fundamental abilities that aid in participation in social relationships, society, andour current global community. Every child brings strengths, interests, and needs in theirdevelopmental growth and acquisition along this literacy continuum. Along with that sentiment,the main principals guiding the development of this document are as follows:1. The acquisition of literacy is embedded within individuals, their cultures, and their society.Therefore, awareness of and attention to cultural relevancies will support developmentalong the continuum from birth through third grade2. Language, thinking, and communicating are necessary in all human endeavors. They arethe foundation for how we exist in the world. Reading and writing are contrived forms ofcommunication that allow humans to develop their thinking and communicate over timeand spaces with broader audiences for multiple purposes. Literacy is the combination ofthinking, communicating, reading and writing (i.e., encompassing the expressive andreceptive forms of communicating with language).3. Language development, cognitive development, and play are inextricably linked in theearly years. Play offers children opportunities to communicate for real purposes, to expresstheir unique thoughts and ideas, and to direct their own thoughts and language.4. Teachers, caregivers, and instructors perform best and get the best results from children,when they understand the children’s cultural backgrounds, the developmental literacycontinuum, and the overlaps between and among literacy skills, abilities, and acquisition.5. The underlying purpose of all literacy development is comprehension- seeking tounderstand and be understood. All literacy learning must be embedded in the larger goalof fostering meaning.2016. Developed by Molly Branson Thayer, Ed.D in coordination with the English Language ArtsLearning and Teaching Department at the Office of Superintendent of Public Instruction (OSPI).Early Literacy Pathways 5

Learning Pathways in LiteracyPage 6Referenced Frameworks: Key & ReferencesHead Start Framework (H.S.)Reference: Administration for Children and Families Early Childhood Learning and KnowledgeCenter, Office of Head Start. “Head Start Early Learning Outcomes Framework: Ages Birth toFive.” Release, U.S Department of Health and Human Services, 2015. Retrieved ach/elofATL Approaches to LearningSE Social and Emotional DevelopmentLC Language and CommunicationLIT LiteracyC CognitionM MathematicsSCI Science ReasoningPM/PD Perceptual, Motor, and Physical DevelopmentGOLD Reference: Teaching Strategies, LLC. (2010–2016). GOLD . [Electronic version].Bethesda, MD: Author. May be referenced beyond the scope of the WaKIDS subsetof objectives and criteria.WA EL & DGReference: Washington State Department of Early Learning, Office of the Superintendent ofPublic Instruction and Thrive by Five Washington. “Washington State Early Learning andDevelopment Guidelines.” Release, Washington State Department of Early Learning, 2012.PDF. Retrieved from: http://www.del.wa.gov/development/guidelines/1. About me and my family and culture1. FC family and culture2. SC self-concept3. SM self-management4. LL learning to learn2. Building relationships1. IA interactions with adults2. IP interactions with peers3. SB social behaviors4. PS/CR problem solving/ conflict resolution3. Touching, seeing, hearing, and moving around1. LM large motor skills2. SM small motor skills3. US using the senses4. Growing up healthy1. DL daily living skills2. NH nutrition and healthEarly Literacy Pathways 6

Learning Pathways in LiteracyPage 73. S safety5. Communicating (literacy)1. SL speaking and listening2. R reading3. W writing6. Learning about my world1. K knowledge (cognition)2. M math3. S science4. S.S social studies5. A artsCommon Core State Standards (CCSS)Reference: National Governors Association and the Council of Chief State School Officers.“Common Core State Standards for English Language Arts and Literacy in History/SocialStudies, Science, and Technical subjects.” Common Core State Standards Initiative, 2010.PDF. Retrieved from: http://www.corestandards.org/RL Reading Standards for LiteratureRI Reading Standards for Informational TextsRF Reading Standards Foundational SkillsW Writing StandardsSL Speaking and Listening StandardsL Language StandardsDocument QuotesAll quotes are by Molly Branson Thayer Ed.D, unless otherwise indicated.Early Literacy Pathways 7

Learning Pathways in LiteracyPage 8Acquiring the foundations of literacy: 0-12 months oldLanguage (Linguistics and Brain Science), Communication, and PlayUses and modifies facial expressions and actions based on interaction withothersMimics sounds and facial expressions*Learns to hear and distinguish sounds of home languageInitiates interactions with adultsFocuses attention on objects directed toParticipates when engaged in activitiesParticipates in back and forth interactions through facial expressionsExpresses feelings and emotions through facial expressions, crying, laughing,and gesturing to elicit a responseCommunicates needs in a variety of ways (including pointing, crying,laughing, etc.)Learns through play and interactionAttends to verbal and non-verbal communicationExplores books through all senseCognition, and Social & EmotionalAttends to important people and objects in the environment and maintainsfocusRecognizes and remembers a few familiar people, places and objectsAnticipates familiar routinesUses senses to examine people and objectsExplores and examines differences between familiar and unfamiliar objects(Understands concepts of more versus less)Imitates actions and behaviorsResponds to familiar adult presence by smiling or calmingFollows adults pointing or gazeEarly Literacy Pathways 8HSGOLD ATL81bSE12LC5ATL6LC2 &2IWAATL 7ATL8 &SE12SE6ELG11a8a11d2bLC31SCATL9LC1LC101LL17aHSGOLD ELGATL311a4SC3 &SE1C5C1C1012aSE5SE22c6K2IWA

Learning Pathways in LiteracyPage 9Acquiring the foundations of literacy: 12-24 months oldLanguage (Linguistics and Brain Science), Communication, and PlayHSGOLD Participates in simple imitation games such as making similar sounds orrepeating an action with an objectPoints to desired objects, pictures in a book, says word(s) about pictures,and has favorite books and toysAttends to and participates in songs, new materials/toys, and initiatedactivitiesExpresses a variety of emotions and modifies expressions based onreactions of familiar adultsLearns through play and interactionInitiates interactions with adults such as pointing at a book or toyShows understanding of familiar caregiver verbal and nonverbalcommunicationCommunicates some needs and wants verbally or with gesturesParticipates in conversations, and asking questions with one wordoutputs, or gestures, or babblingSays a few culturally or linguistically relevant wordsLC76KLC10,11, & 12ATL75R11bELG1SCSE 61FC & 1SCATL9ATL6LC11LL1c37LC3LC5, 6 &8LC93810aHSGOLD ELGAttends to people and objects in order to participate in activitiesRecognizes and recalls many familiar people, places, and objectsRemembers how to use objects from previous experienceATL3C3C512a1FC1SCActs intentionally to achieve a goalMatches objects by similar or related characteristicsImitates actions and behaviorsExplores how/why things work through repeated attempts at solutionsUses objects and symbols in representative ways (i.e., a doll as a baby)C1C10SE5C6, 7C1211b6KCognition, and Social & EmotionalEarly Literacy Pathways 911b

Learning Pathways in LiteracyP a g e 10Acquiring the foundations of literacy: 24-36 months oldLanguage (Linguistics and Brain Science), Communication, and PlayHSGOLD Begins to use social rules of languageEngages others in interactions, activities, and conversationsAsks questions and shows awareness of and interest in the environmentResponds appropriately to basic commands (i.e., jump)Seeks information from othersBegins Make believe and pretend playJoins in culturally and/or linguistically familiar songs and rhymesParticipates in conversations and demonstrates understandingUses two word sentences in familiar languagesDescribes experiences from the pastShows increasing interest in written language and may recognize somelettersPretends to read books by turning pagesTalks about books and acts out events from stories and booksLC110b10aCognition, and Social & EmotionalMaintains focus and attention for short periods of time (i.e., being readto)Makes connections between people, objects, and places (i.e., tells whatwill happen in a familiar story)Recognizes feelings and emotions of self and others, and of characterswithin a bookRemembers how to do a series of actions associated with a familiar eventor activityObserves and experiments with how things workAnticipates Cause and effect, and makes predictionsSorts and categorizes objects based on single characteristicsActs out routines and stories (such as shopping for groceries or feeding ababy) to increase understandingIdentifies and names characteristics of people and objectsExpresses a wide range of emotions based on interactions with othersRefers to the past and past events (e.g., when grandma visited, etc.)Contributes own ideas, skills, and abilities during experiences with othersEarly Literacy Pathways 10ATL7ELG5SL

Learning Pathways in Literacy P a g e 2 Early Literacy Pathways 2 Learning Pathways in Literacy A comprehensive document on Early Literacy Development: From Foundational Communication to Advanced Thinking, Reading and Writing Why we created this document The Early Literacy Pathway was created to support educators, caregivers and

Related Documents:

Traditionally, Literacy means the ability to read and write. But there seems to be various types of literacy. Such as audiovisual literacy, print literacy, computer literacy, media literacy, web literacy, technical literacy, functional literacy, library literacy and information literacy etc. Nominal and active literacy too focuses on

Pathways to Literacy 1 Pathways to Literacy: A Study of Invented Spelling and Its Role in Learning to Read I. Introduction: Research Problems and Importance It is now well established that individual differences in literacy skill acquisition emerge early and are stable over time (e.g., Scarborough, 1998). Early literacy can be

Part VII. LIteracy 509 Chapter 16. A Primer on Literacy Assessment 511 Language Disorders and Literacy Problems 512 Emergent Literacy 514 Emergent Literacy Skill Acquisition 516 Assessment of Emergent Literacy Skills 520 Assessment of Reading and Writing 528 Integrated Language and Literacy Skill Assessment 536 Chapter Summary 537

I. Literacy for the 21st Century 5 Literacy for the 21st Century / New Ways of Learning 6 What a Difference a Century Makes! 8 Why Media Literacy is Important 9 Questioning the Media 10 II. The CML MediaLit Kit 11A Framework for Learning and Teaching in a Media Age Media Literacy: From Theory to Practice to Implementation 12

Rainbow Park Baptist Church Community Learning Center Decatur GA Adult Literacy . YMCA of Metro New Orleans Metairie LA Adult Literacy Youth Empowerment Project New Orleans LA Adult Literacy Literacy Volunteers of Greater Worcester Worcester MA Adult Literacy UTEC, Inc. Lowell MA Adult Literacy

1.4 Children's digital literacy: policy landscape 1.5 Digital literacy frameworks 1.6 Snapshot of UNICEF's work in the field of digital literacy 1.7 Key takeaways Part 2 Towards a holistic vision for digital literacy 2.1 Introduction 2.2 Digital literacy as part of the broader skills for learning 2.3 Towards a UNICEF definition of digital .

Pathways Train-the-Trainer Manual !6 Introduction.This section provides an explanation of the problem that Pathways attempts to address, the way in which Pathways attempts to solve the problem, and overall structure of the Pathways teacher training. Rationale. This section explains the principles of identity-based motivation that

there will be several sections to the written test in addition to reading comprehension; thus, it is to your benefit to carefully read the job bulletin to determine the knowledge, skill, and ability areas the written test will cover. In addition, it is important that you read the entire written test notice for the location and time of the written test as well as for parking instructions and .