SCRIPT-NC Helping Adult Learners . - SCRIPT-NC SCRIPT-NC

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North CarolinaWebinarEarlyLiteracyfor All!April 21, 20202-3 pm EST.Helping adult learners support thefoundations of early literacydevelopment for young children who arediverse in cultures, languages, andabilities.Patsy Pierce and Amy Scrinzi, Child DevelopmentProgram, Meredith College, Raleigh, NCMeredith CollegeApril 21, 2020

SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North CarolinaMeet the TeamChih-Ing LimTracey WestToni MiguelCamille Catlett

Today’sPresentersPatsy Pierceplpierce@meredith.eduAmy Scrinziasscrinzi@meredith.edu

SCRIPT-NCWebinarsemphasize SCRIPT-NCSupporting Change and Reform in Preservice Teaching in North Carolinaembeddinginclusion anddiversity intocourseworkopportunities tobuild bothknowledgeacquisition andknowledgeapplicationcontent thatreflects evidencebased andrecommendedpracticesresources that arereadily availableand free

Questions?Comments?LogisticsUSE THE CHATBOXRemember to mute youraudio

ActivityHandout

ReferencesandResourcesHandout

Type in theChat BoxWhat state,territory, orcountry are youjoining us fromtoday?

We’ll share ideas on how to:üOrganize an early literacy course based on theabundance of available information and resourcesToday’sObjectivesüMake literacy teaching and learning engaging andinteractive, especially in a distance-learning worldüOffer resources and opportunities to promoteliteracy for children with disabilities and duallanguage learners

Organization of anEarly Literacy Course

The “Big Five”CentralThemes inEarly LiteracyTeaching andLearning forAll Children Oral Language andVocabulary BackgroundKnowledge PhonologicalAwareness AlphabetKnowledge andEarly Writing Book Knowledgeand Print Concepts AIM for Literacy Access Interactive Modeling Connecting Birththrough 3rd Grade Looking ahead What does a 3rdGrade Reader &Writer look like?All children have access everyday, all day to the Big Five in their home and schoollanguage. - NCCLR

HighlightedResourcesThe Big 5: ECLKCAIM: Connect les/learners/module-5/

HighlightedResourcesThe Big 5: /article/planned-languageapproach-pla-big-5-all

HighlightedResources forAccess InteractiveModeling (AIM) forLiteracyhttps://www.sharedreader.org ules/learners/module-5/https://tarheelreader.org

Dr Kate GallagherNC Pathways to Grade-Level ReadingDecember 2015Birth – Third Grade: Dr Kate om/watch?v WT8OhYMCJ2A

Kindergarten“Big 5”“Fab Five”K-3B-K1. Oral Language and Vocabulary2. Background Knowledge3. Alphabet Knowledge/EarlyWriting4. Phonological Awareness5. Book Knowledge & PrintConcepts1.2.3.4.5.Phonemic onal Institute of Child Health and Human Development (NICHD). (2000)National Center on Cultural and Linguistic Responsiveness. (2015)

SampleCourse Organization: Topics1.Oral and Written Language (OWL) Development, Third Grade to Birth16 WeekSemester Plan2.OWL Development, cont’d; Standards (e.g., NC FELD)3.Family Engagement4.Family Engagement, cont’d.5.Early Literacy Assessment, B-K6.Early Literacy Assessment, K-37.The Big Five (TBF): Oral Language and Vocabulary (OLV): Conversations8.OLV, cont’d: Shared Reading9.TBF: Background Knowledge: Dialogic Reading; Interesting Experiences10.TBF: Phonological AwarenessIV The Big Five11.TBF: Alphabet Knowledge and Early WritingV Engaging Families12.TBF: Book Knowledge and Print ConceptsVI Making IT Happen13.OWL Rich Learning Environments14.Technology Integration15.Assistive Technology16.Website, App, & Curriculum AnalysisModulesI Intentional Teaching (IT)II Oral & Written Language DevelopmentIII Oral & Written Language Assessment

FacilitatingMeaningful StudentLearning

Remember1. Stages of OralLanguageDevelopment

Stages of Oral Language DevelopmentStageBeginsAroundExampleOrder thestageschronologically& identify theexample foreach6 weeks4-6 months1 year2-3 years3-4 yearsBeverly Otto, 2019

Stages of Oral LanguageDevelopment

Stages of Oral Language DevelopmentStageCooingBegins Around6 weeksBabbling4-6 monthsOne word1 elegraphic2-3 yearsGo bye bye.Cookie all gone.Beginning oral fluency3-4 yearsSee the little dog?I want a snack.Beverly Otto, 2019

Understand2. StateStandards &LiteracyDevelopment

Online Option forActivity 2 Select one toddler persona, one preschoolpersona, and one early elementary persona. Explore the standards to learn what might beexpected of a child of that age. S Explore earlier developing skills and higher-levelskills to understand how they might scaffold tosupport an individual child. Identify specific language and literacyconsiderations for the persona and how theymight address those.

Understand3. SupportingEarly LiteracyDevelopment:Books

Silly SallyHow does readingthis book to youngchildren supportemergent literacydevelopment?

OnlineAdaptation ofActivity 31) Select a persona.2) Based on the interests of the persona, select from an online source (or apersonal collection of books at home) a book that meets two criteria:(a) could be used to support emergent literacy development; and(b) might be of interest to the persona.3) Students could then pair up to share the persona, read the book,discuss connections, and summarize what they have learned via thephone or virtual meeting (e.g., Zoom, Facetime, Skype.

Understand4. Supporting EarlyLiteracyDevelopment

What can YOU do to helpdevelop EmergentLiteracy?

Promoting Early Literacy in Early Care & EducationAs you watch the video,uMake a list of at least 10 ways thatYOU could use to promote earlyliteracyuBe prepared to share your list with asmall group

Promoting Early Literacy in Early Care & EducationuWith your group,uTake turns sharing 1 strategy you wrote thatYOU could use to promote early literacy.uAdd to your list as applicable.uContinue until all ideas have been shared.

Adaptation toActivity 4

Apply5. Tools ofLiteracyActivity forFamilies

ECLKCOlder Brother’sSchoolCare SettingOutside PlayArea

With a partner, Consider your environment& identify possibleYour Turn Tools of Literacy How Children Use TheseTools How It Is a Tool of Literacy What Adults Can Do toSupport Tools of Literacy Choose a spokesperson toshare your thinking withothers. As you listen, what else couldyou contribute to the pair’sthinking?

Google Street ViewAdaptation ofActivity 5Make a Tools of LiteracyPinterest Board

Understand6. FamiliesSupportingEarly LiteracyDevelopment

Your Turn Read your handout. 2D: Gift of Language (2 pgs) 2E: Tips for Families (1 pg) 2F: 5 Daily Activities (1 pg) 2G: Language Home Families (1.5 pgs) 2H: Gathering & Using Language Info (*7pgs) 2I: Benefits of Being Bilingual (2 pgs) Be prepared to teach the rest of the class about yourhandout.How might these beshared with families?

ECLKCEnglish &Spanish

Online Adaptation of Activity 6

7. AuthenticAssessmentStrategies forEarly LiteracyDevelopmentEvaluate

Online Optionsfor Activity 7Synchronous class option: Use Factile (free for up to 3 gameboards), or other free Jeopardy game tools such as Jeopardyapp to create a Jeopardy game to first review various authenticassessment techniques. The jeopardy board can be screenshared in your virtual meeting space (e.g., Zoom, Skype). Thenpresent the photos of children, including those with disabilities,engaged in early literacy activities to ask them to identifyapplicable techniques via chatbox or by raising their hands. Usethe group breakout function (if any) to do the group discussionas indicated on the left.Asynchronous class option: Use Quizlet to create (1) a “flashcard’ game for students to match authentic assessmenttechniques to their definition, (2) create another game wherestudents can identify techniques that can be used to capturedata in each photo. Students (in pairs) will then meet via thephone / virtual meeting to choose 2-3 new photos to review andidentify strategies. They will then post the photos and theirideas in the online discussion board within your LMS.

yzeEvaluate

Your Turn With your partner, Visit each of the activities, readthe directions and engage withthe materials. On your recording sheet, Identify which component(s) ofphonological awareness theactivity helps to build. Add additional notes as needed.

ionof Activity 8

9. Supportingthe Big 5throughSharedReadingAnalyzeEvaluate

What Text do You Choose to Read?Will it interest the children? Will they want to read and reread the book?What big ideas does it contain? Interesting topics Big ideas for discussionWhat support does it provide? Large font Pictures well placed Repetitive and rhythmic textWhat are the opportunities for learning? The Big 5 Challenging for most

Let’s Give it a Try! With a partner,– Peruse the big bookchoices and choose abook that you think meetmost of the criteria of agood Shared Reading text.– Write the title, author andthe criteria you and yourpartner think the bookmeets on your RecordingSheet.

Steps to Successful Shared ReadingWatch the video and jot notesdown on how multiple reads ofthe same big book evolves over5 days.

What Did You Notice? Day 1– Comprehension Day 2– Vocabulary Day 3– Flow, Phrasing & Fluency Day 4– Phonics Knowledge & Phonemic Awareness Day 5– Oral, Written & Visual Language

Let’s Give it a Try! Read the book aloud to one another, usingexpression and voice characterizations.– Make the story come alive! Work together to identify 3 comprehensionquestions that you might ask childrenabout the story.– Record them on your Recording Sheet.

Let’s Give it a Try! Identify 2-3 rich and interesting words that youcould focus on when reading this story tochildren.– What would say to children to explain what theword means? Record on your Recording Sheet.

Let’s Give it a Try! Identify a page of text that you could use tohighlight “clues” that would help childrenread the story well with expression.– What “clues” would you highlight for children? Record them on your Recording Sheet.

Let’s Give it a Try! Think about the “Big 5” that we havediscussed thus far (eg., PhonologicalAwareness, Background Knowledge,Vocabulary).– What could you use this book to emphasize? Record your ideas on your RecordingSheet.

Let’s Give it a Try! Think about how you could extend the story into oral, writtenand/or a visual language experience for the children. Record one idea on your Recording Sheet. Choose a spokesperson to share your thoughts and ideas withthe rest of the class.

Adaptation ofActivity Adaptation of Activity

Go to ules/learners/module-6/Using ConnectModule 6:DialogicReading as anIndependentStudyReview Step 3 of the module to learn about dialogic readingBulleted handout to shareSummarize learningShare with other students

Apply10.EnvironmentalPrint: PrintConcepts

Logo Maps With your group, Use the materials provided, along with the logosyou brought, to create a map. Roads Signs Once created, discuss together the printconcepts that could be developed as childrenengage with the map you created. What might your dialogue be with childrenas they play with the map? Then, think together about the steps you mighttake with children to help them create their ownmaps. What might you learn about the children’sprint concepts as they create their map?

*Adapted from Everyday Literacy by Stephanie Mueller

Things to Keep in MindChunkChunk your content “Bursts” of informationAllowDifferentiateAllow opportunities forprocessingDifferentiate: Align totheir current paths andfuture Turn & Talk (e.g., guidingquestions; restate what youthink you just heard) 1 minute written reflection Apply to asituation/scenario/vignetteor their own experiences Choice regarding child theywork with Relating content to theirparticular life goals Flexibility with projects