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IMPLEMENTING READING RESEARCH IN PRE-K PROGRAMS STRONGEST PREDICTORS OF SUCCESS IN LEARNING TO READ, WRITE AND SPELL Alphabet Knowledge Concepts About Print Phonological Awareness Invented Spelling Oral Language Writing Name National Early Literacy Panel ALPHABET KNOWLEDGE Names of capital and lower-case letters Matching of capital and lower-case letters Writing capital and lower-case letters Letter-sound relationships Each letter or combination of letters makes a special sound Matching letters and letter combinations with their sounds. CONCEPTS ABOUT BOOKS Right side up Front/back Turning pages Left-page/right-page viewing CONCEPTS ABOUT PRINT Awareness of print in environment Differences between print and pictures Pictures relate to the print Print = the words we read CONCEPTS ABOUT PRINT (CONT.) Words are made of letters There are spaces between words. Words make up a sentence. Words are read from left to right and top-tobottom. One word we say goes with one word on the page (one-to-one correspondence and tracking) PHONOLOGICAL AWARENESS & RELATED TERMS Phonological Awareness = A general awareness of sounds in words, independent of meaning. Spoken words Syllables Phonemes Phonemic Awareness = An awareness that spoken words consist of a sequence of sounds. Phoneme = The smallest unit of sound. In order for a beginning reader to use knowledge of letters and sounds, s/he must be able to recognize that speech is made up of a sequence of small sounds. Phonemic awareness is one of the most important foundations of reading success and should be developed during the preschool and kindergarten years. -Preventing Reading Difficulties INSTRUCTION IN PHONOLOGICAL/PHONEMIC AWARENESS Playful Engaging Interactive Social Designed to stimulate curiosity and encourage exploration and experimentation with language. SEQUENCE FOR PA INSTRUCTION Rhyming Words (pictures + words, words) Identify words that rhyme. Identify word that doesn’t belong. Supply missing rhyme SEQUENCE FOR PA INSTRUCTION (CONT.) Alliteration Identify sound at the start of the words “Silly Sally saw a silver star” Sentences Clap or count words in sentences Syllables Clap or count parts in words SEQUENCE FOR PA INSTRUCTION (CONT.) Onsets & Rimes Onset = Initial consonant or consonant cluster of a word. Rime = Vowel and consonants that follow the onset. cat: /b/ = onset; /-oat/ = rime Say “boat” without the /b/ (-oat) Say just the first part of “boat” (/b/) SEQUENCE FOR PA INSTRUCTION (CONT.) Phonemes Matching Isolating Substituting Blending Segmenting Deleting MANIPULATING SOUNDS Matching: Do these start the same? Isolating: What do you hear at the beginning of…? Substituting: What word would you have if you changed the __ to __? MANIPULATING SOUNDS Blending: What word would you have if you put these sounds together? Segmenting: What parts do you hear in this word? Deleting: Say ___ without the ___. MONITORING PHONOLOGICAL AWARENESS OBSERVE individual children during interactive activities. RECOGNIZE when they have or have not acquired the phonological and phonemic awareness objectives. IDENTIFY children in need of additional practice ENGAGE those children in small group/individual activities. ASSESSING PHONEMIC AWARENESS Informally in small groups during interactive activities. Individually with phonemic awareness assessment tool. ENGLISH LANGUAGE LEARNERS Accept oral approximations. Focus on words children already know. A phoneme in English may not exist in the child’s native language. Children may have proficiency in phonological awareness in their native language but less in English. Children should have some proficiency in English before attempting phonological awareness activities. PROVIDE ONGOING PRACTICE IN PHONOLOGICAL & PHONEMIC AWARENESS Integrate practice throughout the day. Make practice enjoyable by involving children in many fun activities for language play. A GAGGLE OF GLAMOROUS GEESE -BY ELLEN BOOTH CHURCH Who’s that strutting to the garden gate? A gaggle of glamorous geese. All gussied up for an important date. A gaggle of glamorous geese. Wearing gobs of glitter and glorious good. A gaggle of glamorous geese. I hope they’re not going on a date with you! A gaggle of glamorous geese. THE ALPHABETIC PRINCIPLE The knowledge that a specific letter (or letter combination) represents each of the speech sounds (phonemes). Can develop concurrently with phonemic awareness. A necessary precursor for phonics and decoding development. Can be seen in children’s invented spellings. STAGES OF EMERGENT WRITING (Continued) EMERGENT WRITING & NAME WRITING STAGES OF EMERGENT SPELLING (Continued) WHAT SHOULD YOU SEE IN PREK PROGRAMS THAT ARE FOSTERING… Alphabet Knowledge? Concepts About Print? Phonological Awareness? Invented Spelling? YOU SHOULD SEE CHILDREN… pretending to read to themselves and others pretending to write using scribbles, letter-like symbols, and/or letters playing with alphabet manipulatives (letter tiles, abc puzzles, abc cookie cutters, etc.) engaged in word play (rhyming, matching sounds, etc.) dictating experiences for teachers to write down YOU SHOULD SEE TEACHERS… monitoring children’s ability to rhyme, to match sounds, to clap or count parts in words, etc. encouraging children’s early attempts at reading, writing and spelling reading aloud to children modeling writing and emphasizing concepts about print and books YOU SHOULD SEE… an environment rich in print and books a well-stocked writing center teachers helping parents understand the importance of modeling reading and writing and encouraging children’s early attempts rhyming and word play games they can do at home to foster their children’s phonological development ORAL LANGUAGE PROVIDES THE FOUNDATION FOR EMERGENT READING AND WRITING. ORAL LANGUAGE/VOCABULARY DEVELOPMENT The rich get richer and the poor get poorer = The Matthew Effect The gap between proficient and struggling learners grows each year. WHAT WE KNOW Becoming literate requires knowing thousands of words. Gaps in vocabulary start in preschool. Word knowledge in preschool correlates to comprehension in upper elementary grades. BIG WORDS WE KNOW How can we pique children’s interest in and awareness of new words? How can we NARROW THE GAP? NARROWING THE GAP Model rich language Complete sentences & rich words Extend children’s thinking through questioning and discussion. Connect new words to children’s past experiences. 3 “TIERS” OF WORDS 1. Basic Words: Boy, girl, doll, toy, see, run, go, eat, etc. 2. Rich Words: Impossible, wonderful, exciting, scarlet, etc. 3. Content Words: stem, leaf, flower, spider, insect, etc. SELECTING TIER TWO WORDS Words found across many subject areas. Potentially useful for children’s listening and speaking. Interesting Can be easily explained in words the children will understand. CLICK, CLACK, MOO COWS THAT TYPE Impossible Impatient Furious Emergency Sincerely Demand STUDENT-FRIENDLY EXPLANATIONS Start with a strong, focused concept of what the word means. Ask yourself, “When do I use this word?” Use everyday language children can understand. Include an example in your explanation. IMPATIENT “Impatient means tired of waiting for something to happen; the cows were impatient because the farmer didn’t bring them the blankets they wanted. People often get impatient waiting for their turn in line or waiting for something like a movie or favorite TV show to start.” INSTRUCTIONAL TALK Call attention to the target word as used in the book. “Think aloud” for children. Share a student-friendly explanation. Provide examples and associations. Have students develop personal associations for the word. CLICK, CLACK MOO COWS THAT TYPE “In Click, Clack Moo Cows That Type, the author said that the cows were growing impatient with the farmer. Impatient means tired of waiting for something to happen. The cows sent Farmer Brown a very nice note to say they were cold in the barn and wanted electric blanket (a special kind of blanket that heats up like a heater when it is plugged in). Farmer Brown said, “No way!” Several days went by and still no electric blankets. Do you think the cows felt as nice as they did when they first asked Farmer Brown for the blankets? (Pause) No, probably not. They were impatient. And when we get impatient, we sometimes get a little bit angry. When I ask my daughter to pick up her dirty clothes and I come back later to find the clothes still on the floor, I get impatient. And when I remind her that I told her to pick up her clothes, I may say ‘I’m really getting impatient with you. Pick up those clothes, now!’ Another time I get impatient is when I have to wait in a long line at the grocery store. When do you get impatient? Has anyone ever been impatient with you? CONCLUDING & PRACTICE ACTIVITIES Dramatization: How might you look if you had to wait a very long time for your turn at the water fountain? Drawing/Dictation: On the top of the page draw a picture of a time when you were impatient or when someone was impatient with you. Tell me about your picture and I’ll write your words at the bottom of the page. When might you use this new word? If someone is sitting at the top of the playground slide and not going down, what could you say? ENGLISH LANGUAGE LEARNERS Be aware of the “silent period” that ELLs go through as they are learning English, where understanding precedes the ability to express that understanding in oral language. Provide repeated exposures to new words through a variety of approaches (i.e. conversations, songs, games, reading aloud). Use concrete objects and pictures whenever possible to explain the meanings of new words. COMPREHENSION Listening Comprehension Level = Potential Reading Comprehension Level Predicting: What do you think…? What makes you think that? Did our predictions come true? New predictions? Questioning: Why do you think…? Was there a time when you…? Did this remind you of anything you’ve done before? Did this story remind you of another story we’ve read? Which one? How were they alike? Different? COMPREHENSION Use of drama, art, dictation to… Retell/sequence story parts Characters Setting Beginning/Middle/End NON-FICTION Help children learn about our world by reading non-fiction books written for young children. Discuss what they know and what they want to learn or “wonder” about topic. Ask for recall of what they learned after reading. Pair fiction/non-fiction whenever possible. WHAT SHOULD YOU SEE IN PREK PROGRAMS THAT ARE FOSTERING… oral language and vocabulary? comprehension? YOU SHOULD SEE TEACHERS… speaking to children in complete sentences which contain “rich” words and are representative of varied sentence structures. reading aloud to children from many types of books, including non-fiction discussing the meanings of “rich” words with children helping parents understand the importance of using complete and varied sentences and rich words conversing with their children and expanding their children’s communications discussing stories with children during read aloud times encouraging their children to make predictions, ask questions, and retell stories read aloud visiting the library with their children providing enriching experiences for their children (trips to the store, bank, zoo, museums, community events, etc.) YOU SHOULD SEE CHILDREN… being given many opportunities to use their growing language in interpersonal interactions with other children and adults in imaginary situations to get needs met to express opinions or emotions to direct the actions of others to share information beginning to use some “rich” words in their everyday language YOU SHOULD SEE CHILDREN… making predictions asking questions recalling story sequence responding to stories through art acting out stories discussing what they know about various topics and what they want to learn STRONGEST PREDICTORS OF LEARNING TO READ Alphabet Knowledge Concepts About Print Phonological Awareness Invented Spelling Oral Language Writing Name Correct letters in sequence is important Perfect letter formation and spacing is not important Rapid Automatic Naming (RAN) Alphabet recognition Dr. Kathy Barclay Western Illinois University One University Circle Macomb, IL 61455 Tel: 309-298-2676 Email: [email protected]