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The Creative Curriculum The Creative Curriculum for Preschool – Literacyfor Preschool – Literacy

Looking Deeper at Looking Deeper at Vocabulary and Vocabulary and

Phonological AwarenessPhonological Awareness

May 3, 2013May 3, 2013

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Today’s AgendaToday’s Agenda1.1. Welcome/Group ExpectationsWelcome/Group Expectations

2.2. IntroductionsIntroductions

3.3. Why Focus on Early Literacy?Why Focus on Early Literacy?

4.4. What Do Children Need to Know and Do?What Do Children Need to Know and Do?

5.5. Assessing Your Literacy EnvironmentAssessing Your Literacy Environment

6.6. Components of Literacy: Vocabulary and Language Components of Literacy: Vocabulary and Language

7.7. Components of Literacy: Phonological AwarenessComponents of Literacy: Phonological Awareness

8.8. Adapting for Various Types of LearnersAdapting for Various Types of Learners

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Group Behavior Group Behavior ExpectationsExpectations

Start on time/ finish on timeStart on time/ finish on time

Respect others’ opinions/ be positive/ work Respect others’ opinions/ be positive/ work cooperatively/limit side-bar conversationscooperatively/limit side-bar conversations

Clear communications/ stay on topic/listen Clear communications/ stay on topic/listen to hear others’ ideas and have an open to hear others’ ideas and have an open mindmind

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Creative Curriculum’s Creative Curriculum’s Literacy ComponentsLiteracy Components

Read from Read from The CC for Preschool 4The CC for Preschool 4thth edition edition

pgs. 126-133pgs. 126-133

oror Literacy, Chapter 1 Literacy, Chapter 1

or or 55thth edition- Literacy Vol. 3, Chapter 17 edition- Literacy Vol. 3, Chapter 17

7 Components of Literacy7 Components of Literacy

Literacy as a source of enjoymentLiteracy as a source of enjoyment Vocabulary and languageVocabulary and language Phonological awarenessPhonological awareness Knowledge of printKnowledge of print Letters and wordsLetters and words ComprehensionComprehension Books and other textsBooks and other texts

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AccountabilityAccountability

Responsibility-Responsibility-MUCH IS EXPECTED OF YOU!!MUCH IS EXPECTED OF YOU!!

By children, families, and communityBy children, families, and community

What do you need to learn?What do you need to learn?How will you apply this knowledge?How will you apply this knowledge?

Planning Your Literacy Planning Your Literacy ProgramProgram

Before TeachingBefore Teaching What do I want children What do I want children

to know and be able to to know and be able to do?do?

What approaches to What approaches to learning am I fostering?learning am I fostering?

How will I assess How will I assess children’s learningchildren’s learning

While Teaching…While Teaching… Are children learning what Are children learning what

I expected?I expected? Is unanticipated learning Is unanticipated learning

occurring?occurring? Are things going as Are things going as

planned?planned?

After Teaching…After Teaching… What worked?What worked? What needs to be What needs to be

changed?changed? What is the evidence?What is the evidence?

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Literacy and Assessment Literacy and Assessment Planning CyclePlanning Cycle

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Creating a Language and Creating a Language and Literacy Rich EnvironmentLiteracy Rich Environment

The learning environment is the The learning environment is the “textbook” in a Creative Curriculum “textbook” in a Creative Curriculum classroom. classroom.

It includes the:It includes the: Design of physical setting, Design of physical setting, Program structure and social climate Program structure and social climate

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When each interest area is organized with literacy When each interest area is organized with literacy in mind, children’s play is meaningful and literacy in mind, children’s play is meaningful and literacy learning maximizedlearning maximized

Literacy Learning in Interest AreasLiteracy Learning in Interest Areas

Meaningful PlayMeaningful Play Teachers support children’s literacy Teachers support children’s literacy

learning by incorporating reading and learning by incorporating reading and writing materials into children’s play writing materials into children’s play so they can experiment with them.so they can experiment with them.

When play is child-initiated, child-When play is child-initiated, child-directed, open-ended, creative, and directed, open-ended, creative, and relatively risk-free, children enjoy relatively risk-free, children enjoy learning.learning.

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Assessing Your Literacy Assessing Your Literacy EnvironmentEnvironment

Checklist of classroom contentsChecklist of classroom contents

Classroom observations – Classroom observations – teacher/child interactionsteacher/child interactions

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Components of Literacy: Components of Literacy: Vocabulary & LanguageVocabulary & Language

Vocabulary and Language are Keys to Vocabulary and Language are Keys to Future Success as Readers & WritersFuture Success as Readers & Writers

Oral Language Skills Oral Language Skills Large VocabulariesLarge Vocabularies More Experiences Using LanguageMore Experiences Using Language

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Components of Literacy: Components of Literacy: Vocabulary & LanguageVocabulary & Language

Read Read 44thth Edition-pgs. 126-127 Edition-pgs. 126-127

Literacy the CC Approach: Literacy the CC Approach: pgs. 11-15pgs. 11-15

55thth Edition CC Literacy-Vol. 3 pgs. 538-542 Edition CC Literacy-Vol. 3 pgs. 538-542

Teaching Strategies Book Teaching Strategies Book Discussion CardsDiscussion Cards

First read-aloudFirst read-aloud

Second read-aloudSecond read-aloud

Third read-aloudThird read-aloud

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Repeated Read AloudsRepeated Read Alouds

1.1. Book introduction – read title, show cover, Book introduction – read title, show cover, introduce main characters, talk about introduce main characters, talk about their problemtheir problem

2.2. Vocabulary – select 8-10 words to define Vocabulary – select 8-10 words to define

3.3. Comments and questions – make Comments and questions – make comments that show children how to comments that show children how to think about the characters and eventsthink about the characters and events

4.4. After reading questions – ask 2 or 3 open-After reading questions – ask 2 or 3 open-ended questionsended questions

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Conversational Reading –Conversational Reading –3 S strategy3 S strategy

See See – point to, name pictures, run a – point to, name pictures, run a finger under the wordsfinger under the words

ShowShow – Give directions such as – Give directions such as “Touch the baby’s blanket,” or “Show “Touch the baby’s blanket,” or “Show me who’s jumping”me who’s jumping”

SaySay – As you read, ask questions, – As you read, ask questions, accept any verbal responseaccept any verbal response

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StorytellingStorytelling

Think of yourself as a storyteller, “Once I…..”Think of yourself as a storyteller, “Once I…..” Prepare for storytelling experiences – Prepare for storytelling experiences –

requires interactions between the teller and requires interactions between the teller and listeners, use of imaginationlisteners, use of imagination

Select appropriate stories – fairytales, Select appropriate stories – fairytales, folktales, meet needs, interest of childrenfolktales, meet needs, interest of children

Develop a strong beginning, learn the story, Develop a strong beginning, learn the story, and develop an ending, ”they all lived and develop an ending, ”they all lived happily ever after….”happily ever after….”

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Story RetellingStory Retelling

Select appropriate stories and model Select appropriate stories and model ways to retell themways to retell them

Use props for oral retellings – provide Use props for oral retellings – provide objects as props, make clothesline objects as props, make clothesline story props, offer picture props, use story props, offer picture props, use costumes and dramatic play propscostumes and dramatic play props

Collect puppets Collect puppets

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Components of Literacy: Components of Literacy: Phonological AwarenessPhonological Awareness

Adults will understand and use Adults will understand and use strategies that include:strategies that include: ListeningListening RhymingRhyming AlliterationAlliteration Sentences and wordsSentences and words SyllablesSyllables Onset & rimeOnset & rime PhonemePhoneme

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The Teacher’s Role The Teacher’s Role In Promoting Phonological AwarenessIn Promoting Phonological Awareness

GOLD Objective 15 – demonstrates phonological GOLD Objective 15 – demonstrates phonological awarenessawareness

How do you know each child’s level How do you know each child’s level

of phonological awareness and of phonological awareness and

provide appropriate experiences?provide appropriate experiences?

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Meeting the Needs of Meeting the Needs of All ChildrenAll Children

English limited language learnerEnglish limited language learner

Advanced language and literacy Advanced language and literacy learnerslearners

Learners with disabilitiesLearners with disabilities

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Supporting English Supporting English Limited Language Limited Language

StudentsStudents Home language useHome language use

Nonverbal/observation periodNonverbal/observation period

Telegraphic and formulaic speechTelegraphic and formulaic speech

Productive/fluid use of languageProductive/fluid use of language

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Supporting Advanced Supporting Advanced Language and Literacy Language and Literacy

LearnersLearners

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Supporting Learners Supporting Learners with Disabilitieswith Disabilities

Environmental SupportsEnvironmental Supports Routine SupportsRoutine Supports Tactile, visual, and auditory supportsTactile, visual, and auditory supports Language supportsLanguage supports Physical and sensory supportsPhysical and sensory supports

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Now apply this to an Now apply this to an activityactivity

Look at the Intentional Teaching Look at the Intentional Teaching Cards and the Mighty Minutes Cards Cards and the Mighty Minutes Cards on your tableon your table

How would you adapt the activity for How would you adapt the activity for the child with limited English , the the child with limited English , the advanced learner, and the child with advanced learner, and the child with disabilities?disabilities?

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ClosureClosure

My Plan for Back HomeMy Plan for Back Home

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