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Early Literacy and Transition Kindergarten November, 2011. Pr. The Opportunity Gap. California data mirror alarming national statistics One in three children enter kindergarten lacking basic pre-reading skills.* - PowerPoint PPT Presentation
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Pr
Early Literacy andTransition Kindergarten
November, 2011
2
The Opportunity GapCalifornia data mirror alarming national statistics
• One in three children enter kindergarten lacking basic pre-reading skills.*
• The average middle-class child has 1,700 hours of picture book reading by 1st grade. The average low-income child has 25 hours.*
• 60% of the kindergarteners in the neighborhoods where children do poorly in school do not own a single book.†
*Jeff McQuillan, The Literacy Crisis: False Claims, Real Solutions, 1998.
†U.S. Department of Education: 1996. Reading Literacy in the United States: Findings From the IEA Reading Literacy Study.
3
Grade Level Reading
2006-2007 2007-2008 2008-2009 2009-2010 2010-20110%
10%
20%
30%
40%
50%
60%
37% 38%44% 44% 46%
34% 34%40% 37%
40%
21% 20%25% 24%
28%
12% 12%16%
24%28%
California
Santa Cruz County
PVUSD
Freedom Elementary
Source: California Department of Education, STAR Test Results, 2007-2011.
Percentage of 3rd Grade Students “At” or “Above” Grade Level In English/Language Arts
A Story of Three Children Entering Kindergarten
Hart & Risley, 1995 Child 1 Child 2 Child 3# of Words Heard 13 million 26 million 45 million# Words/ Hour 616 1,251 2,153# Questions/ Hour 5 20 40# Affirmations / Prohibitions 5/11 12/7 32/5# words in vocabulary 2,000 12,000* 20,000
*Children need to know 10,000 – 12,000 words to be successful readers.
“The differences in the quantity and quality of children’s early interactions and oral language experiences predict early school success.”
(Dickenson& Tabors, 2001; Hart&Risley, 1995)
5
TK– The Gift of Time: System and Practice Change for Improved Child Outcomes
Elements of High Quality Programing:Dr. Russ Whitehurst; US Dept. of Ed. 2007
Evidence based
curriculumIntentional practice to
early reading predictors
Intensity and fidelity to
best practice and program
protocols
Early Learning and kindergarten-third grade alignment
Professional development that builds
teacher background knowledge
and skill over time through
training and coaching
and defined program protocols
Assessment: child outcomes,
teacher practice
outcomes, environmental
outcomes
What else do we know?
Family engagement
6
Relationship Based Early Literacy Skill Development: SEEDS
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Teacher Professional Development“Setting goals helps me to ‘just do it.’ I find one doable thing
that I can achieve each day – even if it’s not perfect. Goals related to what I learn help me to ask and answer the question, ‘what am I doing to build the children’s skills?’ I may not get it perfect the first time but I know what I am
aiming for.” – Michelle McBride TK Teacher
Skill Development in strategies to achieve the Big 5 early reading predictors
Coaching
Assessment
Goal Setting
Instructional materials
Practice
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Response To Intervention (RTI) in Early Childhood
Tier 1:Embedded and explicit instruction that all
children receive.Examples include: literacy-rich arrival routines,
mealtimes, Repeated Read Aloud, small group and theme-rich choice time.
Tier 2: Daily 5-10 minute small
group interventions for selected children.
Tier 3:Daily 1-on-1
interventions for selected children.
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Using Child Assessments
Collect Benchmark
Data
Analyze Data
Plan and Implement
Interventions for Identified
Children
Monitor the Progress of Identified Children
Informing instruction and understanding the “aim” line
10
How Do We Know If TK Students Are on Target?
Given the resources you have for TK, how do you answer the questions:
• Which of my children are not on target for reading success?
• How can I help them move up the continua of complexity?
• How will I know when they secure the skills they need?
• Are my assessments objective?
• As a teacher, do I know what I am aiming for in TK?
11
Building a Strong Tier 1Literacy Rich Schedule
Integrity Observation checklists
Specific Strategies:
• Repeated Read Aloud emphasizing oral language/comprehension
• Big 5 Transitions emphasizing phonetic awareness
• “Strive for 5” or Feedback Loops
• Match-Point-Say for visual discrimination
12
Securing Skills through a Strong Tier 2
Child Assessment
Progress Monitoring
Daily Focused Interventions
Movement on the Continua of Complexity
13
Is it Working? Using the ELLCO to Promote High Quality Language and Literacy Support
• Classroom Structure• Curriculum • The Language Environment • Books and Book Reading• Print and Early Writing
What assessments do you use to assess the instructional support for children (CLASS, etc..)?
14
ELLCO ResultsClassroom Support for Language and Literacy, 2007-2011
Source: Early Literacy Foundations Initiative, Early Language and Literacy Classroom Observation (ELLCO) & ELLCO Pre-K, 2007 – 2011.Note: Clients may be included more than once if they participated in multiple SEEDS classes between 2007 and 2011. Low-quality support = means less than or equal to 2.5; Basic support = means between 2.51 and 3.5; High-quality support = means between 3.51 and 5. Percentages less than 3% are not labeled. * The analysis of the question began in 2007-08, so results reflect the combined data for 2008-2011.Child Choice and Initiative N=134, Book Reading N=215, Children's Writing N=221, Approaches to Curriculum N=134..
Quality of Classroom Support
Pre Post Pre Post Pre Post Pre Post0%
20%
40%
60%
80%
100%
10.4% 15.3% 19.5% 22.4%
35.8%
6.7%
49.3%
10.7%
49.3%
10.0%
37.3%
12.7%
53.7%
93.3%
35.3%
88.4%
31.2%
89.6%
40.3%
86.6%
Low-Quality Support Basic Support High-Quality Support
Opportunities for Child Choice and Initiative*
Approaches to Book Reading
Support for Children's Writing
Approaches to Curricu-lum*
15
IGDI’s ResultsPercentage of Children Scoring “At” or “Above” the Target Level
in Three Pre-Literacy Skill Areas, by Primary Language
Source: Early Literacy Foundations Initiative, Individual Growth and Development Indicators (IGDIs) Assessment Tool, 2010-2011.
Picture Naming Rhyming Alliteration Picture Naming Rhyming Alliteration Picture Naming Rhyming Alliteration0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
32.3%
18.5% 21.7%
6.3% 7.7%
18.9%
4.9% 5.8% 7.2%
62.1%
31.0%
56.9%
13.6%
26.0%
56.0%
18.0%
30.6%
49.8%
57.1%48.9%
68.1%
29.3%
46.5%
72.3%
25.6%
50.0%
61.1%
Oct Jan May
Primarily English-Speaking
ChildrenEnglish Assessment
Primarily Spanish-Speaking Children
Spanish Assessment English Assessment
16
Primary Language of SEEDS Trained Early Childhood Educators
24.7%
50.0%
22.2%
3.1%
English Only Spanish Only Bilingual English/Spanish Other
17
Educational Attainment of SEEDS Trained Early Childhood Educators
8.8%
10.1%
22.0%
25.3%
6.1%
12.2%
7.3%4.0%4.3% No Formal Schooling Less Than High School Diploma/GED
High School Diploma/GED Some College
AA in non-ECE/CD AA in ECE/CD
BA in non-ECE/CD BA in ECE/CD
Some Graduate School or above
18
TK – Making the most of the time
For children to establish a pattern of successful learning in TK, assessment, instruction and strategies need to be adaptive, with clear goals.
A focus on language and literacy development needs to be fun and meaningful. It is an intentional lens during all activities. It never means giving up math or science. It enriches other activities through language rich opportunities and experience. For example, an alliteration song supports classroom management and open ended questions build scientific inquiry…