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Language Arts SummitLanguage Arts SummitOctober 13, 2012October 13, 2012
Literacy Across The Curriculum Literacy Across The Curriculum Presented byPresented by
TLI Teacher SpecialistsTLI Teacher SpecialistsLeonila GarciaLeonila Garcia
Margaret GarciaMargaret Garcia
TLI Facilitators:TLI Facilitators:
Armandina GarciaArmandina Garcia
Rene VillafuerteRene Villafuerte
Alma SanchezAlma Sanchez
2012-20132012-2013
Literacy is communication in all Literacy is communication in all forms:forms:
ListeningListening SpeakingSpeaking ReadingReading WritingWriting
As a vehicle to stimulate language, play is ideal As a vehicle to stimulate language, play is ideal
because it fosters the basic functions of because it fosters the basic functions of language: communication, expression and language: communication, expression and listening.listening.
Foundations of LiteracyFoundations of Literacy
Oral language developmentOral language development Concepts about printConcepts about print Alphabet knowledgeAlphabet knowledge Phonological awarenessPhonological awareness Letter-sound correspondenceLetter-sound correspondence Beginning reading vocabularyBeginning reading vocabulary
Literacy ConnectionsLiteracy Connections
Teachers need to purposefully Teachers need to purposefully plan experiences and plan experiences and intentionally engage children in intentionally engage children in knowledge building experiences knowledge building experiences and rich conversations and and rich conversations and interactions to support learninginteractions to support learning..
Explicit InstructionExplicit Instruction
““Explicit instruction in phonemic Explicit instruction in phonemic awareness and phonics enables awareness and phonics enables students to master the alphabetic students to master the alphabetic principle and effectively apply their principle and effectively apply their knowledge of letters and sounds knowledge of letters and sounds
to read text".to read text".
Oral Language DevelopmentOral Language Development
To read effectively, children need to be able To read effectively, children need to be able toto
express and understand ideas fullyexpress and understand ideas fully – – stories have events that occur in sequencestories have events that occur in sequence – – stories have charactersstories have characters – – be able to respond to questionsbe able to respond to questions – – be able to ask questions to clarify what is be able to ask questions to clarify what is
notnot understoodunderstoodWhat to do?What to do? – – Read aloud!Read aloud! – – Record language experience stories.Record language experience stories. – – Engage in shared book experiencesEngage in shared book experiences – – Tell stories from wordless picture booksTell stories from wordless picture books
Enhancing ComprehensionEnhancing Comprehension
1. Build background knowledge1. Build background knowledge 2. Set a purpose for reading2. Set a purpose for reading 3. Read!3. Read! 4. Complete the task related to the 4. Complete the task related to the
purposepurpose 5. Give informative feedback on 5. Give informative feedback on
completing the task, remembering, completing the task, remembering, comprehendingcomprehending
Alphabet KnowledgeAlphabet Knowledge
Ability to name letters is an excellentAbility to name letters is an excellent
predictor of early reading achievementpredictor of early reading achievement
- consists of two parts- consists of two parts
• • recognizing lettersrecognizing letters
• • writing letterswriting letters – – introduce letter knowledge imbedded introduce letter knowledge imbedded
within the context of words so children within the context of words so children see it meaningfullysee it meaningfully
What to do?What to do?
– – Read alphabet booksRead alphabet books – – Provide words to write in the Provide words to write in the
writing centerwriting center – – Provide letter stamps and picture Provide letter stamps and picture
stamps to matchstamps to match – – Always start with what children Always start with what children
know! (Names)know! (Names)
Phonological AwarenessPhonological Awareness
Becoming attentive to the sound structure of Becoming attentive to the sound structure of language -- becoming phonologically orlanguage -- becoming phonologically or
phonemically aware -- is an phonemically aware -- is an “ear” skill,“ear” skill, unlike unlike phonics, which is the relationphonics, which is the relation between letters and sounds in written words.between letters and sounds in written words. One of the best ways to teach letter/soundOne of the best ways to teach letter/sound relations is to draw attention to initialrelations is to draw attention to initial sounds (sounds (onsets) and word endings (rimes).onsets) and word endings (rimes). Phonological processing is the ability toPhonological processing is the ability to identify, remember, separate (segment),identify, remember, separate (segment), blend, and manipulate speech soundsblend, and manipulate speech sounds
Beginning Reading Beginning Reading VocabularyVocabulary
The earliest words children read come from their The earliest words children read come from their environmentenvironment
– – environmental printenvironmental print • • store namesstore names • • road signsroad signs – – early “sight” words can be drawn from early “sight” words can be drawn from
environmental print the child recognizesenvironmental print the child recognizes
What to do?What to do? – – Bring in labels and read and display themBring in labels and read and display them – – Enrich home living with logos and more labelsEnrich home living with logos and more labels – – Read print everywhere you goRead print everywhere you go – – Label the room meaningfullyLabel the room meaningfully
At-Risk for Reading DifficultiesAt-Risk for Reading Difficulties
Those with parents who also had Those with parents who also had troubletrouble
with early language and/or readingwith early language and/or reading Those with low letter knowledgeThose with low letter knowledge Those with low phonological awarenessThose with low phonological awareness Those with underdeveloped language Those with underdeveloped language
skillsskills Those with limited familiarity with Those with limited familiarity with
booksbooks
Connecting Literacy through Connecting Literacy through Math and ScienceMath and Science
The Bravest Cat! By Laura DriscollThe Bravest Cat! By Laura Driscoll
Connecting Literacy through Connecting Literacy through Math and ScienceMath and Science
The Bravest Cat by Laura DriscollThe Bravest Cat by Laura Driscoll
Examples of Activites:Examples of Activites:
– Illustrate Cats in the storyIllustrate Cats in the story
– Graphing how many Cats/ Pets Graphing how many Cats/ Pets you have in your familyyou have in your family
Activity:Activity:Thinking Thinking Outside the Outside the HouseHouse
The Bravest The Bravest CAT!CAT!
by: Laura by: Laura DriscollDriscoll
Theme
Setting
Book & Vocabulary
Words
Roles
List of Props and Materials1.Paper2. colors3.Comm. Helpers Costumes
Language
SkillsQuestions
A Friendly ThoughtA Friendly Thought
““Young children delight in silliness,Young children delight in silliness, alliteration, rhymes, repetitive refrains,alliteration, rhymes, repetitive refrains, nonsense words. Language is there fornonsense words. Language is there for them to bend, change, tip over, turn them to bend, change, tip over, turn
insideout, invent, take apart, put insideout, invent, take apart, put together, and own. Early delight in together, and own. Early delight in wordplay augurs later delight in wordplay augurs later delight in reading.” WORDS FAIL ME byreading.” WORDS FAIL ME by
Priscilla VailPriscilla Vail
Teacher Useful LinksTeacher Useful Links
www.childrenslearninginstitute.orgwww.fcrr.orgwww.NAEYC.org National Association for National Association for
the Education of Young Children. the Education of Young Children. TEA.state.tx.usTEA.state.tx.usPre-Kindergarten GuidelinesPre-Kindergarten Guidelineswww.prekindergarten.comwww.starfall.comwww.elhuevodechocolate.com cuentos cuentos
para ninos en espanol.para ninos en espanol.