O Handouts 3-5 yrs VER Table of Contents Every ChildReads VIEW · Awareness of sounds in words (5 years of age) • Focus on same/different sounds ... 4 Linking Social Competence

Handouts

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Table of Contents

TITLEHANDOUT

Every Child Reads Literacy Training Agreement

Transparency Notes: Overview Module

Training Overview: Modules, Principles, and Strategies

Emerging Literacy: Linking Social Competence and Learning

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SPECIAL INSTRUCTIONS FOR PRINTING HANDOUTS TO PHOTOCOPYWhenever pages from the ECR 3-5 Literacy Training curriculum will be photocopied in black-and-white for distribution to participants, the master pages must be printed in black-and-white. DO NOT PHOTOCOPY A COLOR PAGE. PHOTOCOPYING A COLOR PAGE WILL NOT PRODUCE THE BEST QUALITY DOCUMENT. To create the best masters for photocopying, check your printer options and set it for black-and-white output, or notify your printing company (AEA, local print shop, Kinko’s or other quick-printer) to set the output options for black-and-white-only printing.

Every Child Reads 3-5

Overview ::: Handout O-1 ::: 1Iowa Department of Education ::: 2006

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Participant’s Name ___________________________________________ Date ____________________

Participant Workshop Requirements

• Attend all workshop sessions

• Plan lessons and activities with a peer partner (‘practice pal’); observe your peer partner

• Practice the strategies with your children between sessions

• Complete homework assignments and return them to the trainer

Literacy Training Agreement

If you are willing to meet these requirements to the best of your ability, please sign this form and return it to the trainer.

PPT/Transparency Notes

Overview ::: Handout O-2 ::: �Iowa Department of Education ::: 2006

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Training Overview


Modules, Principles, Strategies

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Language Module

Principle 1Children need to have many experiences to develop background knowledge and language skills

StrategyProvide a variety of meaningful experiences using daily routines or planned experiences

Principle 2Children need frequent opportunities to talk about their experiences and ideas using words, phrases, and sentences

StrategyTalk with children before, during, or after an experience or activity

• Use sentences to match children’s understanding• Provide children with time to talk• Engage children in conversation

�) Make comments or statements2) Ask questions3) Respond and add new information to children’s

comments and questions

Principle 3Children need to learn and use new vocabulary or words continuously

StrategyIndirectly teach vocabulary by introducing or reinforcing a variety of words or concepts to expand children’s conversation

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Reading Module

Principle 1Children need to interact with books

StrategiesSelect appropriate books

• Match children’s skills and interests• Non-fiction and fiction• Predictable books

BEFORE reading• Read title, author, and illustrator’s names• Predict what will happen in the story• Preview the story• Directly teach new vocabulary words• Connect the story to real-life experiences• Give children a reason to listen

DURING reading• Point to pictures that are meaningful to story• Make predictions• Ask questions• Answer children’s questions

AFTER reading• Ask guided story questions• Use sentence completion• Relate to children’s experiences

Principle 2Children need to practice retelling stories from books

StrategiesModel retelling stories from booksProvide story retelling opportunities

• Use prompts, props, or cues with young children• Allow children to retell stories on their own, once in a while

Principle 3Children must be aware that spoken language is made up of words, parts of words, and sounds in words

StrategiesAwareness of words (3 years of age)

• Rhyming• Sentence completion

Awareness of parts of words (4 years of age)• Segmenting words: taking words apart• Blending words: putting words together

Awareness of sounds in words (5 years of age)• Focus on same/different sounds• Alliteration

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Writing Module

Principle 1Children need to develop an awareness of print

StrategiesStructure the environment to encourage children’s awareness of print

• Use labels, lists, signs, and charts

Point to and read meaningful print aloud to children• Connect words to meaningful experiences, such as daily

routines or special events in or outside of child setting

Principle 2Children need to develop fine motor hand skills for writing

StrategiesProvide a variety of small manipulative objects and activities for children to develop fine motor skills

• In-hand manipulation: primary focus of small motor skill development

Model and demonstrate fine motor hand skills• Sensorimotor: developing various grasps• Scribbling: beginning skill that leads to writing• Writing first letters: experimenting with lines and shapes

Principle 3Children need to engage in meaningful writing experiences

StrategiesProvide materials for writing

• Writing area: wealth of writing materials, writing accessories

Structure play areas and activities to encourage writing• Include writing (literacy) props in play areas

Model and explain writing tasks, interact with children, make suggestions, offer encouragement!

• Demonstrate writing has a real purpose in daily activities• Model writing in daily events and routines• Call attention to what has been written

Emerging Literacy


Linking Social Competence and Learning: Training Guides for the Head Start Learning Community

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From Cooing to Conventional Reading and Writing

Stage 1I communicate through reflexes

From birth to about 3 months, many newborns...• Communicatereflexivelythroughcryingandotheractions

• Cryindifferentways,dependingonwhatisneeded(diaperchange,food,company)

• Appearstartledbyloudnoises• Turnheadtowardfamiliarvoices• Showapreferenceforhumanvoicesandmusic

• Coo,gurgle,smile,andlaughtothemselves

• Cooandsmilebackandforthwithadults

• Smileuponhearingfriendlyvoices• Listenandrespondtosoundsandvoices

• Startinteractionswithotherpeople• Enjoylisteningtoafavoritepersonreadaloud

Adults can...• Respondasifbabiesknowtheeffectoftheirsoundsandactions

• Smileandcoobackatbabies’smilesandcoostointroducethegiveandtakeofhumancommunication

• Smilewithandtalktobabiessotheyknowtheyareloved

• Reciterhymesandsingsongswithbabies

• Readaloudtobabies

*BasedinpartonK.EileenAllenandLynnMarotz,Developmental Profiles: Pre-birth Through Eight(Albany,NY:DelmarPublishers,1994),39,55-57,63-64,73-74,80-81,91-94,99-102,108-110,andElaineWeitzman,Learning Language and Loving It: A Guide to Promoting Children’s Social and Language Development in Early Childhood Settings(Toronto:TheHanenCentre,1992),49-65.

Emerging Literacy



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Stage 2Idiscoverthatotherpeopleareinteresting

From about 3 to 8 months, many babies...• Cry,makesounds,movetheirbodies,andusefacialexpressionstocommunicate(Example:wavearmswhenexcited)

• Maynotknowtheycansenddirectmessagestootherpeople

• Understandnonverbalcuessuchassmileseventhoughtheydonotunderstandthemeaningofspokenwords

• Smileandfrown• Gurgle,growl,andsquealtothemselves

• Respondtosimple,familiarrequestsandtheirownnames

• Respondtononverbalcuessuchaspointing

• Beginbabblingatsixorsevenmonths• Repeatconsonantsandvowelsoundssuchasmamama

• Produceallthesoundsfoundintheirhomelanguage

• Usetheirsensestoexplorebooks• Listentorhymesandsongs

Adults can...• Continueusinganyoftheabovestrategiesthatarestillappropriateforthisagegroup

• Interpretbabies’communicationsandrespondaccordingly

• Playgamessuchaspeek-a-booandmakesoundsbackandforth

• Communicatewithwordsandnonverbalcues(Example:pointtothehighchairandsay,Are you ready to eat?)

• Usebabies’nameswhentalkingwiththem

• Continuereading,talking,andsingingwithbabies

• Providecloth,softvinyl,and/orcardboardbooks(expectthatbabieswillputthemintheirmouths)

Emerging Literacy

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Stage 3Iusegesturestotellyoumanythings

From about 8 to 13 months, many babies...• Understandthattheirsoundsandactionscauseotherstorespond

• Usegestures—pointing,shakingtheirheads,andlookingbackandforthatanotherperson—toaskquestions,makerequests,seekattention,sayhello,andgetsomeonetopayattentiontothesamethingtheyarelookingat

• Understandandrespondtogestures,facialexpressions,andchangesinvoice tone

• Understandthemeaningofafewwords• Babbletothemselvesandotherpeople• Producelongstringsofsoundsthatsoundlikerealwords;usesomesoundsasiftheywerewords

• Imitatesoundsmadebyotherpeople• Taketurnswhiletalking,playing,andsingingwithanotherperson

• Useafingerandthumbtopickupobject;holdandusetoysandobjectssuchasrattles,spoons,andlargecrayons;transferobjectsfromonehandto the other

• Enjoylookingatbooksandlisteningtostorieswithadults

• Turnpagesinsturdyboard,cloth,andvinylbooks

• Begintounderstandthatobjectsandeventspicturedinbooksarethesameasthoseintheirownworld


• Respondtobabies’requestssotheyknowtheyarelovedandcaredfor

• Talktobabiesaboutwhattheyseemtobesaying—Do you want to sit in my lap? Let me lift you up so we can cuddle together.

• Lookatandnamethingswithababy(Example:holdababyatthewindowtowatchatruckgoby)

• Continueusingspeechandgestureswhentalkingwithchildrenorgivingsimpledirections(Example:Now, use the paper towel to wipe your other hand.)

• Singsongsandplaygamesthatinvolvetakingturnsandhandingobjectsbackandforth

• Continuereading,talking,andsingingwithbabies

• Providebookswitheasy-to-turnpages(expectthatbabieswillputthemintheirmouths)

• Introducelargecrayonsandpaper,anddemonstratehowtousethecrayonstomakemarksonpaper

• Nametheobjectsbabiespointto—That’s a banana. Do you want some banana?

Emerging Literacy



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Stage 4Ibegintotalk

From about 12 to 18 months, many toddlers...• Sayafewwordsthatrefertointerestingpeople,things,andactions

• Usethesamewordtomeandifferentthingsbyvaryingthetoneoftheirvoicesandaddinggestures

• Pointtopicturesinbooksortoobjects,uponrequest

• Continuetobabblewhilelearningtospeak

• Useasinglewordtorefertoaspecificpersonorobject(bankiemeansablanket)ortorefertothingswithsimilarcharacteristics(doggiemeansallfour-leggedanimals)

• Understandandrespondtotheirownname,afewfamiliarwords,andsimplerequests

• Repeatthemselvesortryadifferentapproachiftheircommunicationsdonotgetthedesiredresponse

• Likebooksaboutfamiliarobjects,animals,people,andevents

• Jumpuptogetanobjectliketheonepicturedinabook

• Enjoybedtimereadingsessions• Scribblewithcrayonsandmarkers


• Showexcitementwhentoddlerslearnnewwords

• Continueprovidingthenamesforobjectsandactions

• Respondtoatoddler’sone-wordcommunicationbystatingitasafullsentence(Example:achildsays,“Mama,” whilepointingatthedoorandtiltingherheadtooneside.Herteacherresponds,“That’s right. Your mama went to class. She’ll be back soon.”)

• Congratulatetoddlerswhentheyfollowdirections—Thank you for handing me the diaper.

• Payattentiontotoddlerstolearnwhattheyaretryingtosay(Bepatient;itmaytaketimetounderstandtheircommunications.)

• Continuereading,talking,andsigningwithtoddlers

Emerging Literacy



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Stage 5Ispeakinsentences

From about 18 to 24 months, many toddlers...• Increasetheirvocabularyrapidly• Makeupnewwordstonameobjectsandexperiences

• Usetwo-wordsentencessuchas,“Go out,” or “My puppy.”

• Usethesamesentencetomeandifferentthingsbyvaryingtheirexpression

• Usenegatives(no and not)andquestionwords(Why? What? Where?)

• Talkaboutthepresentand,asvocabularyandlanguageskillsincrease,talkaboutpastandfuture

• Understandandrespondtomanywords,simpledirections,andquestions

• Taketurnsduringbriefconversationswithadults

• Imitatewordsandgesturestheyhearandsee

• Usebroadarmmovementstoscribbleonpaperwithcrayonsandmarkers

• Enjoypicturebooksandpredictablebookswithwordsandphrasestheycanrepeat

• Helpturnthepagesinbooks


• Talktotoddlersasmuchaspossible(Describewhattheyaredoing,whatyouaredoing,whatotherchildrenaredoing.)

• Nameobjects,people,actions,andfeelings

• Askquestionsandmakerequests• Givesimpledirections• Lettoddlersknowyouunderstandthembyrestatingtheirwords—Yes, that is your puppy.

• Answertoddlers’questions(Rememberthattoddlersaretryingtolearnasmuchastheycanabouttheworld,andyouareanimportantsourceofinformation.)

• Playgameswithtoddlersbyaskingthemtopointtofamiliarpeople,toys,orbodyparts—Where’s your nose? Where are your toes?

• Choosebookswithrepetitivewordsandphrases

• Readthesamebooksagainandagainsotoddlerscanrememberthem

• Invitetoddlerstojoininwhilereading• Storebooksonlow,openshelvessotoddlerscanlookatthebooksbythemselves

• Providenontoxiccrayonsandmarkersandlargepiecesofpaper

Emerging Literacy



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Stage 6Ispeakinlongersentences

From about 24 to 36 months, many two-year-olds...• Makethree-wordsentencesbycombiningtwo-wordsentencesoraddingnewwords

• Continuelengtheningtheirsentences• Recognizethatapausemeansitistheirturntotalk

• Beginusingprepositions(in, on),differentformsofverbs,plurals(addingstowords),pronouns(me, she, he),articles(the, a),andconjunctions(and)

• Maynotusestandardgrammar• AskWhy? and What’s that? again and

again• Understandanduseconceptwordssuchasin/out, over/under, big/little, top/bottom

• Talkoutloudtoguideorremindthemselves

• Followtwo-partdirections• Tellstories,uselanguageincreativeways,andexpresstheirfeelingsinwords

• Nametheobjectsinpicturebooks• Followasimpleplotinastorybookandjoininwhilebeingreadto

• Coordinateeyeandhandmovements(stringlargebeadsonlaces)andgainsmallmuscleskills

• Graspcrayonsandmarkersinfistandscribblewithgreatercontrol


• Holdlongerandmorecomplicatedconversationswithchildren

• Letchildrenknowyouareinterestedinwhattheyhavetosay

• Restatechildren’swordsusingstandardgrammar(Example,ifachildsays,“No want juice,” say,“You don’t want any juice? That’s okay. Would you like milk?” (Itisnotnecessarytocorrectchildren’smistakes.Childrenwillmasterstandardformsofgrammarwhentheyhavehadmanyopportunitiestolistentoanduselanguage.)

• Listentochildren’sstoriesandencouragethemtoplaywithlanguage,jointheminmakingupsillywords,andintroducenonsenserhymes

• Helpchildrenusewordsinsteadofaggressiontotellothershowtheyfeelorwhattheywant

• Readbooksaboutfamiliarexperiences,suchastakingawalkorgettingreadyforbed,andbooksthatintroducenewinformationandhelpchildrenunderstandconcepts

• Encouragechildrentomakenoises,turnpages,andrepeatwords,andaskchildrentotellyouaboutthepicturesoneachpageandpredictwhatmayhappennext

• Offeravarietyofbookschildrencanlookatontheirown

• Providematerials,suchassmallblocksandpegsandpegboards,thatpromoteeye-handcoordinationandsmallmuscleskills

• Encouragechildrentodressandfeedthemselves

• Invitechildrentohelppreparemealsandsnacks

• Storeagoodsupplyofpaper,crayons,andmarkerswithinchildren’sreach

Emerging Literacy



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Stage 7Ihavealottotalkabout

From about 3 to 4 years, many children...• Expandvocabularyrapidly• Speakincomplexsentencesusingdifferent

partsofspeech• Learntousepronouns(I, you, he, she we,

they)• Continuetolearnaboutandapplyrules

ofgrammarwithoutdirectinstructionfromadults

• Learntoapplydifferentformsofnegative(I didn’t do it)

• Makegrammaticalmistakesbecausetheydonotknowtheexceptionstotherules

• Addinformationtowhatsomeonesaysinaconversation

• Askandanswersimplequestions• Uselanguagetothink,learn,andplaywith

others• Maycallattentiontoself,commentonor

pointoutobjectsorevents,makerequests,tellotherwhattodo,makeplans,describeexperiences,andinventdramaticplayscenarios

• Understandanduselanguagetodescribeconceptssuchaslarge/small, deep/shallow

• Tellbriefandsometimesconfusingstoriesaboutsomethingthatjusthappenedtothem

• Talkaboutpeopleandthingsnotpresent• Imagine what might happen in the future• Recallpasteventsandexperiences• Answeropen-endedquestions,suchas

“What might happen if…”• Recitenurseryrhymes,repeatfingerplays,

andsingsongs• Listenattentivelytostorieswithsimpleplots

aboutcharactersandexperiencestheycanidentifywith

• Likebookswithhappyendingandlotsofrepetition

• Turnpagesofbookoneatatime• Retellfamiliarstoriestoselfandothers• Holdacrayonormarkerbetweenfirsttwo

fingersandthumbtodrawshapes(Maycombineshapestomakenewones.)

• Copysquares,circles,andsomeletters• Usescribblewritingtoimitateconventional

writing• Increasesmallmuscleskillsandeye-hand

coordination• Classifyitemsprimarilybycolororsizebut

alsobydesignandshape

Adults can...• Continueusinganyoftheabovestrategies

thatarestillappropriateforthisagegroup• Engagechildreninconversationstohelp

themlearntotaketurns,allowotherstospeak,andstayonthetopic

• Recognizemistakesassignsthatachildismakingsenseoftherulesofgrammar

• Providemanyopportunitiesforchildrentotalkwitheachotherandwithadultsaboutpresent,past,andfutureexperiencesandevents

• Askopen-endedquestionsthatcanbeansweredinmorethanonewayandthatstretchchildren’sthinkingskills

• Offerstimulatingdramaticplaypropsanddress-upclothes

• Givechildrensomethingtotalkabout—goonwalks;visitthelibrary,park,andothersitesinthecommunity;doerrandsandchores;andeatmealstogether

• Makecommentsandaskquestionstohelpchildrenaddmoreinformationsotheirstoriesmakesense

• Teachchildrenrhymes,fingerplays,andsongsfromtheirfamiliesandcultures

• Havearegularstorytimeandreaduponrequestthesamebooksagainandagainandnewones

• Leavebookswherechildrencanreachthemsotheycanretellthestoriesintheirownwords

• ProvideavarietyofbooksinEnglishandhomelanguagesthatmatchchildren’sskillsandinterestsandreflectabilities,cultures,ethnicgroups,andgendersinpositiveways

• Provideplentyofwritingmaterials—paper,paint,brushes,crayons,andmarkers

• Continueencouragingdevelopmentofself-helpskillssuchasbrushingteethandzippingupclothes

• Offerplaymaterialsthatbuildsmallmusclesandincreaseeye-handcoordination

• Offeravarietyofinterestingandcolorfultoysandmaterialsthatchildrencansortandclassify

• PlaceprintthatconveysmeaninginEnglishandchildren’shomelanguagesthroughouttheenvironment(labeledshelvesandcontainersfortoysandmaterials,calendars,schedules,signs,posters,foodcontainers,junkmail,andbulletinboards)

Emerging Literacy



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Stage 8Idiscoverallformsoflanguageareconnected

From about 4 to 5 years, many children...• Mastermanyrulesofgrammar

(prepositions,possessives,negative,andpasttense)

• Conversewithotherchildrenandadultsinlong,complexsentencesandusewords(and, then, because, but)tolinkideas

• Changetoneofvoiceandsentencestructuretoreflectthelistener

• Refertopeople,events,andthingsnotpresent

• Telllongstoriesaboutrealorimaginaryexperiences

• Enjoywordplayandsillywords• Understandandtalkaboutconceptssuchas

tallest/smallest, same/different, more/less• Understandandanswercomplexquestions

(What would do if….? or How many different ways can you think of to ….?)

• Sort,match,classify,andsequenceobjects,whichcontributestotheiremergingliteracy

• Likestorybooksthathaveplotstheycanfollow,humorousandimaginativecharactersandevents,andcolorful,detailedillustrations

• Likenonfictionbooksthatprovideinformation

• Retellfamiliarstoriesintheirownwords• Candistinguishbetweendrawingand

writing• Gaincontrolofcrayons,markers,and

brushes• Drawfiguresthatrepresentpeopleandthen

animalsandotherobjects• Reproducesomeshapesandletters• Begintoorganizetheirwriting(Example:by

puttingspacesbetweenwords)• Learnabouttherelationshipbetween

speechandwriting—printistalkwrittendown

• Understandthatpictures,numbers,words,andlettersaresymbolsforrealthingsandideas

• RecognizeafewwholewordssuchastheirnamesorwordsonsignssuchasStop or Exit

Adults can...• Continueusinganyoftheabove

strategiesthatarestillappropriateforthisage group

• Involvechildreninactivities(science,art,socialstudies,music,cooking)thatstretchtheirthinkingskillsandgivethemthingstotalkabout

• Useroutinesandchoresasopportunitiestotalkaboutconceptsandideas

• Observechildren’sdramaticplayandprovidepropstoexpandtheirplayortakeit in a new direction

• Invitechildrentoinventandactoutstoriesaloneorwitheachother

• Usecomparativewordswhentalkingwithchildren:Is that the tallest tree you’ve ever seen? or Which of these two glasses holds more water?

• Askopen-endedquestionsthatencouragechildrentothinkofmanydifferentpossibilitieswhenreadingbooks,observingtheresultsofanexperiment,ortalkingaboutanimaginarysituation

• Providematerialsthatencouragechildrentosort,match,classify,andsequence—lottogames,puzzles,cupsofdifferentsizes,shellorrockcollections,abasketofbuttons

• OfferavarietyofbooksinEnglishandchildren’shomelanguagesthatmatchchildren’sinterestsandskillsanddepictabilities,gender,ethnicgroups,andculturesinpositiveways

• Provideawidervarietyofwritinganddrawingmaterials

• Writewithchildrensotheycanlearnhowwritingisusedtoconveyinformation

• Writechildren’snamesanddescriptionsontheirartworkandrecordtheirstoriesinhomemadebooksoronlargepiecesofpaper

• Demonstratethroughtheenvironment,words,andactionshowweuselanguageskillseveryday

• Pointoutwordsonstreetsigns,newspapers,noticesinstorewindows,foodpackages,andcoupons

• UseEnglishandchildren’shomelanguagesonsigns,labels,schedules,andsoon

Documents

O Handouts 3-5 yrs VER Table of Contents Every ChildReads VIEW · Awareness of sounds in words (5 years of age) • Focus on same/different sounds ... 4 Linking Social Competence