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

Role Play StoriesRole Play StoriesGoldilocks and the Three Goldilocks and the Three Bears…Bears…

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)

Alphabet KnowledgeAlphabet Knowledge

Alphabet KnowledgeAlphabet Knowledge

Start with the Name…Start with the Name…

Vocabulary DevelopmentVocabulary Development

Writing CenterWriting Center

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.