Creating a Preschool ExplicitEmbedded Literacy Rich Environment

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Creating a Preschool Explicit-Embedded Literacy
Rich Environment

• New York Branch
• The International Dyslexia Association
• 2009 Conference
• Candice M. Bray, Sc.D.
• giraffe_at_midcoast.com

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Explicit-Embedded Literacy Environment

• Explicit mindful, sequential, planned, based on
  needs and development
• Embedded work within the day to day happenings
  (book sharing, circle time, transitions, play,
  work time, snacks, etc)
• Explicit-Embeddedplanned, sequential-developmenta
  l activities within the regular curriculum!

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A Literacy Rich Environment

• Large Chart paper for recording
• Blank cards/sticky notes for recording and using
  for other activities (sorts, label, etc.)
• Provides for exploring, playing with sounds and
  movement, moving letters/words
• Makes connection to sounds and print all day long

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A Literacy Rich Environment

• Has places for writing with lots of different
  things to write with and on!
• Takes advantage of print and words when possible
• Plays with language and builds strong language
  foundations
• Teaches in a planned, mindful way, but within
  the daily activities
• Is FUN!

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A Literacy Rich Environment

• Has books everywhere (cookbooks, magazines,
  rhyming books, blank books, fiction/nonfiction
  books, telephone books..)
• Has print everywhere (charts, graphs, poems,
  songs, blank pages for writing and recording,
  labels, lets)
• Has labels everywhere print and symbols/pictures

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The Structure of the Environment

• The environment should have structure including
  designated areas (kitchen, building, shopping,
  dress-up, etc.)
• Other areas writing center, circle-message,
  reading area, snack/lunch, creative play, .
• All areas are enhanced/embedded with literacy
  things from books to notes, objects, pictures
  and more

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• The day should be organized and have a schedule
  that is also displayed with both symbols and
  words
• Some activities might include on a daily basis
• Signing in and greetings
• Breakfast with literacy
• Morning Circle and Message
• Book reading read aloud
• And more
• A bridge to other school environments..

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Areas to include!

• Print Awareness/Conventions
• Alphabetic Principle to Phonics
• Phonological Awareness
• Oral Language (vocabulary comprehension)
• Practice to support mastery
• Written Language
• Motor Development
• And more.

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Phonological Awareness

• the explicit awareness of the sound structure of
  language at the word, syllable and sound levels
  and the ability to manipulate (segment, blend,
  play with) that sound structure.

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Phonemic Awareness

• The explicit awareness of individuals sounds of
  language including segmenting and blending.
• Phonemic Awareness is a major predictor of later
  literacy development. It can be taught and
  learned!
• Lights Out!

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Phonological Awareness

• Word to Word Segmentation Clap/Cards
• Syllable Segmenting/Blending/Manipulating Arm
  tapping
• Phoneme Identification Beginning, Ending, Middle
  to segmenting
• Rhyming Alliteration

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Word to Word
The
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Arm Tapping for Syllables

• Left hand is tapper
• Right arm to tap on
• Wrist-Elbow-Shoulder-Head-Shoulder
• Whole Part Whole Blend
• Zip it Up
• Multisensory
• Crossing the midlines

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Blending

• Tasks of blending follow the same developmental
  sequence
• Syllables-Phonemes
• Teach the language of blending
• Blending puppet
• Pictures and/or objects
• Use of motor movements,objects
• Onset rime (/k/ /at/)
• Body Coda (/ka/ /t/)

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Other activities

• Feed the Animals (FCRR.org) have several cards
  with food pictures. Have boxes/jars with picture
  of animals of 1-4/5 syllables. Students feed the
  animals based on the number of syllables (e.g,
  giraffe gets cookie as it is 2 syllables)
• Graph It. Using a graphic format, students graph
  pictures by number of syllables.
• Graphing Colors Find lots of blue things and
  students sort by number of syllables.

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Sort by syllables
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Things with one syllable!
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Graphing Yellow Things
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Work with initial and final sound identification

• Stress sound and use pictures
• Listen what sound do you hear at the beginning
  of fish /ffffffffffish/
• Picture sorts by 2 sounds and then three sounds
  pictures beginning with /f/ and /m/ then /f/ /m/
  /l/
• Alliteration for initial sounds
• I Spy something that starts with /__/

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Sorting by beginning/ending sounds

• Using objects and pictures have students sort by
  beginning/ending sounds
• Using picture books, have students find things
  with specific beginning/ending sounds (eye spy
  something that starts with /p/

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Things that begin with /b/
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Vocabulary

• Multiple Exposures
• Deep Processing
• Connect It to Something You Already Know
• Jo Robinson

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How to choose the words?

• TIER 2!

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Three Tier Vocabulary WordsBringing Words to
Life(Beck McKeown, 1985)

• Tier 1 Common, everyday words
• Tier 2 High frequency words for mature language
  users, biggest bang for your buck words, will
  meet them often, make connections
• Tier 3 Less common, dont meet them often.
  Teach as needed. Often content based.

L.Crumrine
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Technology include it!

• Use of a digital camera for taking pictures of
  every day school activities, field trips,
  environment
• Use these pictures for language, writing, and
  various activities
• Project on wall so they can go stand and be right
  in the picture
• Write (tell a story) that teacher/child records

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Pull the Language Out
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Read Alouds
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Book Reading

• Choose your books mindfully a book that focuses
  on rhyme, basic concepts,
• Multiple readings of the same text will benefit
  students and teachers
• Vocabulary development and expansion
• Print Concepts Author, title, left right sweep,
  and more
• Pay attention to literacy devices

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Active Book Shares and Language

• Elicit Prior Knowledge
• Do an active book walk
• Talk about the vocabulary
• Pose questions before, during, after
• Stop and model thinking make connections
• Retell, discuss..

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Literacy Devices

• Devices that provide information beyond the
  actual printed message
• Font Changes
• Increase/decrease in print size
• Bubbles, shapesand more that provide information
• Shapes and symbols

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Literary Devices

• Label and point out in books/charts- look how big
  that word is! Why?
• Identify books that feature these devices
• Put in morning message and have children point
  out, read, etc.
• Leave out of messages and have children provide
  

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Morning MessageWord WallsCentersMany of the
same activities and prompts can be used with all.
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What is it?

• A place where you have a message for literacy
  interaction
• White Board
• Chart Paper
• Smart Board
• Laminated Chart Paper
• Blackboard
• Pocket Chart

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Morning Message Board
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• Greetings,
• Thank y3u for coming to this workshop to___.
  Did you bring some questions with you Do you
  have some ideas you would like to share? Did you
  wear something colorful?
• I hope you have fun learn new things!
• Hello, Miss bray

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Morning Message Activities Phonological

• Segment Count words in sentences
• Segment syllables in words Arm Tapping
• Blend syllables in words listen and tell me what
  I am trying to say /to/ /day/
• Generate syllables who can give me a word with 2
  syllables (helper)
• Manipulate Syllables say cupcake without the cup

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Activities with Message-PA

• Who can give me a word that rhymes with..
• Find words with beginning/ending sounds find me
  a word that begins the same as/sounds/.
• Blend sounds (onset rime and onward)
• Manipulate sounds in words take words from
  message and ask students to
• gt delete or add sounds
• gt substitute sounds

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Activities with Message-Print Concepts of Print
and Alphabetic Principle

• Count, underline words in sentences
• Find me the longest/shortest sentence
• Find me the longest/shortest word
• Find words that begin/end the same
• Find me a word that ends with t
• Find all the ss and underline/highlight
• Show me the beginning/end of this message
• Find an upper/lower case letter

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Morning Message other

• Find an exclamation point..what does it mean
• Something is missing at the end of this sentence?
  What is it?
• Read sentences with different punctuation (!, .,
  ?)
• I used the word happywhat other word could I
  use that means the same thing?
• Can you say this sentence/word another way?
• Predict..what might be next in the message
• Have children complete the message

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More

• Let children decide what to do with the message
  today
• Editing the message (mix up letters and numbers)
• Write words with different print
• Decorate a word
• Underline words and read again to emphasize
• Introduce a new literacy experience

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Introduce other literacy experiences My favorite
cereal, a flyer from a store, a sign from a
community, a poster

• You might do this once a week
• or whenever you wish!

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Include your menu board of the day for more
interaction!

• Students can find
• pictures and words
• to put on the menu
• message board.

Apple Juice
Pancakes
Raisins
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I would like you to meet

• I would like for you to meet my favorite cereal.
• CAPN Crunch!
• Explore the cereal box with the children
• Invite them to bring in their favorite cereal box.

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Display a recipe being used that day!

• Read the recipe
• Find words with certain sounds
• Segment words
• Tell me a word that begins the same is dough!
• Make a class recipe book.

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Working Word Wall/Learning Station

• A working word wall would allow for manipulation
  of the print/pictures
• Students would do sorts, choose a picture/word
  and do a drawing, find a match in the classroom,
  make a sentence, give another word that means the
  same, etc.
• It is about DOING SOMETHNG Active Learning!

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Your Word Wall

• You might begin just with sorting tasks such as
  putting up two colors (words) and students sort
  by colors
• Sort environmental print/familiar labels (take
  real pictures to use)
• Sort by names and pictures of students
• Find the letter that goes with the name

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Have Pictures with Words same or separate
yellow
yellow
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Word Wall

• Actual Word Walls will follow with words for
• -word sorts
• - matching and reading
• - words for copying
• - words for writing
• AHthe power of words delightful!

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Word Wall

• Can you find me a word that rhymes with,
  begins with, ends with, has the letter t..
• Sort words beginning letters/sounds, length,
  number of letters
• Sort by meaning who, what, where
• Find all the girls names, boys names

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Word Wall

• Find all the fruits, vegetables, animals
• Choose a word and make/write a sentence
• Choose a word and trace/copy it
• Choose a word and decorate it
• Find all the words that have a t
• Find all the words you can read
• Find your favorite word.

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Thank you for being here!

• Have great fun with your Literacy Rich
  Environment!