The Link Between Language and Literacy Using Treasures K2

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The Link Between Language and Literacy Using
Treasures (K-2)

• Erin Knoll, Kathy Hillner,
• Erin Naughton, and Kathy Fox
• February 2009

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• The Link Between Language and Literacy
• Phonemic Awareness
• Assessment Data
• Balanced Literacy
• Scaffolding
• Strategies
• Questioning Techniques

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http//www.sd54.org/literacysupports
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• Literacy development is intertwined
• with language acquisition
• from a very young age.

Preventing Reading Difficulties In Young
Children National Reading Council Report
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STATE GOAL 4Listen and speak effectively in a
variety of situations.

• STANDARD A Listen effectively in formal and
  informal situations.
• Listen with understanding and respond to
  conversations and a series of directions.
• STANDARD B Speak effectively using language
  appropriate to the situation and audience.
• Communicate needs, ideas and thoughts.
• 2. Use expanded vocabulary and language for a
  variety of purposes.

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The Connection Between Written Language and Oral
Language
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Facts About Language

• Spoken language is innate. It is instinctive.
  Language does not have to be taught. All that is
  necessary is for humans to be exposed to their
  mother tongue.
• Chomsky and Pinker in Overcoming Dyslexia
  (Shaywitz, 2003)
• Born with an equal potential to learn any
  language
• Language-Literacy Link (M. Burns, 2002)

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Brain Basics

• Groups of neurons, interconnected by synapses,
  form neural networks.

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Brain Basics

• Growth of the brain occurs from the inside out
  and the bottom up
• You are born with100 billion brain cells
• There are 15,000 synaptic connections for each
  cell

Miller (2004)
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The organization of the human brain for language
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The Brain Function for Language and Reading
Stanford Report, February 25, 2003
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Think-Pair-Share
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Facts About Learning Language

• Phonemes are the smallest units of sounds. There
  are 44 phonemes in the English language.
• At 1 year we begin to build the phonemes specific
  to our native language
• Early language development is marked by rapid
  attainment of obvious milestones in all major
  areas, including phonology, morphology, syntax,
  semantics, and pragmatics.

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How does reading become superimposed on language?
Reading is not a natural or instinctive process.
It is acquired and must be taught..In order to
read, man has to take advantage of what nature
has provided a biological module for
language. Shawitz
Reading development pyramid -- upper levels
depend upon a solid base below
Grade 3
Grade 2
Grade 1
Kindergarten
4 to 5 year old skills
3 to 4 year old development
2 - 3 year old development
Birth to 2 year development
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Birth to 2 years

• Makes generalizations about sounds around him/her
• speech sounds versus environmental sounds
• recognizes speech sounds of own language
• Participate more actively in listening to simple
  stories, rhymes, and songs.
• Uses own language sounds in babbling then early
  speech
• full repertoire of native language phonemes by
  18mo.-2 years
• early adjectives (good, hot), verbs (see, want,
  go), pronouns (me)
• vocabulary and concepts needed for reading begin
  here

10-12 months first word 18 months - 10-20
words 2 yr.- two word phrases 200 words
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Two to Three Years

• Word play - Higglety, pigglety, pop Hickory,
  Dickory, Dock
• Rhymes and alliterative stories
• Little Miss Muffett
• Sat on a tuffett
• Peter piper picked a peck of pickled peppers
• Understand differences in meaning (ex. In-on,
  big-little)

30 months - 300 words (38.6 nouns, 21 verbs,
7.1 adverbs 14.6 pronouns 3 years - 900 words
MLU 3.1

• 30 months - 300 words (38.6 nouns, 21
  verbs, 7.1 adverbs 14.6 pronouns)
• 3 years - 900 words MLU 3.1

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Three to Four Years
91 can recognize incorrect productions of words
they know 27 can be enticed to do sound play
25 can rhyme Poor speech discrimination will
lead to poor phonological awareness Syntax delay
predicts poor reading at 7-9 years of age Can
listen to books with simple plot and talk about
story line

• Vocabulary is 900-1500 words
• Speech should be intelligible
• Grammatically complete compound and complex
  sentences of 4 or more words

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Four to Five Year
Sentences are more detailed. Can stick to
topic Can string ideas together in an
understandable sequence

• MLU 4.3 words
• full complete sentences used with good, but not
  perfect, grammatical form

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Kindergarten

• Follow simple oral directions in a sequence
• Listen to and understand age-appropriate stories
  read aloud
• Answer simple yes/no questions
• Produce speech that is understood by most people
  in their environment 80 correct
• Understands and uses 2000 words

• Answer open ended questions (e.g., tell me, what
  did you do at Grandmas?)
• Use many types of sentences to express needs and
  thoughts, and to give or ask for information
• Participate appropriately in conversations (e.g.,
  turntaking, staying on topic)
• Show interest in and initiate conversation

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1st Grade

• Demonstrate listening comprehension in recalling
  information and responding to instruction
• Answer more complex yes/no questions
• Stay on topic and take turns in conversation
• Initiate conversations
• Give directions
• Reading vocabulary 200 to 500 words
• Recognizes common irregular sight words
• Decodes 1-syllable words
• Creates written texts for others to read

• Produce all English sounds with understandable
  speech
• Express ideas with a variety of complex sentences
• Use most parts of speech (grammar) correctly
• Tell and retell stories and events in a logical
  order
• Follow 2-3 directions in a sequence
• Ask and respond to wh questions in small group
  settings (who, what, where, why, when)

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2nd Grade

• Produce all English sounds using speech that is
  understood by unfamiliar listeners
• Use increasingly complex sentence structures in
  oral communication
• Follow 3-4 oral directions in a sequence
• Demonstrate understanding of direction words
  (e.g., location, space, and time words)
• Answer more complex yes/no questions
• Ask and answer wh questions (e.g., who, what,
  where, when, why

• Indicate understanding of a grade-level story
  read aloud by answering questions
• Clarify and explain words and ideas
• Give directions with 3-4 steps
• Use oral language for different purposes to
  inform, to persuade, to entertain
• Stay on topic, take turns, and use appropriate
  eye contact during conversation
• Open and close conversations appropriately

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3rd Grade and Higher
Language continues to develop throughout
childhood and adolescence. Later language
development is marked by gradual and subtle
improvements.. (Nippold, M.A.) The frontal
lobes keep developing until 35 years old. They
develop most quickly in adolescence. The frontal
lobes job is to slow down and be reflective.
(Levine, 2000) Those not on track by third grade
are at greater risk for lasting reading problems
( Shaywitz et al, 1992)

• SyntaxSentence length slowly increases in both
  spoken and written contexts.
• SemanticsWords and expressions that have
  abstract or multiple meanings are
• learned gradually through metalinguistic
  activities in which meaning is inferred
• from spoken and written contexts.
• PragmaticsImprovement in use of interpersonal
  negotiation strategies and
• broadening their knowledge of slang
  expressions used by peers.
• Reads aloud with fluency and expression
• Can identify words or wordings that are causing
  comprehension problems
• Infers meanings from taught roots, prefixes and
  suffixes

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Language Skills and Reading Success
Early studies showed a strong association
between a childs ability to read and the ability
to segment words into phonemes ...Dozens of
subsequent studies have confirmed that there is a
close relationship between phonemic awareness and
reading ability, not just in the early grades
but throughout the school years. Preventing
Reading Difficulties in Young Children (Snow, et
al., 1998)
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Why are language and reading difficulties so
closely linked?
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What We Know

• NICHD (National Institute of Child Health and
  Human Development) found 50 of our nations
  children find reading a formidable challenge
• studied 10,000 children over the past 15 years
• at greatest risk for reading failure are children
  who enter school with deficient oral language
  comprehension

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• The best early identification predictor
• of reading success or difficulty is
• oral language milestones
• Up to 75 of preschoolers with early language
  impairment will develop significant reading
  problems.
• Snow et al., National Research Council, 1998
  Shapiro et al., 1990

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The Effects of Weaknesses in Oral Language on
Reading Growth
5.2 years difference
Torgesen
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Measures of Parent and Child Language
Torgesen Meaningful Differences by Hart
Risley
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Torgesen Meaningful Differences by Hart
Risley
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What Could it be?

• 1. Where are _________
• 2. They went _________
• 3. When is _________
• 4. Baby Bear went ________

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• As many as 30 of children begin school with poor
  language learning skills
• Over half of classroom instruction is oral
  language based
• Reading Writing are the most complex forms of
  language expression

Torgesen
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• Research in both fields
• has implicated oral language skills as
  predictors of and as causal factors in reading
  achievement.

Preventing Reading Difficulties In Young
Children National Reading Council Report
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What have you learned about language and its
connection to literacy?
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• Spoken language and reading
• have much in common.
• If the printed words
• can be effectively recognized, comprehension of
  connected text
• depends heavily
• on the readers oral-language abilities
• Preventing Reading Difficulties in Young Children
  (Snow, et al., 1998)

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Building blocks of oral language development and
decoding

• Decoding
• the ability to use the alphabetic principle to
  sound out words when reading
• Phonics
• reading instructional practices that stress
  sound-letter (phoneme-grapheme) relationships and
  patterns
• Phonemic awareness
• the ability to understand that words are made up
  of a sequence of phonemes - key to the alphabetic
  principle
• Phonological awareness
• the ability to segment words into syllables and
  sounds and identify similarities in sound
  patterns (first sounds, rhymes, etc.)
• Phonemes
• the smallest elements of speech that signal
  differences in meaning (speech sounds)

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PA TasksEasiest to Most Difficult

• Phoneme Isolation
• Phoneme Identity
• Phoneme Categorization/Oddity Task
• Phoneme Blending
• Phoneme Segmentation
• Phoneme Deletion
• Phoneme Addition
• Phoneme Substitution

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Identification of a PA Problem

• Difficulty decoding quickly
• Difficulty attacking words
• Difficulty with vowels
• Difficulty with the alphabetic principle (letters
  represent phonemes)
• Use of initial letter sound only (decodes initial
  phoneme then guesses the rest of the word)
• Good readers read what is there.
• Poor readers read what they think should be
  there. (Mann, 2000)

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What Supports Do We Have?

• Assessment
• ISEL
• MAP
• MacMillan
• Instructional Materials
• MacMillan Kindergarten and Grade 1 Activities
• Treasures Photo Cards
• Sound Boxes
• Letter Tiles

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PA Assessment

• Screening Tools
• Yopp-Singer Test of Phoneme Segmentation
• TAAS (Test of Auditory Analysis Skills)
• Quick Developmental Spelling Assessment
• Assessment Tools (SLP Administered)
• Test of Phonological Awareness Pro Ed
• The Phonological Awareness Test LinguiSystems
• CTOPP Comprehensive Test of Phonological
  Processing Pearson Assessments
• CELF 4 - Subtest

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Additional Resources
Link to Additional Resources http//www.sd54.org/
literacysupports/References.htm
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Additional Supports

• http//www.sd54.org/literacysupports/PHONEMIC20AW
  ARENESS.htm
• http//www.sd54.org/literacysupports/References.ht
  m

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How Do We Define Language?

• Language Form
• Syntax - the way language is organized and rules
  for using grammatical words and word endings
• Language Content
• Semantics - the meaningful elements of language
  vocabulary words and grammatical meaning
• Language Use
• Pragmatics - the communicative value of language
• Organizational Strategies
• Memory, sequencing and comprehension of language

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Observational Data to Consider

• Sentence length- Does the student 1-4 word
  phrases or complete sentences?
• Grammar- Does the student sound different from
  his/ her same-aged peers? Does he/ she make
  frequent unusually immature grammar errors?
  (e.g. Him -- dancing for He is dancing.)
• Vocabulary- Does the student have a rich
  vocabulary is he/ she able to learn and use
  classroom vocabulary? Does he/ she over-use of
  non-specific vocabulary such as stuff, things,
  this, that?
• Question comprehension asking- Is the student
  able to ask answer questions accurately?
• Use- Is the student able to successfully converse
  for multiple turns with peers or adults?
• Speech sound production- Is the student
  understandable or do frequent multiple errors
  make him/ her hard to understand?

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Change Over Time

• He put it. Lesson 1
• Student 1
• He go the zoo. Lesson 6
• Student 1
• Sam is going to get wet.Lesson 12
• Student 1

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Oral Language
http//sd54.org/literacy/model/
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Shared Reading

• During Shared Reading, the teacher works with the
• whole class or a group of students to process a
• piece of text (ISBE). 

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Guided Reading

• Guided Reading is the bridge between
• Shared and Independent Reading.

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Independent Reading

• Independent reading describes a time set aside
  for
• students to read an appropriate, interesting, and
  
• self-selected text.

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Read Aloud

• Read Aloud is a time during the day that
• enables children to hear the rich language of
• stories and text they might not be able to read
• on their own or they might not have ever chosen
• to read (Routman). 

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Shared Writing

• During Shared Writing, the teacher models and
• demonstrates the process of putting ideas into
• written language (Cunningham and Allington).

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Guided Writing

• Guided Writing is the bridge between Shared and
• Independent Writing. The goal is to target
• individual writing needs of students.

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Independent Writing

• Independent Writing is the best result of good
• instruction and provides students with the
• opportunity to practice their writing skills.

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ScaffoldingScaffolding With Storybooks, Justice
Pence, 2005

• Scaffolding must enable children to work at a
  higher level of performance than they would be
  able to do on their own. (Bruner, 1978
  Vygotsky, 1986)
• The adult uses scaffolding to help children
  perform at a level that is much higher than the
  children can achieve on their own.

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Types of ScaffoldingScaffolding With Storybooks,
Justice Pence, 2005

• Distancing Scaffolds-gradually reduce amount of
  support
• Commenting on childs competence and past
  performance (Youre doing so well. Remember
  youve done this before.)
• Decreasing physical assistance (pointing)
• Linguistic Scaffolds-adult presents advanced
  models of language and literacy that build on
  childs level of knowledge/skill
• Asking open-ended questions (whats going to
  happen next?)
• Describe unfamiliar concepts (He feels
  frustrated. See his face? Sort of sad,
  angrythats frustrated.)
• Expanding childs own verbalizations (Ch Its a
  B. T Thats right, its an uppercase B.)

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Types of ScaffoldingScaffolding With Storybooks,
Justice Pence, 2005

• Regulatory Scaffolds-adult helps child understand
  the task and how it applies to a larger goal
• Describe how task applies to larger whole
  (Knowing the letters will help you read the
  words)
• Discussing task components (To read the word, you
  need to look at each letterr)
• Help child evaluate his own performance (How do
  you think you did?)
• Structural Scaffolds-aspects of the context that
  help to improve/support the childs learning
• Working in a known/familiar routine (child-adult
  shared reading reading books repeatedly
• Working with motivating and appealing materials
  (engaging books, peer models)

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Essential Characteristics of High Quality Reading
InteractionsScaffolding With Storybooks, Justice
Pence, 2005

• Adult sensitivity and responsiveness
• Observing-childs facial expressions, body
  posture, eye gaze
• Waiting-time to formulate response, count to 10,
  lean forward, look expectantly to show interest
• Listening-respond appropriately to keep
  conversation with child going
• Being face to face-brings special physical and
  emotional connection to the interaction helpful
  with reluctant responders

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P.E.E.R.Ways to Encourage Students Responses to
Reading

• Prompts the child to say something about the
  book,
• Evaluates the childs response,
• Expand the childs response by rephrasing and
  adding information to it, and
• Repeats the prompt to make sure the child has
  learned from the expansion.

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P.E.E.R. Example

• T I wonder what happened to Baby Bear?
• S He go in the bush and eat.
• T Baby Bear sat down by thebush to eat his
  blackberries.

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P.E.E.R. Example

• T I wonder what Mom is making for Ben?
• S He make a dinosaur cake to give Ben
• T Yes, she is making a dinosaur cake for Bens
  birthday.

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Essential Characteristics of High Quality Reading
Interactions

• Child Engagement -foster engagement and
  persistence by manipulating the context, such as
  allowing child to
• label pictures and ask/answer questions during
  reading
• set pace of the reading interaction (pausing to
  look at pictures, talk about a word)
• handle reading materials and to turn pages

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Essential Characteristics of High Quality Reading
Interactions

• Repeated Readings
• Children gain ownership of the experience and
  familiarity with the text that enable them to
  make new discoveries
• Single readings have been found to be
  insufficient for childrens retention of new
  vocabulary
• Multiple readings have been found to facilitate
  the acquisition of both receptive and expressive
  vocabulary
• Creates a sense of familiarity and reinforces
  known concepts

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Is there something puzzling you or you want to
know more about?
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Teacher Considerations

• What opportunities do I provide for conversation
  and discussions?
• What kind of questions do I ask and how often?
• Do I focus on language skills during all content
  areas and not just during literacy?
• What prompts do I use? (Open ended-choice-
  yes/no-model)
• Do I use cooperative groups and pair-share?
• Do I match pictures/gestures with vocabulary

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How Do I Support Comprehension?

• Building Background Knowledge
• provide experience, pictures, videos, discussion
• Facilitating connections between what the child
  knows and the targeted concept
• Role playing, act out words or stories (e.g.
  Readers Theater)
• Think-Pair-Share

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How Do I Support Comprehension?

• Set a purpose before reading to promote reading
  with comprehension.
• How does the author describe the setting?
• Find words to describe the character.
• Be careful of following up each page or passage
  with comprehension questions
• Too many questions can segment the understanding
  of the passage.
• Repeated readings with different purposes each
  time builds better comprehension.

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How Do I Support Comprehension?

• Visuals
• Graphic Organizers
• For students who struggle with following
  directions, have the student repeat or explain
  the steps he/ she needs to complete
• Break directions into smaller steps
• Pair with a peer
• Check for students understanding of passages
  after reading to make certain the student is
  understanding

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How Do I Support Vocabulary?

• Vocabulary Toolkit (i.e. teaching pre-fixes
  suffixes, word roots, antonyms, synonyms, etc.)
  http//sd54.org/literacy/vocab_toolkit/
• Pair pictures with word wall words
• Flip books- define target vocabulary using their
  own words, pictures, sentence
• Games, songs, movements vs. worksheets
• Treasure vocabulary link \\ats01\ATS\Word\subject_
  area\Literacy\Treasures_Vocab_Cards

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How Do I Support Oral Language?

• Cooperative Groups
• Think pair share
• Language Experience Stories
• Use for multiple purposes
• Generate ideas, model sentence structure
• Identify site words, important content words,
  initial sounds/blends, rimes, punctuation
• Publish story to be used in classroom library

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How Do I Support Oral Language?

• Turn the writing prompts from the MacMillan
  Writing Station into an oral expression task to
  spark evaluative discussions and for examples of
  open-ended questions.

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How Do I Support Oral Language?

• Explicit teaching of Listening and Speaking
  Skills
• One message at a time
• One speaker at a time
• Taking turns
• On topic (add or maintain)
• Vague vocabulary (stuff, thing)
• Question when dont understand

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How Do I Support Language Form (Grammar)?

• Model and expand complete sentences to students
  who speak in short phrases or who have
  grammatical errors
• Use writing to develop students awareness of
  correct grammatical form repeated errors

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The Use of Questions

• Research found that teachers ask about 70
  questions on average within a 30 minute lesson
  (Bromley, K. D., 1988)
• 75 of those questions focused on the literal or
  factual level
• There is no hierarchy for questioning different
  situations, different language proficiency levels
  and different experiences lend themselves to wide
  range of responses.
• Not all responses to questions must be verbal
  use nonverbal vehicles as well so students with
  limited language can express their thoughts and
  ideas in another form.

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Questioning

• Guided Listening by Lisa Donohue
• GL is an instructional tool that effectively
  links elements of oral language with independent
  reading through the use of metacognitive
  strategies. Handout is enclosed.
• For K-2 grades
• The question prompts can expand ones questioning
  repertoire.
• The teacher may model the graphic organizer.
• The students may identify the purpose for
  listening/reading through discussion or drawing.

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10 Questioning Techniques

• Yes/No questions - use to clarify, confirm and
  redirect way to model correct grammar/syntax
• OR Questions adds choice
• Short Answer Questions usually begin with who,
  what, where, and when question word identifies
  what is specifically being asked
• Thought Questions usually begin with how or
  why develop understanding that answers can have
  different interpretations

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10 Questioning Techniques

• 5. Series Recall Questions recall a number
  of facts from a story or related a series of
  event
• Description Questions verbally describe what
  they have just seen use of adjectives and
  adverbs great vehicle to use webbing.
• Why and How Questions ask about an event in a
  story use of critical thinking skills drawing
  conclusions, empathizing with a
  character/reaction, or relating to past experience

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10 Questioning Techniques

• 8. Recalling A Series in Correct Order tell
  about events spread over an entire story more
  demands linguistically and cognitively from
  series recall questions
• Retelling the Story uses recall and sequencing
  of events able to engage in connected discourse
  in a meaningful way.
• Changing the Story ask to change the characters
  or events able to use critical thinking skills
  while applying creative forms of language.

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• Reading and writing are forms of language
  processing. When we teach reading and writing,
  we are teaching language at one or all of its
  many layers. Reading, after all, is not a rote
  exercise in recitation of words but a translation
  of print to speech to meaning that is mediated by
  the language centers of the brain.
• Language itself is the substance of instruction.
• Speech to Print (Moats)

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What strategies are you currently using and which
might you like to try?
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All students can achieveliteracy success, given
sufficient time andappropriate support.
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Resources

• Burns, Martha , Ph.D. Access to Reading The
  link between language acquisition and
  reading success . January 21, 2000
• ASHA (American Speech Language Hearing
  Association) website www.asha.org
• Brain Connection.com
• Donohue, Lisa Guided Listening Pembroke
  Publishers Limited 2007
• Gebers, Jane Books Are For Talking Too! 3rd
  Edition Pro-Ed 2003
• Hansen, Jill Tell Me a Story Developmentally
  Appropriate Retelling Strategies IRA 2004
• Herrara, Harriette The LTL Connection The
  Keys to Successful Academic Achievement Grades
  K-12, April 25, 2008
• Justice, Laura Pence, Khara Scaffolding With
  Storybooks International Reading Association
  Inc. 2005
• Levine, Mel, Ph.D. Enabling Without Labeling
  and When What They Produce Just Isnt Profuse.
  Illinois Branch of the International Dyslexia
  Association, October 20, 2000

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Resources

• Miller, Steve, Ph. D. Using Neuroscience to
  Unlock Reading Potential. May, 2004
• Montgomery, Judy. Making Meaning Literacy
  Strategies for Students with Special Needs.
  March, 2002
• Moats, Louisa Cook. Speech to Print Language
  Essentials for Teachers Baltimore Paul Brookes
  Publishing, 2000.
• Nippold, Marilyn A., Adolescent Language
  Developmental Markers in Adolescent Language
  Syntax, Semantics, and Pragmatics University of
  Oregon, Eugene.
• Shaywitz, Sally, M.D. Overcoming Dyslexia. New
  York Alfred A. Knopf, 2003
• Sousa, David A. How the Brain Learns to Read
  Corwin Press 2005
• Torgesen, Joseph, Ph.D. The Role of the
  Speech-Language Pathologist in Literacy. ASHA
  Schools Conference, June, 2001
• Topics in Language Disorders (1999) . From Oracy
  to Literacy A Millennial Perspective.
  Frederick, MD Aspen Publication.
• Wolfe, Patricia and Nevills, Pamela Building the
  Reading Brain, PreK-3 Corwin Press 2004