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Creating a Preschool ExplicitEmbedded Literacy Rich Environment

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Has print everywhere (charts, graphs, poems, songs, blank pages for writing and ... Rhyming & Alliteration. Candice Bray. Word to Word. The. Candice Bray. Arm ... – PowerPoint PPT presentation

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Title: Creating a Preschool ExplicitEmbedded Literacy Rich Environment


1
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

2
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!

3
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

4
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!

5
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

6
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

7
  • 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..

8
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.

9
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.

10
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!

11
Phonological Awareness
  • Word to Word Segmentation Clap/Cards
  • Syllable Segmenting/Blending/Manipulating Arm
    tapping
  • Phoneme Identification Beginning, Ending, Middle
    to segmenting
  • Rhyming Alliteration

12
Word to Word
The
13
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

14
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/)

15
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.

16
Sort by syllables
17
Things with one syllable!
18
Graphing Yellow Things
19
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 /__/

20
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/

21
Things that begin with /b/
22
Vocabulary
  • Multiple Exposures
  • Deep Processing
  • Connect It to Something You Already Know
  • Jo Robinson

23
How to choose the words?
  • TIER 2!

24
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
25
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

26
Pull the Language Out
27
Read Alouds
28
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

29
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..

30
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

31
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

32
Morning MessageWord WallsCentersMany of the
same activities and prompts can be used with all.
33
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

34
Morning Message Board
35
  • 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

36
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

37
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

38
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

39
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

40
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

41
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!

42
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
43
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.

44
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.

45
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!

46
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

47
Have Pictures with Words same or separate
yellow
yellow
48
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!

49
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50
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51
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

52
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.

53
Thank you for being here!
  • Have great fun with your Literacy Rich
    Environment!
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