Language Arts In Early Childhood English Language Arts

Language Arts In Early Childhood English Language Arts & Reading

Language Arts 1. Listening 4. Writing Inner Language 2. Reading 3. Speaking Language Development English Language Arts & Reading 2

Learner Centered Communication Teacher communicates with Students Families Professional Colleagues Community English Language Arts & Reading

Mechanical Automatic Skills Sensory Perception Memory Motor Spatial – Temporal English Language Arts & Reading

Conceptual Thinking Skills Environment Meaning Problem-Solving Organization Survival English Language Arts & Reading

Normal Language Development Student in Grade 4 Reads on Grade Level 4 Listens on Grade Level 6 Speaks on Grade Level 5 Writes on Grade Level 2 English Language Arts & Reading

Language Arts Study of Language Creative Writing Handwriting Literature Spelling Study Skills The Writing Process English Language Arts & Reading

Objectives The intern will know the development of the four areas of normal language and their relationships; know the developmental process of oral language; design age-appropriate instruction in listening and oral language skills; know the components of phonological and phonemic awareness and the relationship to reading and writing; English Language Arts & Reading

Objectives know the elements of the alphabetic principle and the relationship to the spoken word, reading, and writing; know that literacy acquisition develops in a pattern through the use of oral language, reading, and writing; know the importance of word analysis to reading and provide a variety of activities to develop those abilities; and know the basic principles of assessment and use a variety of appropriate on-going assessment tools to assist in planning instruction. English Language Arts & Reading

Auditory Components of Language Auditory-Visual Association Auditory Language Classification Auditory Language Association Auditory Discrimination Auditory Closure Auditory Memory English Language Arts & Reading

Visual Components of Language Visual-Motor Visual Figure-Ground Visual Discrimination Visual Closure Visual Memory Visual Language Classification Visual Language Association English Language Arts & Reading

Visual What do you see? English Language Arts & Reading 12

Visual Motor English Language Arts & Reading 13

Visual Discrimination 3 2 3 5 8 ARE AIR FIRE ART Mark the figure that looks like the first. English Language Arts & Reading 14

Visual Closure Point to the figure that will close the picture. English Language Arts & Reading 15

Visual Closure What is missing? English Language Arts & Reading 16

Level II Pre-Primer – Response pit m other f or ope n fu n ve ry by year soo n ha ppy bab y lett er ride n ext d ow n mor ning he ad wi th Teacher says, “Read the words as I point to them. ” English Language Arts & Reading

Level IV Up to 5 th Grade Response aw ake ca rry ing gif t cof fee mi xed ju ice shir t s torm tu rn in g co r ners fa sten wri tes lar ge st doll ar r ained hour s ta lks pe nn ies Teacher says, “Read the words as I point to them. ” English Language Arts & Reading

Visual Memory Response ________ After the teacher covers the pictures, the students will tell exactly what pictures they saw in the row. English Language Arts & Reading 19

Visual Memory Response _____ English Language Arts & Reading 20

Visual Memory Response _____ English Language Arts & Reading 21

Visual Memory Response _____ English Language Arts & Reading 22

Visual Language Association Response ________ Teacher points to the first picture, then student points to the picture that goes with it. English Language Arts & Reading 23

Visual Language Association Response ________ Point to the first picture and say, “Fish goes with fish bowl as dog goes with ____? ” English Language Arts & Reading 24

Manual Language Expression Response ________ Show the pictures and ask students, “Show me what you can do with them. ” English Language Arts & Reading 25

Manual Language Expression Response ________ Show the pictures and ask students, “Show me what you can do with them. ” English Language Arts & Reading 26

Verbal Language Expression Show the pictures and ask students, “Tell me all you can about this. ” English Language Arts & Reading 27

Verbal Language Expression Show the pictures and ask students, “Tell me all you can about this. ” English Language Arts & Reading 28

Verbal Language Expression Show the pictures and ask students, “Tell me all you can about this. ” English Language Arts & Reading 29

Receptive Language Skills Grade level listed for introducing concepts. Concepts can be introduced earlier if material being studied requires it. Listening Skills 1) Auditory Processing (K) 2) Understanding – words, concepts (K), sentences (1), elements (2) 3) Memory – recall (K), sequence, academic concepts (3) 4) Processing speed – simple (1), complex (3), longer texts (5) Sound discrimination – environment (K), musical, letter (1), complex (3) 5) 6) Closure – blends (2), patterns (3) 7) Association – opposite (3), completion (4), judgment (5) English Language Arts & Reading

Receptive Language Skills Active Listening 8) Comprehension — main idea (3), directions (K), sequencing, details (3), questions (4), summarize (4) 9) Critical — absurdities, propaganda (5), correcting (6), completion (4), fact/opinion (5), emotive/report (6), bias, inference, repetition (7), evaluate (6), problem solving (4) Appreciative Listening 10) Attention — visualize, rhythms (K), tone/mood (3) 11) Effect — style (4), character (7), effect/speaker (5), effect audience (4) English Language Arts & Reading

Expressive Language Skills Personal Speaking/Oral Language Skills 1) Concept – uniqueness (K), personality (3), creativity (4) 2) Confidence – experiences (K), comfort (3), enjoyment (3) 3) Mannerisms – voice (K), body (K) 4) Feelings – types (K), words (2), personal (3) English Language Arts & Reading

Expressive Language Skills Elements of Oral Language Skills 5) Word meaning – categories (K), technical (4), creative (5) 6) Context meaning – purposes (2), information (3), complex ideas (5) 7) Comprehension – main idea (3), detail (3), direction (K), relevant (5), inference (7) 8) Organization – guidelines (4), sequence (6) English Language Arts & Reading

Expressive Language Skills Fluency of Oral Language 9) Vocabulary – naming (K), word power (2), abstract (3), social (K), convergent (4), divergent (5) 10) Syntax – correct structure (K), transition (4), complex structure (5) English Language Arts & Reading

Expressive Language Skills Purpose of Oral Language 11) Appropriate – adaptations (K), creative (2), organized (4) 12) Error recognition – grammar (4), vocabulary (5), organization (5) 13) Elaboration – simple topic (4), word variety (5), reasons (5) 14) Audience rapport – people (4), purpose (5), speech (5), logic (6) 15) Spontaneous – creativity (K), jokes (6), talking (K), sharing (K), experiences (2), conversation (K), telephone (4) English Language Arts & Reading

Expressive Language Skills Formal Oral Language 16) Creative – dramatics (K), storytelling (2), choral speaking (K) 17) Informative – discussion, directions, reporting (3), announcements, interviewing (5), parliamentary procedures (6) English Language Arts & Reading

Expressive Language Skills Attitude Toward Written Language Skills 1) Blocks – (K) 2) Motivation – (K) English Language Arts & Reading

Expressive Language Skills Content of Written Language Skills 3) Reflective – description (K), reports (2), procedures (5), retelling (4), summaries (5) 4) Relationships – comparison (3), contrast (3), classification (4), analysis, cause/effect (5), explanation (6) 5) Explanatory – hypothesis (5), schemes (7), design (5) 6) Personal view – feelings, preferences (K), opinions (6), judgment (7) 7) Creative writing – creativity, topics, formats (K) 8) Research/Report writing – library skills, formats (K), effective writing (3), English class (4), content areas (5) 9) Technological support – Franklin Speller (3), tape recorder (K), computer (K) English Language Arts & Reading

Experiences that Foster Pro-Social Development Positive Feelings About Self Result in higher frequency of cooperative behaviors. Age-Appropriate Responsibilities Foster a sense of being a contributing part of the family or group. Opportunities to Interact with Other Children Opportunities to Engage in Socio-dramatic Play Enhances perspective-talking. English Language Arts & Reading

Developmentally Appropriate Practice First Characteristic Age Appropriateness Universal and predictable patterns of growth and development which occur in children from birth through age eight English Language Arts & Reading

Developmentally Appropriate Practice Second Characteristic Individual Appropriateness Individual rates and patterns of physical/motor, psychosocial, cognition, language, and literacy development, personality and learning style, and family and cultural background of each young child English Language Arts & Reading

Language Arts Early Childhood through Grade 4 Phonemic Awareness Concepts About Print Alphabetic Principle Creative Writing Phonics Poetry Spelling Literature as a Connection Language (Grammar) Integrated Thematic Instruction English Language Arts & Reading

Phonological Awareness Is the ability to recognize the sounds in a spoken language and how they can be segmented (pulled apart), blended (put back together), and manipulated (added, deleted, and substituted). Is a strong predictor of later reading success. Is an important component of beginning reading programs for ALL students. Is particularly important for students identified as dyslexic or with other reading difficulties. English Language Arts & Reading

Instruction in Phonological Awareness Focuses on individual sounds (or phonemes) in spoken words. Is auditory and does NOT involve print. Helps students understand the alphabetic principle. English Language Arts & Reading

Differences Phonological Awareness Phonics Is the ability to recognize the sounds of spoken language and how they can be blended, segmented, and manipulated. Is an instructional approach that links the sounds of spoken language to printed letters. English Language Arts & Reading

Differences Phonological Awareness Phonics Is auditory. Is Graphophonemic. Does NOT involve print. Involves print. Activities can be done with eyes closed. Activities require looking at print. English Language Arts & Reading

Differences Phonological Awareness Phonics Focuses on sounds of spoken language and how they can be blended, segmented, and manipulated. Shows how the sounds of spoken language are represented by letters and spelling (i. e. letter r represents the phoneme /r/). English Language Arts & Reading

Differences Phonological Awareness Phonics Provides basis for understanding alphabetic principle and lays the foundation for phonics and spelling. Begins before students have learned a set of letter-sounds correspondences by using manipulatives. Helps students understand how sounds in words relate to their corresponding written symbols or letters. Helps students to begin identifying words in print by “sounding out” phonemes, blending them together, and saying the word. English Language Arts & Reading

Phonological Awareness Continuum Phoneme Blending, Segmenting, and Manipulating Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words (most complex) Onset-rime blending Blending and segmenting the initial consonant and segmenting or consonant cluster (onset) from the vowel and consonant sounds spoken after it (rime) English Language Arts & Reading

Phonological Awareness Continuum Syllable blending and segmenting Blending syllables to say words or segmenting spoken words into syllables Sentence segmentation Segmenting sentences into spoken words Rhyme/alliteration Matching the ending sounds of words/ producing groups of words that begin with the same initial sound (simplest) English Language Arts & Reading

Activities for Phonological Awareness should be scheduled regularly; can be done throughout the curriculum and school day; and can be done with eyes closed! English Language Arts & Reading

Phonological Awareness Continuum Example of Levels Phonemes Blending: /h/ /a/ / t/ = hat Segmenting: boat = /b/ /o/ /t/ Onset-rime Manipulating: change /c/ to /f/ in car = far Blending: /h/ + /il/ = hill Syllables Segmenting: hill = /h/ + /il/ Blending: dog + house = doghouse Segmenting: doghouse = dog + house Counting: clapping, snapping, … to break words English Language Arts & Reading

Phonological Awareness Continuum Example of Levels Sentence The car is red. Segmentation 1 2 3 4 Alliteration She sells seashells by the seashore. Rhyme mean seen green lean English Language Arts & Reading bean

Guidelines for Teaching Phonological Awareness 1. Model each activity when it is first introduced. 2. Review the examples of the activities. Number of sounds in a word (sip is easier than hand) Position of phoneme in words (initial sounds of words are easier than final and medial) Sounds of letters (continuants /m/ are easier than clipped sounds /b/) English Language Arts & Reading

Guidelines for Teaching Phonological Awareness 3. Include a wide range of different types of activities when teaching the whole class. Begin with easier tasks that everyone can succeed in doing. Extend activities to challenge all students. Activities that entail identification of sounds are easier than those requiring production of sounds. English Language Arts & Reading

Guidelines for Teaching Phonological Awareness 4. Use concrete objects such as fingers, counters, picture cards, etc. , to manipulate sounds. These are essential for struggling readers! 5. Provide many opportunities for practice and review. Small group instruction for struggling readers. Include workstations/centers. English Language Arts & Reading

Monitoring Progress for Phonological Awareness Use brief, planned instructional assessments. Collect students’ work to show progress and growth. Observe and note students’ interactions while talking, reading, and writing. Use checklists to compile and analyze information quickly and easily. Keep anecdotal (narrative) records of student’s actions, reactions, and interactions. * Difficulty with development of phonological awareness is one of the characteristics associated with dyslexia. English Language Arts & Reading

Using Reading Inventories to Monitor Progress In TPRI, phonological awareness is assessed in the screening and inventory sections called Phonemic Awareness Blending onset-rimes Rhyming Blending word parts Blending phonemes Detecting initial and final sounds English Language Arts & Reading

Alphabetic Principle Understanding that the sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words English Language Arts & Reading

Letter Recognition Goals Recognize, name, and produce the letters of the alphabet. Identify and distinguish upper and lowercase letters of the alphabet. Aa. Bb English Language Arts & Reading

Goal of Letter Recognition Activities To rapidly and accurately identify letters of the alphabet both sequentially and randomly. English Language Arts & Reading

Letter-Sound Correspondence Refers to the common sounds (sound that a letter represents most frequently) of letters and letter combinations in written words. Predicts later reading success. English Language Arts & Reading

Guidelines For Teaching Letter-Sound Correspondences Introduce in a sequence based on frequency of use in text and spelling. (In English/Spanish - introduce M before X. ) Establish a logical order of introduction. (Order varies based on beginning reading programs. ) English Language Arts & Reading

Guidelines For Teaching Letter-Sound Correspondences Begin with letter-sound correspondences that can be combined to make words that students can read and understand. (In English, letters m, s, t, and a can be made into several easy words. ) English Language Arts & Reading

Guidelines For Teaching Letter-Sound Correspondences Separate introduction of letters that sound similar. (/n/ and /m/) Begin with continuous sounds then add stop (or clipped) sounds. Continuous = sounds can be stretched out when pronounced Stop/Clipped = sounds that are not easily pronounced in isolation without a vowel sound; however, vowel sound is “clipped” (i. e. , b should be pronounced /b/ and not /buh/ ) English Language Arts & Reading

Guidelines For Teaching Letter-Sound Correspondences Introduce a few at a time with plenty of opportunities for practice. (In Spanish, vowels are introduced first then followed by most commonly used consonants. ) English Language Arts & Reading

Introducing Letter-Sound Correspondence In English i /i/ it t /t/ table p /p/ pig n /n/ nest s /s/ sock a /a/ apple English Language Arts & Reading

Introducing Letter-Sound Correspondence In English l /l/ leaf d /d/ dog f /f/ fish h /h/ house g /g/ goat o /o/ octopus English Language Arts & Reading

Introducing Letter-Sound Correspondence In English k /k/ kite c /k/ cup m /m/ mitten r /r/ rabbit b /b/ bat e /e/ elephant English Language Arts & Reading

Introducing Letter-Sound Correspondence In English y /y/ yarn j /j/ jam u /u/ umbrella w /w/ wagon v /v/ valentine x / ks / box English Language Arts & Reading

Introducing Letter-Sound Correspondence In English z /z/ zipper qu / kw / queen English Language Arts & Reading

When Children Know Sounds They can begin to make and decode words. They can learn how to blend sounds together. They can practice reading and making 2 to 3 letter words. English Language Arts & Reading

Words Using First 11 Letter -Sound Corresp. I, t, p, n, s, a, d, l, f, h, g It If In Tip Nip Sip Pip Lip Pit Sit Fit Lit Hit Tin Pin Sin Fin Lid English Language Arts & Reading

Words Using First 11 Letter -Sound Corresp. I, t, p, n, s, a, d, l, f, h, g List Lisp Gasp Stand Gland Plant Split Splat Splint Pass Lass Glass Pill Hill Gill Stiff English Language Arts & Reading

Creative Writing Print-Rich Environment Link Literature to Writing Concepts of Print Fluency Teacher Read Aloud Teacher Writes English Language Arts & Reading

Think Aloud … the ability to put words to one’s thinking process. I’m demonstrating knowledge of standard usage! English Language Arts & Reading

Graphic Organizer Web For The Important Book The important things about Main Idea Is that It English Language Arts & Reading Topic Sentence

An Integrated Thematic Instruction (ITI) Plan Steps to Development Remember that Language Arts is the key content area. 1) Choose a theme appropriate for time of year, curriculum topic, or interest. 2) If curriculum, check scope and sequence of local and state curriculum. 3) Make a mind map to include the topics and timeline. 4) Identify key points to be experienced and/or learned. English Language Arts & Reading

An Integrated Thematic Instruction (ITI) Plan Steps to Development 5) Develop inquiries and activities that provide experiences for students that will allow them to understand concepts/skills of the key points. 6) Set up an assessment system for each activity. English Language Arts & Reading