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Working document. Not to be distributed without CDE Permission.Preschool English Learners Training Manual – Chapter 8

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Chapter 8: Recommended Early Literacy Practices


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Key Points

Children need a well-developed base of oral language skills, including an extensive vocabulary in order to become successful readers.

Children who have positive and repeated experiences with print tend to be better readers.


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Key Points (continued)

Research shows that introducing phonological awareness, print awareness, and letter knowledge in brief, interactive, engaging, and multi-sensory activities builds young children’s early literacy skills.


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Key Points (continued)

Children who are stronger in a language other than English often have some of the foundational skills of literacy in their home language.

Many of the early literacy skills children have in their home language will transfer to reading in English when a child is ready to make that transition.


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Connections to “Principles and Practices”

Principle 9 (Resource Guide, pages 73-74):

Engaging in multiple literacy practices, such as reading books, singing songs, and reading poetry, is part of the daily life of most families.


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Connections to “Principles and Practices”

Principle 10 (Resource Guide, pages 84-85): Offering a variety of opportunities for children to explore written materials and their meanings, as well as the sounds of spoken language through rhyme and alliteration, builds the language and literacy skills of preschool English learners.


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Duke, N. & Purcell Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57 (1), 30-37.

Families’ Cultural Knowledge

“Often, teachers ask parents and family members to use school vocabulary and practices at home but may forget to do the reverse,i. e., to bring into the classroom the richness of literacy practices, tools, and materials that already exist at home.”


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Early Literacy

The gradual and ongoing process of learning to understand and use language that begins at birth and continues through the early childhood years. During this period children first learn to use oral forms of language-listening and speaking-and then begin to explore and make sense of written forms-reading and writing.

Koralek, D. & Collins, R. (1997). On the road to reading: A guide for community partners. Vienna, VA: The Early Childhood Technical Assistance Center, p.10.


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Phonological Awareness

A sensitivity to the sounds in spoken language. Basic levels of phonological awareness activities include:

– segmenting spoken words in sentences and syllables in words.

– listening to, recognizing, and completing rhymes.

– recognizing onset and rime in word families (rat, pat, chat).


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Print Awareness

The recognition that print represents spoken language written down and that it contains letter forms. Children often recognize familiar print found in their home and community, known as environmental print (e.g brand names, store names, their street name, etc.).

The understanding that written spellings systematically represent the sounds of spoken words in reading and writing.


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Letter Knowledge

C is for cat M is for monkey


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Connecting Home and School Literacy Practices

Principle 9: Engaging in multiple literacy practices, such as reading books, singing songs, and reading poetry, is part of the daily life of most families.

Handout 8C: Identifying the Early Literacy Skills Found in Songs, Books, and Rhymes Used by Families

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Moving Toward Literacy Video


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Step 1: Making Stories Come Alive

How did the teachers in the video introduce the reading topic (pre-reading activity)?

What did the teachers do to support oral language development that eventually led to a purposeful writing activity?

How did these two previous experiences then lead to children’s drawings and dictation of stories?


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Step 2: Making Stories Come Alive

In small groups of three or four, generate ideas on your children’s book to offer:

– concrete pre-reading activities and experiences for children

– ways to support the development of oral vocabulary

– opportunities to engage in a related writing activity

Share what you developed with the whole group


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Whole Group Discussion:Making Stories Come Alive

Consider the following questions: – How would the topic be understood without pre-

reading activities?

– Could English learners grasp all the concepts in the book with one or two read-alouds?

– Did you include ideas that addressed the language development of English learners with special needs?


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Connections to “Principles and Practices

Turn to Principle 9 on pages 73-74 of the Resource Guide. Read and review the Principle and practices that follow.

Turn to Principle 10 on pages 84-85 of the Resource Guide. Read and review the Principle and the practices that follow.

Volunteers share practices they have found especially useful in their classrooms.


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Small Group Work: Early Literacy Explorations

Take a few minutes to read Handout 8B: Early Literacy Explorations.

In small groups, select two or three items from the list of activities.

Talk with your group and write your thoughts about how the activities relate to eventual reading and writing.


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Small Group Work: Early Literacy Explorations (continued)

Volunteers share their thoughts with the whole group.

Read what the research says. Compare it to your own experiences.


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Small Group Work: Early Literacy Explorations (continued)

Consider the value of taking the time to do this with each activity that is part of the weekly or unit plan.

How can such a process help explain skills being taught to parents and other family members? To visitors? To community volunteers?


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Reflection

Turn to page 88 in the Resource Guide and take the time to answer Question 3 on your Reflection handout:

– Which strategies for becoming familiar with the literacy practices of the families of the children in my class have I implemented?

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