OKLAHOMA OKLAHOMA EARLY READING FIRSTEARLY READING FIRST
What We Are LearningWhat We Are Learning
Priscilla GriffithPriscilla GriffithUniversity of OklahomaUniversity of Oklahoma
Go Sooners!Go Sooners!
United States United States Department of Education Department of Education Early Literacy First GrantEarly Literacy First Grant
FocusFocus: Pre-K 3 and 4 year olds: Pre-K 3 and 4 year olds PurposePurpose: :
– Create early childhood centers of Create early childhood centers of excellenceexcellence
– Prepare young children to enter Prepare young children to enter kindergarten with necessary skills to kindergarten with necessary skills to ensure school successensure school success
Oklahoma ERFOklahoma ERF
Sooner T.A.L.KSooner T.A.L.K Oklahoma P.R.I.D.E.Oklahoma P.R.I.D.E. Starting RightStarting Right
GOALSGOALS Create language and literacy rich classroom Create language and literacy rich classroom
environmentsenvironments Integrate curriculum, activities and materials Integrate curriculum, activities and materials
into classrooms and family literacy practicesinto classrooms and family literacy practices Assess literacy learningAssess literacy learning Build partnerships to support the transition of Build partnerships to support the transition of
all children into formal classroom instructionall children into formal classroom instruction Support family literacy Support family literacy Provide research-based sustained Provide research-based sustained
professional developmentprofessional development
COMPONENTSCOMPONENTS
Professional DevelopmentProfessional Development– InstructionInstruction– Child Assessment/Progress MonitoringChild Assessment/Progress Monitoring
Literacy MentorsLiteracy Mentors Family Literacy ComponentFamily Literacy Component
– Family Literacy NightsFamily Literacy Nights– Family Literacy ResourcesFamily Literacy Resources– Home VisitsHome Visits
Project EvaluationProject Evaluation
Project DevelopmentProject Development
Year OneYear One– Physical transformation of classroomsPhysical transformation of classrooms– Initiate literacy classesInitiate literacy classes– Learn to mentorLearn to mentor
Year TwoYear Two– Implement spiral curriculum of literacy classesImplement spiral curriculum of literacy classes– Learn to develop portfoliosLearn to develop portfolios
Year ThreeYear Three– Focus on examining student work to plan Focus on examining student work to plan
instructioninstruction
Three C’s of Professional Three C’s of Professional DevelopmentDevelopment
CommunityCommunity– Professional development classesProfessional development classes– Examine student learningExamine student learning
Curriculum Curriculum Content: Assessment and Instruction Content: Assessment and Instruction of Oklahoma ERF Benchmarksof Oklahoma ERF Benchmarks– Oral languageOral language– Phonological awarenessPhonological awareness– Print conceptsPrint concepts– Alphabet knowledge and writingAlphabet knowledge and writing– Listening comprehensionListening comprehension
CoachingCoaching– Implementing instructional strategiesImplementing instructional strategies
Structure of Structure of Professional Development Professional Development
ClassesClasses Two groups: certified and non-Two groups: certified and non-
certified teacherscertified teachers Classes off campusClasses off campus Classes two times each month for 3 Classes two times each month for 3
hourshours Literacy instructor Literacy instructor Literacy mentors attendLiteracy mentors attend
OBSERVATION
REFLECTION
ASSESSMENT
PLANNING
INSTRUCTION
STAFF DEVELOPMENT
The Continuous, Recursive, and Interactive Process of Progress
Monitoring
Data Data CollectionCollection
SystematiSystematicc
ObservatiObservationon
AssessmeAssessmentnt
TasksTasks
Work Work SamplesSamples
Data Data AggregatioAggregatio
nn
PlanningPlanning and and ReflectionReflection
using Portfoliosusing Portfolios
InstructionInstruction
Oklahoma P.R.I.D.E. Progress-Monitoring Plan
Project EvaluationProject Evaluation ClassroomsClassrooms
– Before and after photosBefore and after photos TeachersTeachers
– Concept MapsConcept Maps– ELLCO: Early Language and Literacy Classroom ELLCO: Early Language and Literacy Classroom
ObservationObservation– Focus GroupsFocus Groups
StudentsStudents– TELD: Test of Early Language DevelopmentTELD: Test of Early Language Development– PALS: Phonological Assessment Literacy ScreeningPALS: Phonological Assessment Literacy Screening
ParentsParents– Literacy Activities SurveyLiteracy Activities Survey
Changing the Physical Changing the Physical EnvironmentEnvironment
Transforming a Transforming a disorganized disorganized environmentenvironment
Setting up CentersSetting up Centers
Dramatic PlayDramatic PlayWritingWritingLibraryLibrary
Concept MapsConcept Maps
Early
Literacy
Concept MapsConcept Maps
Voltz, 2004 (Voltz, 2004 (Action in Teacher Action in Teacher Education, v. 27 # 3)Education, v. 27 # 3)
Rated maps for variation and Rated maps for variation and quantityquantity– Variation = number of categories Variation = number of categories
represented in the maprepresented in the map– Quantity = total number of ideasQuantity = total number of ideas
Early Language and Literacy Early Language and Literacy Classroom Observation Classroom Observation
Literacy Environment ChecklistLiteracy Environment Checklist– Book Use and Availability - 20 pointsBook Use and Availability - 20 points– Writing Materials and Display – 21 pointsWriting Materials and Display – 21 points
Classroom Observation ProtocolClassroom Observation Protocol– General Classroom Environment – 30 pointsGeneral Classroom Environment – 30 points– Language and Literacy Curriculum – 40 Language and Literacy Curriculum – 40
pointspoints Literacy Activity Rating ScaleLiteracy Activity Rating Scale
– Book reading – 8 pointsBook reading – 8 points– Writing – 5 pointsWriting – 5 points
ELLCOELLCOLiteracy Literacy
Environment Environment ChecklistChecklist
Classroom Classroom Observation ProtocolObservation Protocol
Literacy Activity Literacy Activity Rating ScaleRating Scale
Book Book UseUse
Writing Writing MaterialMaterial
ss
ClassrooClassroom m
EnvironEnviron
CurriculuCurriculumm
Book Book ReadingReading
WritingWriting
Baseline - February2004Baseline - February2004
PRIDEPRIDE 12.3012.30 8.308.30 17.8017.80 22.7022.70 4.204.20 2.202.20
COMPARECOMPARE 11.0011.00 7.007.00 15.9015.90 16.0016.00 3.803.80 2.802.80
End of Year 2 – May 2005End of Year 2 – May 2005
PRIDEPRIDE 19.2019.20 18.2018.20 23.3023.30 31.5031.50 6.706.70 3.803.80
COMPARECOMPARE 12.3012.30 10.3010.30 16.5016.50 25.5025.50 4.504.50 2.302.30
Focus GroupsFocus Groups
AccomplishmentsAccomplishments– Professional growthProfessional growth– Focus of the program on their roles as Focus of the program on their roles as
professionals – before the program Pre-K professionals – before the program Pre-K teachers were “considered by some to teachers were “considered by some to be babysitters but now they were using be babysitters but now they were using research-based teaching principles that research-based teaching principles that can be measured and validated”can be measured and validated”
– Provided roadmap for meeting state Provided roadmap for meeting state standardsstandards
BenefitsBenefits– Access to resources/research-based, Access to resources/research-based,
developmentally appropriate instructional developmentally appropriate instructional strategiesstrategies
– Mentor supportMentor support– Professional development classesProfessional development classes– Progress of childrenProgress of children– Credit towards CDACredit towards CDA– Interact with other teachersInteract with other teachers– Peer supportPeer support– Opportunity to attend professional conferencesOpportunity to attend professional conferences
Challenges/ConcernsChallenges/Concerns– Letting go of old curriculum and waysLetting go of old curriculum and ways– Over-emphasizing literacyOver-emphasizing literacy– Leaving their assistant alone with their Leaving their assistant alone with their
class in order to attend professional class in order to attend professional development classesdevelopment classes
– Having resources to sustain parent Having resources to sustain parent activity component after the ERF grant activity component after the ERF grant endsends
– More modeling of different types of More modeling of different types of classroom instruction by their mentorclassroom instruction by their mentor
TELDTELD
TELD: Test of Early TELD: Test of Early Language Language DevelopmentDevelopment– Administered in Administered in
English onlyEnglish only– Not normed on our Not normed on our
populationpopulation– Assesses English Assesses English
language learning language learning children need for children need for initial success in initial success in schoolschool
0
2
4
6
8
10
12
14
16
18
20
Pre-Test Post-Test
PRIDE
Compare
PALS/AMIGOSPALS/AMIGOS
Rhyme AwarenessRhyme Awareness Beginning SoundBeginning Sound Upper-Case AlphabetUpper-Case Alphabet Lower-Case AlphabetLower-Case Alphabet Verbal memoryVerbal memory Print KnowledgePrint Knowledge Concept of WordConcept of Word Name WritingName Writing
PALS/AMIGOS ResultsPALS/AMIGOS Results All scores for both All scores for both
groups (PRIDE and groups (PRIDE and Comparison) were Comparison) were significantly significantly different from pre-different from pre-test to post-test.test to post-test.
There was a There was a statistically statistically significant significant difference difference between between groups on rhyme groups on rhyme awareness.awareness.
0
1
2
3
4
5
6
Pre-T
est
Post-T
est
PRIDE
Compare
What Have We LearnedWhat Have We Learned
Childcare research is very messy.Childcare research is very messy. It has taken three years to see It has taken three years to see
differences in child outcomes.differences in child outcomes. Mentoring has to be learned.Mentoring has to be learned. Early childhood educators with a strong Early childhood educators with a strong
literacy background are difficult to find.literacy background are difficult to find. There is a tension among early There is a tension among early
childhood and literacy educators over childhood and literacy educators over DAP and purposeful instruction. DAP and purposeful instruction.
Thank you for Thank you for attending this attending this presentation.presentation.
Questions?Questions?
[email protected]@ou.edu
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