1 Literacy for All ©2012 California Department of Education (CDE) California Preschool...

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Literacy for All ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Transcript of 1 Literacy for All ©2012 California Department of Education (CDE) California Preschool...

Page 1: 1 Literacy for All ©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012.

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Literacy for All

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Ice Breaker

What does literacy for all mean to you?

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Literacy Bill of Rights

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©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Outcomes• Become familiar with the idea

literacy for all• Become familiar with the law that

supports literacy for all• Become familiar with how

California’s preschool resources embody literacy for all children

• Become familiar with and practice some strategies to support literacy for all students.

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©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Societal Outcomes

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

“If we are to prepare (all) children for success in Western technological societies, we must help them obtain the literacy skills required to function in such societies.”

Dickinson, St. Pierre, and Pettengill

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What is Literacy

• U-Tube What is Literacy

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7Expanding Our Definition of Literacy

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Early literacy activities can Early literacy activities can provide a door to interaction and provide a door to interaction and friendship and a more inclusive friendship and a more inclusive life for all children.life for all children.

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Guiding Principle

Guiding Principle:Guiding Principle:

Language and Literacy work togetherLanguage and Literacy work together PCF, Vol. 1, p. 100 PCF, Vol. 1, p. 100

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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9What do you wish for our

children?

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Reading is social and independent

Reading is not only a cognitive psycholinguistic Reading is not only a cognitive psycholinguistic activity but also a social activity.activity but also a social activity.

Preventing Reading Difficulties in Young ChildrenPreventing Reading Difficulties in Young Children

"

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN)California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/201204/17/2012

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Increasing literacy demands

The demands for higher literacy

are ever increasing

Preventing Reading Difficulties in Young Children. Washington, DC: The National

Academies Press, 1998.

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

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Venn Diagram

Social Outcomes Individual Outcomes

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Joint Position Statement

©2012 California Department of Education (CDE) California Preschool Instructional Network (CPIN) 04/17/2012

Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young child and his or her family, regardless of ability, to participate in a broad range of activities and contexts as full members of families, communities, and society. DEC/NAEYC Joint Position Statement

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Early Learning Development System

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Two California Department of Education Resources

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IDEA 2004

The goal of the Individuals with Disabilities Education Act (IDEA) is no longer simply to make services available to young children with disabilities and their families, but also to ensure that those services lead to enhanced outcomes for participating children and families.

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Law and Beliefs

PL94-142 (1975): Public education for all children

ADA (1991): Access to full participation in society

IDEA (2004) Access to education for all

The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential. DEC/NAEYC position statement

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In high quality In high quality programs, most of what programs, most of what

is considered is considered appropriate for appropriate for

promoting literacy promoting literacy development in young development in young

children is also children is also appropriate for appropriate for

promoting literacy promoting literacy development in young development in young

children with IEPschildren with IEPs.Preventing Reading Difficulties in Young Preventing Reading Difficulties in Young Children. Washington, DC: The National Children. Washington, DC: The National

Academies Press, 1998Academies Press, 1998.

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Literacy for All Children with disabilities often do not have the same exposure to literacy experiences as children without disabilities.

Affleck (1984); Light, Binger, & Kelford- Smith (1994); Light & Kelford-Smith (1993); Marvin & Mirenda (1994); Mirenda (2003); Schmidt, Rozendal, & Greenman (2002)

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Guiding PrincipleGuiding Principle:

Children say or sign what they hear and see.

PCF, Vol. 1, p. 100

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Alternative Communication

Children who communicate with sign language or another system need to have their expressions acknowledged and be included in the conversations and interactions among children. PCF, Vol. 1, p. 112

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Literacy for all requires both opportunity and access.

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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The PLF provides focus for learning opportunities and access to curriculum.

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DomainDomain

Map of the FoundationsLanguage and Literacy

StrandStrand

SubstrandSubstrand

AgeAgeFoundationFoundation

ExamplesExamples

SubstrandDescription

SubstrandDescription

Includes notes for children

with disabilities

Includes notes for children

with disabilities

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Experience with these language and literacy strands relate to later reading success for all children.

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Best Practice for All Children

©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012

Within high quality programs, there will be ways to provide access to all. It does not “slow down” or “water down” the program, but provides ways for each child to

be part of it to the best of each child’s ability. Preventing Reading Difficulties in Young Children.

Washington, DC: The National Academies Press.

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Framework Strategies

• Developmentally appropriate

• Reflective and intentional

• Individually and culturally meaningful

• Inclusive©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Daily Schedule

Consistency in the daily schedule, routines, and locations of interest areas helps all children, especially those with cognitive or social behavior challenges or with visual disabilities, because it reduces uncertainty. PCF, Vol. 1, p. 103 ©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012

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29Literacy for All

“[Early intervention] does not look very different from primary prevention, differing primarily in intensity, quantity, and maintenance of the highest possible quality of interactions around language and literacy.”

Preventing Reading Difficulties in Young Children. Washington, DC: The National Academies Press, 1998 ©2012 California Department of Education (CDE) California

Preschool Instructional Network (CPIN) 04/17/2012

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30Scaffolding for

InstructionScaffolding

involves the performance of

some task elements by the teacher when a

child is just beginning to

learn how to do something.

PCF, Vol. 1, p. 309

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Assistive Technology Assistive technology (either low tech or high tech) may be as simple as building up the width of the marker or pencil so that it is easier to grasp, or it may be as sophisticated as using a computer. PLF, Vol. 1, p. 70

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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Utilizing Resources EffectivelyFirst:Think about what will be appropriate early literacy experiences for all children. Second:

Choose strategies to support the child accessing the curriculum.

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Activity: Effective Scaffolding

First:• Find the label with your

identified language and literacy Strand.

• Then move to the table with the matching table tent.

• Now locate your Providing Literacy for All Handout.

• Turn to the section in the PCF that addresses your strand.

• Read about your strand

Second:• Choose a few substrands on

which to focus your efforts.• Explore the other resources at

your table.• Use your handout to guide

group discussion.• Complete the handout

together.

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Effective Scaffolding Example

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Embedded Interventions

““Embedded intervention includes the use of intentional Embedded intervention includes the use of intentional teaching strategies to address a specific learning goal teaching strategies to address a specific learning goal within the context of everyday activities” within the context of everyday activities”

Snyder, P., Hemmeter, M.L., Sandall, S., & McLean, M. (2007). Impact of professional Snyder, P., Hemmeter, M.L., Sandall, S., & McLean, M. (2007). Impact of professional development on preschool teachers’ use of embedded instruction practices. development on preschool teachers’ use of embedded instruction practices.

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Embedded Interventions

Look at your Providing Literacy for All Teachers handout.

Choose one idea that you could enhance and embed during the day.

• Remember to consider:– Child interest– Family – IEP goals

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“Sometimes the questions are

complicated and the answers are simple.”

Dr. Seuss

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Focused Conversation

©2012 California Department of Education (CDE) California

Preschool Instructional Network

(CPIN) 04/17/2012

What was your favorite part of

today?

How did you feel during that activity?

Why was that feeling meaningful?

What will you continue to think

about after today?

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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39See you later…See you later…Thank you for coming!Thank you for coming!

©2012 California Department of Education (CDE) California Preschool

Instructional Network (CPIN) 04/17/2012

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• California Preschool Learning Foundations• California Preschool Curriculum Framework• SWEET ToolKit• CELL Center for Early Language Learning

• Snyder, P., Hemmeter, M.L., Sandall, S., & McLean, M. (2007). Impact of professional development on preschool teachers’ use of embedded instruction practices.

• National Research Council (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academy Press

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