Prekindergarten Building on Patterns: Lesson Learned Getting In Touch With Literacy Presented by:...
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Transcript of Prekindergarten Building on Patterns: Lesson Learned Getting In Touch With Literacy Presented by:...
Prekindergarten Building on Patterns: Lesson Learned
Getting In Touch With LiteracyPresented by:
Luanne Blaylock, Jo Ellen Croft,Kate Dilworth, Kay Ferrell, Cay
Holbrook, Cathy Senft-Graves, Susan Spicknall,
Anna Swenson, Robin Wingell
AgendaIntroductionsPlans and Support for the Revision of
the Building on Patterns (BOP) Curriculum
Research that guides decision-making on BOP
Program Components and Lesson Examples from BOP Pre-K
Building on Patterns Only “basal reading series” for teaching
braille reading and writing Building on Patterns Team
External Writing Teams from Arkansas, California, and Oregon (All members of the writing teams are experienced teachers of students with visual impairments.)
APH Staff Consultants to the program
Building on Patterns Revision
2nd Revision began immediately after completion of BOP 2nd Grade (original Patterns went through 3rd grade)
Original intent to begin revising BOP Kindergarten
Writers and consultants determined a need for Prekindergarten BOP to lead into Kindergarten based on state standards and checklists for Kindergarten entry
Building on PatternsUEB Teacher Supplements
andUpdated Student Materials
Student textbooks and worksheets in UEB
Posttest materials for First Grade and Second Grade in UEB
Free, downloadable supplements for the existing teacher’s editions with information on what changes need to be marked in the teachers manual to comply with UEB
Current BOP-K SurveyOnline survey conducted 11/14/12 –
12/20/1275 respondents from 22 states and
the US Virgin Islands97% of respondents TVIsParticipants were asked:
What is taught in BOP-K that should be taught in a pre-kindergarten early literacy program?
BOP-K Survey Results:Teach Before Kindergarten
When asked what is taught in BOP-K that should be taught in a Pre-K emergent literacy program, the top three responses were: phonemic awareness and phonics the alphabet, or an introduction to the alphabet
contractions at least the first 12 lessons of BOP-K should be
taught earlier.
BOP-K Survey Results:Teach Before Kindergarten
Tracking, reading
with both hands
Rhyming
Introduction of
braille cell
Capital sign
Period
Vocabulary
Spatial awareness/
directionality: left to right; top,
bottom, middle
Concepts/concept
development
Tactile identification as fun
activities
Listening comprehension
Other specific skills that received multiple mentions:
The “New” Kindergarten
Standards have pushed skills needed at kindergarten entry
National Early Literacy Panel ReportCommon Core and Pre-K State StandardsNational Association for the Education of
YoungChildren (NAEYC) Early Learning Standards
Quality Literacy Instruction StudyCurrent BOP-K Survey
Supporting Research
NELP Variables for Literacy Development
Alphabet knowledge Phonological awareness Rapid Automatic Naming of
letters or digits Rapid Automatic Naming of
objects or colors Writing or writing name Phonological memory
Kindergarten Entry Standards
Language: Understands and expresses needs and ideas; engages with a variety of texts (e.g., stories, informational text, poems)
Print/Braille concepts: Understands how text relates to speech; demonstrates book handling skills; understands print/braille conventions.
Phonological awareness: Identifies rhyming words; discriminates same/different sounds; blends onsets & rimes
Kindergarten Entry Standards (continued)
Letter/word recognition: Recognizes some or most letters of the alphabet; recognizes name
Phonics: Begins to understand the alphabetic principle; matches name and sound of some consonants to their written letter
Writing: Writes most or all of first name; participates in developmentally appropriate writing using letter-like shapes, letters, and/or words to convey meaning; begins to match initial sounds with letters in writing.
Quality Literacy Instruction Study
Skill Areas Consistency
Total Time/Day Time Span Duration
Emergent Braille Literacy Skills
1 to 5 days/week
1/2 to 1 hour
Infancy to Preschool
At least one school year
Early Formal Literacy Skills ("prebraille")
Daily 1/2 to 1 hour Preschool- K At least one
school year
Beginning Braille Literacy Skills Daily 1-2 hours
per day K-Grade 3 At least one school year
Beginning Literacy Skills in Dual Media (Print and Braille)
Daily 1-2 hours per day
K-Grade 3
At least one school year
Project SLATE /Framework for Braille; Professional Consensus on Instructional Considerations for Students in Braille Literacy Programs Koenig, A. J., & Holbrook, M. C. (2000). Assuring quality literacy instruction in braille literacy programs. Journal of Visual Impairment and Blindness, 94(11), 677-694.
Need for BOP Pre-K BOP-K survey confirmed a need for Pre-K
braille literacy material Pre-K will be a separate curriculum as is
available in general education programs Maryland Common Core State Curriculum
Frameworks for Braille includes Pre-K skills Keeping pace with peers: many entering
kindergarteners recognize letters & numbers, read and write their names
Selected BOP Principles BOP will be a part of a comprehensive program Importance of consistent literacy instruction from
qualified TVI Service delivery is diverse Literacy instruction should be evidence-grounded
and on-going research should be conducted Value of authentic literature Concept development through literacy instruction Connections to the ECC Students have individual needs, likes and dislikes
Components of BOP Pre-K Reading and Writing Braille Letters, Numbers
and Some UEB Math Symbols Reading and Writing Simple Continuous Text Interactive Read-Alouds with Authentic
Literature Comprehension and Vocabulary Phonological Awareness and Phonics Knowledge and Concept Development Tactile Skills, including Graphics Fun, engaging activities
Pilot Field Test Feedback from Pre-K teachers on
Lessons 2, 3, and 4 Video examples of Pre-K children
working through parts of lessons Length of lessons and activities within
lessons Information about service delivery
impact on completion of lessons Sites in KY, NM, & FL; Center based
and itinerant, 7 teachers and 7+ children
Key Observations Stories (trade books) are interesting but
some are a little long; children responded more (and better) to the second reading of the book
Vocabulary words—good balance between simple and challenging words
Comprehension—these young children had some difficulty with “open ended” questions and questions that asked children to “personalize” something in the story
Key Observations(continued)
Children have difficulty producing written work on the braille writer (Perkins) but teachers saw value in ongoing practice to encourage finger strength, finger isolation and span [writers are including consistent practice in lessons]
Largest issue was lesson length and consistency. Writers have made major changes to plans for the lessons that addresses these concerns
Children liked songs and other enrichment activities (The Wheels on the Bus; art projects)
Key Observations(continued)
Children liked the Tactile Storybooks Issues were discovered that needed to be
addressed in some way: Rhyming Words Comprehension Questions Introduction of the Swing Cell Enjoyment of tactile graphics symbols
Teachers reported that even if their student has trouble with some things (e.g., finger strength) it is good to work on them
Pre-K Changes Based on Field Testing
BOP Pre-K writers have reviewed results of the pilot field test and have worked to: Shorten and/or reduce the number of
activities within the lesson Decrease the length of the curriculum by
shortening the length of review and assessment lessons
Attend to needed practice in areas of concern to teachers
In Every LessonRead-aloud of authentic literature story or
informational textKnowledge and concept developmentListening comprehension and vocabulary
developmentTactile storybookPhonological awareness and phonics
In Every Lesson(continued)
Letter recognitionRecognition of common alphabetic
wordsigns and high frequency wordsNumber recognitionReading continuous textWriting letters, words, and numbers using
practice exercises and a modeled/interactive technique
Benefits of Interactive Read-Alouds
Using Authentic LiteratureChildren engage with the same books as their
peers, which promotes social interaction through shared interests.
Children learn concepts and vocabulary that cannot be experienced directly.
Children become familiar with the "book language" they will be reading themselves later on.
Children learn to use different strategies (e.g., recall, predicting, inference) to think about the text as they discuss it with an adult reader.
Benefits of Authentic Literature (continued)
Children develop an understanding of how fluent reading sounds.
Children learn that books contain appealing stories and interesting information, which contributes to a positive attitude towards literacy.
Parents, teachers, and children gain the understanding that reading braille is equivalent to reading print.
Background Knowledge Types of background knowledge (Pearson & Liben)
General world knowledge Knowledge of relations among people Disciplinary (Informational) knowledge Knowledge of language (vocabulary; idioms; grammatical
structures) Young children acquire background knowledge through:
Hands-on exploration with verbal explanation Oral language Social situations and role-playing Play (exploration, inquiry, & reinforcement of concepts,) Read-alouds
Background Knowledgefor You Be You (BOP Pre-K Lesson 4)
Examination of real fish, model fish, & tactile graphic Activities relating fish body and movements to child‘s
own body I'm a Little Fishy (Tune: I'm a Little Teapot)
I'm a little fishy, watch me swim. (Fishy Hands)Here is my tail, here is my fin. (Point to where tail and fin would be.)When I want to have fun with my friends, (Point to others.)I wiggle my tail and dive right in! (Wiggle and jump forward.)
Fish puppet art; puppet used to practice opposites. ("Swim up/down, left/right, over/under.").
Background Knowledge Developed with Paired Literary
and Informational BooksLessons 7-8
The Very Hungry Caterpillar What's it like to be … a Butterfly?
Lessons 19-20 The Very Busy Spider What's it like to be … a Spider?
Additional Lesson Features
Daily reading of alphabet Regular reading of numbers 1-10Enrichment: MusicOther enrichment activities such as
art, movement, or sensory activitiesParent LetterLetter Bank Integral to the content of each lesson
is the concept of play
Sample Lesson
Pete the Cat and
His Four Groovy Buttonsby
Eric Litwin
Vocabularygroovy: really cool; great; awesome
favorite: the one he liked best
popped: came off or fell off
buttonless: without buttons, no buttons
Tactile Storybook Cover: Pete’s Buttons
Tactile Storybook Page
#a
3333 = 333 = 3333 = 333 = 33
3333333333333333 #d 33333333
333333333 pop 33333333333333
Fun Learning Activities!
Questions?
Please Consider Field Testing!
APH uses the comments and recommendations gathered from experts in the field to refine and improve products before actual production.
Complete form available at:
http://www.aph.org/edresearch/ Contact Laura Zierer, Research Assistant,