Supporting Language and Early Literacy: at Home and in Early Childhood Settings Session 7: Family Engagement Your • (insert your name/title here) • Insert your co-presenter’s name/title here) for this Session … • Explain how the 6 vital components of early literacy are interrelated and provide the foundation for later reading ability • Demonstrate and disseminate shared reading and other evidence-based strategies to engage families in promoting language and literacy development for Today’s Session • • • • • • Definition of Family Engagement Rationale/Research Points to Ponder How To Engage Families Powerful Interactions Tools and Resources Check-in activity Discussion in pairs or small groups: • What do you hope to achieve by participating in this session? • What was your favorite book from childhood and who read the book to you? WISCONSIN MODEL EARLY LEARNING STANDARDS Teaching Cycle Assessment Gathering information to determine what the child can do and what the child is ready to learn • Data Collection • Data Analysis Implementation Providing meaningful, experiential activities that support individual and group goals guided by supportive interaction and relationships Planning and Curriculum Goals Deciding what should be done to promote development and what we want children to learn • Needs Identification & Prioritization • Planning (Strategy/Indicators) • http://www.collaboratingpartners.com/wmels-family-training.php Wisconsin Model Early Learning Standards (WMELS) Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION A. Listening & Understanding A.EL.1 - Derives meaning through listening to communications of others and sounds in the environment A.EL.2 - Listens and responds to communication with others A.EL.3 - Follows directions of increasing complexity Wisconsin Model Early Learning Standards (WMELS) Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION B. Speaking & Communicating B.EL.1 - Uses gestures and movements (nonverbal) to communicate B.EL.2 (a, b & c) Uses vocalizations and spoken language to communicate (includes language forms - syntax, semantics, and pragmatics) Wisconsin Model Early Learning Standards (WMELS) Domain III. LANGUAGE DEVELOPMENT AND COMMUNICATION C. Early Literacy (2011 Update) C.EL.1 - Develops ability to detect, manipulate, or analyze the auditory parts of spoken language C.EL.2 - Understands that the alphabet represents sounds of spoken language and letters of written language C.EL.3 - Shows appreciation books and how print works C.EL.4 - Use writing to represent thoughts or ideas Research-based Early Literacy Content Areas • Oral Language (WMELS A. Listening & Understanding & B. Speaking & Communicating) • Vocabulary (WMELS A. Listening & Understanding & B. Speaking & Communicating) • Phonological Awareness (WMELS C. Early Literacy) • Alphabet Knowledge (WMELS C. Early Literacy) • Concepts about Print (WMELS C. Early Literacy) • Writing (WMELS C. Early Literacy) Early Literacy Wisconsin Common Core State Standards (CCSS) – English Language Arts (ELA) • What is expected of students by the end of 5-year-old kindergarten (5K) & beyond • To identify the alignments & connections between WMELS – Literacy and the CCSS-ELA for 5K: http://bit/ly/earlyliteracy Definition of Family Engagement “Family engagement occurs when there is an on-going, reciprocal, strengths-based partnerships between families and early childhood professionals.” National Association for the Education of Young Children (NAEYC) "Parent and family engagement is about building relationships with families that support family well-being, strong relationships between parents and their children, and ongoing learning and development for both parents and children." Head Start/Early Head Start (HS/EHS) Parent Engagement Framework Family involvement vs. engagement what do you see? What we already know about families and literacy Rationale – Brain Research The brain is not wired to read. It is wired to listen to and speak language. We need to build the reading brain. The Art of Changing the Brain Enriching Teaching by Exploring the Biology of Learning by James E. Zull Indicators of School Success A child can only achieve competency in essential school readiness skills—such as language and early literacy—when s/he has begun to experience and master all the domains of development. These include cognitive, social, emotional, and physical development, as well as non-cognitive areas such as motivation to read and persistence in learning. (Kupcha-Szrom 2011) Literacy Benefits from Social Emotional Development Building relationships between family and child are opportunities to focus on literacy. Points to Ponder • • • • • Families of low-income Dual language learners Cultural Gender Kids and families who have become hooked on screen time Literacy & Families of Low-Income • Poverty is the single best predictor of a child’s failure to achieve in school (Brizius & Foster 1993) • A national data set of nearly 100,000 US school children found that access to printed materials is the "critical variable affecting reading acquisition." Literacy & Families of Low-Income The Achievement Gap Literacy and Dual Language Learners Rising Numbers • In 2013, 20% of the children enrolled in Head Start programs in Wisconsin were children who are learning a home language other than English (Office of Head Start Program Information Report, 2013). • The number of PreK-12 students who are learning English as another language increased by 100200% in Wisconsin between 1997-98 and 200708 (NCELA, 2010). Literacy and Dual Language Learners Educational Disparity • Studies show that placing 3-4 year-olds who are dual language learners in English-only programs without home language support often have long term negative consequences--emotionally, socially, and academically (August & Shanahan, 2008; Espinosa, 2008; Nemeth, 2009). • Children who are young dual language learners need additional support in both languages to remain on par academically with their native English-speaking peers (August & Shanahan, 2008). Cultural Consideration The distinction between developmental failure and social mismatch has been clarified by Kagan (1990), Meisels, et al. (1992), and others. This distinction is important because it reminds educators of the developmental competence of children whose skills and knowledge are different from those expected by a school. Barbara T. Bowman, vice president, Academic Programs, Erikson Institute, Chicago, Illinois. It was published in 1994 by NCREL's Urban Education Program as part of its Urban Education Monograph Series. Gender Wisconsin RTI Center – Reviewing K-5 Universal Reading Instruction •Text messages •Facebook •Emails •QR codes •Limit screen time •Books on a tablet don’t replace lap time reading •Time in front of a screen is time away from other critical activities Ponder at Your Table • What are ways to intentionally promote early literacy with this focus population? • What are the costs of not focusing on this group in terms of literacy promotion? • What are the potential individual, family, and community benefits of focused literacy promotion with this population? Family Engagement From Your Early Weekly Book Bags Sent Home with Suggested Activities Parent Readers in the Classroom Childhood Setting Modeling a Language and Literacy Rich Environment Include Literacy in Family Events you Hold Literacy Tips in Your Newsletter Promoting Literacy Resources • At Home http://www.childrenslearninginstitute.org/our-research/project-overview/Pre-K-Dual-LanguageLearners/documents/ParentCalendar_DLL_2012.pdf= • Out and About http://www.childrenslearninginstitute.org/default.aspx • Play Source: Leong, D. and E. Bodrove, R. Hensen, M. Henninger. Scaffolding Early Literacy Through Play. Powerful Interactions Sharing These Skills with Families • Step One: Be Present • Step Two: Connect • Step Three: Extend Learning Powerful Interactions How to Connect with Children to Extend Their Learning by Amy Laura Dombro, Judy Jablon, and Charlotte Stetson NAEYC 2011 Resources Wrap-up • Was any of this information new to you? • Share ways you will engage families in literacy activities.
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