1 literacy for all ©2012 california department of education (cde) california preschool...
TRANSCRIPT
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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?
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Literacy Bill of Rights
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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
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9What do you wish for our
children?
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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
"
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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.
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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)
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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
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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
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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
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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
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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!
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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
Resources