Strategies for Strategies for working with working with young childrenyoung children

Goals for early literacyGoals for early literacyUnderstanding the letter-sound Understanding the letter-sound relationship and other decoding skills. relationship and other decoding skills. Children need to know that there are Children need to know that there are connections between the letters they see connections between the letters they see and sounds those letters make. Children and sounds those letters make. Children who have little exposure to print prior to who have little exposure to print prior to school (they come from families that don’t school (they come from families that don’t read) will not have this information. What read) will not have this information. What would be the obvious musical connection would be the obvious musical connection here?here?

Goals for early literacyGoals for early literacy Knowing that what is on the page should Knowing that what is on the page should

make sense (meaning making). When a make sense (meaning making). When a child reads, she or he should be child reads, she or he should be monitoring the text for meaning. If monitoring the text for meaning. If something doesn’t make sense, that is something doesn’t make sense, that is often a sign that it has been misread and it often a sign that it has been misread and it needs to be re-read. This is a lot like being needs to be re-read. This is a lot like being able to anticipate what a piece of music able to anticipate what a piece of music will sound like just by reading the notes will sound like just by reading the notes silently. silently.

Goals for early literacyGoals for early literacy Children need to be able to hear, take Children need to be able to hear, take

note of, and talk about the initial note of, and talk about the initial sound of the words they use. (This is sound of the words they use. (This is called the onset of a word). This is called the onset of a word). This is why so many teachers make “word why so many teachers make “word walls” with the letters of the alphabet walls” with the letters of the alphabet and examples of words and children’s and examples of words and children’s names that begin with each letter.names that begin with each letter.

Goals for early literacyGoals for early literacy Children need to be able to hear Children need to be able to hear

rhyme and to produce rhymes. rhyme and to produce rhymes. Songs obviously are a great place Songs obviously are a great place to work on rhyme for pre-school to work on rhyme for pre-school and K-2 children.and K-2 children.

Goals for early literacyGoals for early literacy Eventually, children need to be able to hear what Eventually, children need to be able to hear what

is called the “onset and rime” (that’s not spelled is called the “onset and rime” (that’s not spelled incorrectly) of one syllable words. Onset is the incorrectly) of one syllable words. Onset is the first sound, as in B in “bat” or TH in “there.” They first sound, as in B in “bat” or TH in “there.” They also need to separate the onset from the last part also need to separate the onset from the last part of the word, which is “rime.” This helps them to of the word, which is “rime.” This helps them to learn new words from old ones they already know. learn new words from old ones they already know. For example, if they can do onset and rime, they For example, if they can do onset and rime, they can go from knowing “bed” to being able to figure can go from knowing “bed” to being able to figure out “red” by knowing the “r-“ sound and removing out “red” by knowing the “r-“ sound and removing the onset of “bed,” adding r, and getting “red.” the onset of “bed,” adding r, and getting “red.”

Goals for early literacyGoals for early literacy Understanding that words are the Understanding that words are the

meaning-making units of language. A lot meaning-making units of language. A lot of times we slur our words together, such of times we slur our words together, such as “I’m gonna go,” which is actually “I am as “I’m gonna go,” which is actually “I am going to go.” That is one challenge. going to go.” That is one challenge. Children don’t just naturally understand Children don’t just naturally understand that words are separate items. This will that words are separate items. This will also be a challenge for any children who also be a challenge for any children who are learning English as a second language. are learning English as a second language.

Goals for early literacyGoals for early literacy Understanding that words are Understanding that words are

made from letters. Teachers of made from letters. Teachers of beginning readers make a big deal beginning readers make a big deal about sounds in words and about sounds in words and children need to understand why. children need to understand why.

StrategiesStrategies When you are working with young When you are working with young

children, find out what how they children, find out what how they are used to studying words in their are used to studying words in their regular classroom. Many teachers regular classroom. Many teachers would be delighted to explain what would be delighted to explain what they are doing and why they are they are doing and why they are doing it. doing it.

StrategiesStrategies If the words to a song are on chart paper or If the words to a song are on chart paper or

the chalk board, be sure you point to each the chalk board, be sure you point to each word as you say it or as you sing it. You word as you say it or as you sing it. You might also take a moment to point out words might also take a moment to point out words that begin with the same letter or the words that begin with the same letter or the words that rhyme. If children notice something that rhyme. If children notice something about the words, then try to go with them on about the words, then try to go with them on what they notice. For example, they might what they notice. For example, they might notice that a word on the page begins with notice that a word on the page begins with the same letter as someone’s name. That is the same letter as someone’s name. That is something to be encouraged.something to be encouraged.

StrategiesStrategies If you are reading the words of a If you are reading the words of a

book or song to them and there is book or song to them and there is a rhyme or a repeated part, get a rhyme or a repeated part, get the kids to “guess” the next word the kids to “guess” the next word based on the pattern or the rhyme. based on the pattern or the rhyme.

StrategiesStrategies If you are using songs on chart paper or If you are using songs on chart paper or

the chalkboard more than once, you can the chalkboard more than once, you can have students take turns pointing at the have students take turns pointing at the words as the students sing or say them words as the students sing or say them together. By having several people take together. By having several people take turns pointing at the words, the children turns pointing at the words, the children will have several opportunities for singing will have several opportunities for singing the song (which is called “practice”!!). the song (which is called “practice”!!). Some teachers have fun pointers for kids Some teachers have fun pointers for kids to use, such as those witch’s fingers you to use, such as those witch’s fingers you can get at Halloween. can get at Halloween.

StrategiesStrategies Take some time to discuss the Take some time to discuss the

meaning of what you are reading. meaning of what you are reading. Help the students to understand Help the students to understand what is happening in the song. what is happening in the song.

StrategiesStrategies If the song is a ballad (story telling If the song is a ballad (story telling

song), read the first part and ask song), read the first part and ask students to guess what is going to students to guess what is going to happen. The point is not for them happen. The point is not for them to necessarily guess correctly, but to necessarily guess correctly, but for them to get involved in the for them to get involved in the story.story.

StrategiesStrategies Consider having a word wall of your Consider having a word wall of your

music vocabulary words. Ask kids to music vocabulary words. Ask kids to find certain words. A flashlight find certain words. A flashlight makes a great pointer to words on makes a great pointer to words on the wall—darken the room and ask a the wall—darken the room and ask a child to find a certain word. You can child to find a certain word. You can give hints such as the initial letter or give hints such as the initial letter or what it rhymes with. Be sure to give what it rhymes with. Be sure to give several people a turn at this.several people a turn at this.

Strategies (for students of Strategies (for students of all ages)all ages)

Round robin reading (everyone takes a Round robin reading (everyone takes a turn reading a paragraph) can be difficult turn reading a paragraph) can be difficult for kids who struggle. Try not to use this for kids who struggle. Try not to use this method. An alternative would be to have method. An alternative would be to have a choral reading—everyone reads a choral reading—everyone reads together. This is an example of kids together. This is an example of kids serving as a scaffold for each other—the serving as a scaffold for each other—the children who are less good readers learn children who are less good readers learn when they participate in this activity. when they participate in this activity.

Language Experience Language Experience ApproachApproach

The language experience approach The language experience approach (LEA) is a strategy for use with (LEA) is a strategy for use with young children that will require young children that will require several slides to explain. Not only several slides to explain. Not only will LEA be explained, but these will LEA be explained, but these slides will show you how to slides will show you how to produce a written with a group of produce a written with a group of children.children.

Language Experience Language Experience ApproachApproach

The roots of this approach lie in the The roots of this approach lie in the work of Sylvia Ashton-Warner who work of Sylvia Ashton-Warner who taught Maori children in New Zealand. taught Maori children in New Zealand.

She noticed that the children didn’t She noticed that the children didn’t connect with the standard reading connect with the standard reading books of the era that featured European books of the era that featured European children and lifestyles that were children and lifestyles that were different from those of the Maori different from those of the Maori children.children.

Language Experience Language Experience ApproachApproach

Ashton-Warner began asking children Ashton-Warner began asking children what words they wanted to read. what words they wanted to read. She encouraged children to construct She encouraged children to construct their own stories, using the dialect of their own stories, using the dialect of English that was familiar. Children English that was familiar. Children were more successful in learning to were more successful in learning to read stories that reflected how they read stories that reflected how they were used to hearing language. were used to hearing language.

Language Experience Language Experience ApproachApproach

In a sense, what Ashton-Warner did In a sense, what Ashton-Warner did was a lot like what Kodaly did in music was a lot like what Kodaly did in music education: he began with music that education: he began with music that was familiar to the children in order to was familiar to the children in order to teach them unfamiliar concepts, teach them unfamiliar concepts, including how to read and write music. including how to read and write music. She began with familiar language in She began with familiar language in order to teach literacy. order to teach literacy.

Language Experience Language Experience ApproachApproach The idea is that children dictate what is written The idea is that children dictate what is written

down. It is important to write it down as they down. It is important to write it down as they have dictated, even if the grammar is not quite have dictated, even if the grammar is not quite right. When the language of what they read is right. When the language of what they read is similar to the language they speak (e.g., “non-similar to the language they speak (e.g., “non-standard” dialect) they have an easier time standard” dialect) they have an easier time learning to read. Grammar issues can be dealt learning to read. Grammar issues can be dealt with later on, once the children have the reading with later on, once the children have the reading part down. Following a trip to the symphony, part down. Following a trip to the symphony, children might suggest: “We went to the children might suggest: “We went to the symphony. We went on a bus. We saw violins.” symphony. We went on a bus. We saw violins.”

A digression on grammarA digression on grammar In the not so distant past, any child In the not so distant past, any child

who came to school speaking a who came to school speaking a “non-standard” dialect was made “non-standard” dialect was made to feel as if his/her language was to feel as if his/her language was bad— “substandard.” bad— “substandard.”

More on grammarMore on grammar Non-standard dialects are not necessarily bad. Non-standard dialects are not necessarily bad.

They are different from academic English. They are different from academic English. They serve different purposes. Just think They serve different purposes. Just think about the differences between the language about the differences between the language you use when “instant messaging” and the you use when “instant messaging” and the language I hope you use in a term paper. ;-) language I hope you use in a term paper. ;-) IM language is supposed to be easy to type IM language is supposed to be easy to type and slangy. Term paper language is supposed and slangy. Term paper language is supposed to be formal and grammatically correct. It to be formal and grammatically correct. It would be inappropriate to write an IM with would be inappropriate to write an IM with term paper language and vice versa. term paper language and vice versa.

Still more on grammarStill more on grammar Non-standard dialects serve important purposes Non-standard dialects serve important purposes

on the communities to which they belong. They on the communities to which they belong. They mark those who use the dialects as members of mark those who use the dialects as members of the community.the community.

Grammatical structures and vocabulary in these Grammatical structures and vocabulary in these dialects are not a mark of ignorance. Often these dialects are not a mark of ignorance. Often these dialects preserve important aspects of the history dialects preserve important aspects of the history of the community. Appalachian English preserves of the community. Appalachian English preserves Elizabethan vocabulary (the English of Elizabethan vocabulary (the English of Shakespeare’s time). African American dialect Shakespeare’s time). African American dialect preserves some grammatical structures of African preserves some grammatical structures of African languages.languages.

What do we do with non-What do we do with non-standard dialect speakers?standard dialect speakers?

Remember that negative affect Remember that negative affect impedesimpedes learning (brain-based learning theory). learning (brain-based learning theory). Therefore, telling a kid that his or her Therefore, telling a kid that his or her language is bad or ignorant will not help language is bad or ignorant will not help that student to learn an alternative. The that student to learn an alternative. The language we use is part of who we are. language we use is part of who we are. Being told our dialect is bad makes us Being told our dialect is bad makes us feel as if we are bad.feel as if we are bad.

What to do…What to do… Instead, you can talk about “home” Instead, you can talk about “home”

language and “school” language. You can language and “school” language. You can offer students an opportunity to translate offer students an opportunity to translate between the two versions of language. You between the two versions of language. You can ask for examples of home language can ask for examples of home language and show that you value the child’s culture. and show that you value the child’s culture. At the same time, you can point out that At the same time, you can point out that children need to learn “school” language in children need to learn “school” language in addition to their home language so they addition to their home language so they can have academic and career-related can have academic and career-related opportunities in their future.opportunities in their future.

An exampleAn example I taught an Appalachian song to some fourth I taught an Appalachian song to some fourth

graders. It began, “There’s a rabbit in a log graders. It began, “There’s a rabbit in a log and I ain’t got no dog. How will I get him? I and I ain’t got no dog. How will I get him? I know…” We had discussed Appalachian know…” We had discussed Appalachian dialect. I asked students to translate this dialect. I asked students to translate this song into school dialect: “There’s a rabbit in song into school dialect: “There’s a rabbit in a log and I don’t have any dog.” We a log and I don’t have any dog.” We discussed how the school version doesn’t discussed how the school version doesn’t sound very good in the context of the song. sound very good in the context of the song. The teacher in this classroom had held The teacher in this classroom had held similar discussions with children in the past. similar discussions with children in the past.

Last thoughts on grammarLast thoughts on grammar The goal, then, is for non-standard The goal, then, is for non-standard

speakers of English to learn speakers of English to learn academic English, but also for their academic English, but also for their home dialects to be valued in the home dialects to be valued in the classroom as a part of valuing the classroom as a part of valuing the cultures from which the children cultures from which the children come. come.

OK, one more thingOK, one more thing I grew up in Kentucky but my father I grew up in Kentucky but my father

was from Maine. We had two was from Maine. We had two strong dialects going on in my strong dialects going on in my house. That was a source of a lot of house. That was a source of a lot of fun: comparing the different ways a fun: comparing the different ways a word could be said or discussing word could be said or discussing idioms. Having multiple dialects in idioms. Having multiple dialects in a classroom can be interesting and a classroom can be interesting and fun for the children to explore. fun for the children to explore.

Back to LEA proceduresBack to LEA procedures As you write what they dictate, think out As you write what they dictate, think out

loud: “Let’s see…symphony starts with a loud: “Let’s see…symphony starts with a ssss sound. What letter would that be?” ssss sound. What letter would that be?” Get the kids to help you produce the text Get the kids to help you produce the text as much as possible. Don’t get bogged as much as possible. Don’t get bogged down forever in this (e.g., don’t try to down forever in this (e.g., don’t try to explain in depth the first “y” in symphony explain in depth the first “y” in symphony to first graders), but do try to have them to first graders), but do try to have them help some. You’ll get a sense of what help some. You’ll get a sense of what they can do by how they respond. they can do by how they respond.

LEALEA Remember to encourage students to use Remember to encourage students to use

environmental print to help you. If “violin” environmental print to help you. If “violin” is on your word wall or on a poster, get is on your word wall or on a poster, get them to find it and spell it out to you. them to find it and spell it out to you.

Remember to S-T-R-E-T-C-H words to help Remember to S-T-R-E-T-C-H words to help children hear the sounds in them. Stretch children hear the sounds in them. Stretch the sound you want them to focus on in the sound you want them to focus on in particular. You might say, “B—B—UUUUUparticular. You might say, “B—B—UUUUU—SSSS.” —SSSS.”

LEALEA Read the text with the children Read the text with the children

several times. You can read it, several times. You can read it, pointing to the words and you can pointing to the words and you can get kids to take turns pointing at get kids to take turns pointing at the words as the other kids read it the words as the other kids read it chorally.chorally.

LEALEA If possible, make the text available to If possible, make the text available to

the children even after class is over. the children even after class is over. For example, you could give the For example, you could give the chart paper it is on to the classroom chart paper it is on to the classroom teacher (my guess is that teachers teacher (my guess is that teachers would be happy to have you do that). would be happy to have you do that). You could send home copies of it in You could send home copies of it in your newsletter to parents. your newsletter to parents.

LEALEA This is a highly motivating This is a highly motivating

procedure because children like procedure because children like reading what they have written reading what they have written themselves. themselves.

Questions for youQuestions for you How might you adapt some of these How might you adapt some of these

reading strategies to the teaching of reading strategies to the teaching of music reading? How might your goals music reading? How might your goals when you are teaching beginning when you are teaching beginning musicians be similar to the goals for musicians be similar to the goals for beginning readers? Are there strategies beginning readers? Are there strategies you could use for beginning music readers you could use for beginning music readers that are similar to those for beginning that are similar to those for beginning readers? What might the parallels be readers? What might the parallels be between LEA and the things you do in a between LEA and the things you do in a music classroom?music classroom?