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A Literacy Rich A Literacy Rich ClassroomClassroom

Where Children and Adults Where Children and Adults Talk, Read, Write and Play in Talk, Read, Write and Play in Fun and Meaningful Ways Fun and Meaningful Ways By Angèle Passe and Kate Horst 2010By Angèle Passe and Kate Horst 2010

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To Learn, Children NeedTo Learn, Children Need

• A SEEDS teacher

• A strong thematic curriculum

•A literacy rich environment

• Quality assessments

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Introduction to the ELLCOIntroduction to the ELLCO Early Language & Literacy

Classroom Observation

– To gather data– To measure quality, quantity and

frequency– To observe literacy activities, teacher

practices and use of materials• Listening, talking, reading, writing, playing,

counting, singing

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The Measurement of the The Measurement of the ELLCO ELLCO

• Scale of 5-1• What the room looks like• What we see teachers and children

do– How and when they do it

• All the time or some of the time• Consistently or inconsistently well

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Five Key Elements Five Key Elements 1. Classroom structure

2. Curriculum

3. Language environment

4. Books and book reading

5. Print and early writing

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ELLCO Element #1 ELLCO Element #1 Classroom StructureClassroom Structure

• When teachers…– Organize the

classroom daily– Make sure materials

are always ready– Have routines– Explain, discuss,

give ideas, ask questions, encourage

• Children…– Find the materials

they need to learn– Have less conflicts– Are more relaxed– Play with purpose– Talk more– Think better– Behave better– Have more fun– Learn more!

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A Literacy Rich Daily A Literacy Rich Daily ScheduleSchedule

Routine Suggested ActivitiesArrival: 15-30 minutes

Individual greeting between adult and child, sign-in (teacher present to scaffold), teacher/child independent reading, puzzles or other designated activity.

Large Group: 20 minutes

Embedded Big 5 interventions, community greeting, daily message with shared reading, repeated read aloud

Small Group Skill Development: 8-20 minutes; 3-5 children

Specific skill based on data and child needOpportunity for children to talk, read and write

Active Learning/Choice Time: 45-60 min.

Integrated theme play in 5 or more centersSmall group or independent child-choice activities.

Sharing Time-Child Reflection on the day: 15 minutes

Oral language sharingShare happenings at centers, share creations/discoveries, share how problems are solved, song and stretch break

Meal time Conversational turn-taking, “strive for 5”, family style with adult present

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ELLCO Element #2ELLCO Element #2Classroom Structure ExamplesClassroom Structure Examples

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ELLCO Element #2 ELLCO Element #2 CurriculumCurriculum

• When teachers…– Teach around a theme

– Lead interesting and meaningful activities

– Relate the curriculum to children’s experiences

– Enlarge children’s prior experiences

– Give choices

– Plan time to allow for in depth learning

• Children…– Make sense of the

materials and activities– Integrate the new

concepts and ideas– Become more

independent learners– Investigate more– Feel more confident – Feel more valued– Are more persistent– Have more fun– Learn more about the

world and human relationships !

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Curriculum ExamplesCurriculum Examples

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ELLCO Element #3ELLCO Element #3Language Environment Language Environment

• When teachers…– Engage children in

conversations

– Wait, watch, listen and make sure all children are included

– Select topics that relate to children’s ideas and to the curriculum

– Help children predict, analyze, solve problems, and reflect on learning

• Children ...– Use more and more

complex vocabulary– Have more to say– Ask more questions– Are more curious– Play with language, make

jokes, tell stories– Become more intelligent– Get along better with

others– Have more imagination– Do more pretend play– Rhyme and alliterate– Have more fun– Learn more!

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Language ExamplesLanguage Examples

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ELLCO Element #4ELLCO Element #4Books and Book ReadingBooks and Book Reading

• When teachers…– Organize the books in the

library and in other centers daily

– Choose books relevant to children’s experiences and to the curriculum

– Balance fiction and nonfiction books

– Use books for enjoyment, learning to read, solve problems, sparking imagination

• Children…– Can find books easily– Use books more often– Are more interested in books

and reading– Understand stories and

information better– Look to books for information– Identify with the characters

more– Feel more valued– Become more curious– Have more fun– Learn more!

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4. Books and Book Reading4. Books and Book Reading• When teachers…

– Make sure books reflect diversity of children and families

– Know the books

– Do repeated read aloud and dialogic reading

– Read with expression and fluency

– Read in large group, small group and individually

• Children…– Are more interested in

books and reading– Understand stories and

information better– Look to books for

information– Identify with the

characters more– Feel more valued– Become more curious– Have more fun– Learn more!

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Books and Book Reading ExamplesBooks and Book Reading Examples

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ELLCO Element #5ELLCO Element #5Print and Early WritingPrint and Early Writing

• When teachers…– Organize the writing

center daily

– Have writing materials in other centers daily

– Include writing in daily routines

– Model writing in large and small groups (stories, lists of ideas, charts, songs)

• Children…– Can find the materials

easily

– Practice scribbling and writing often

– Are motivated to write

– Write with a purpose

– Learn the alphabet better and faster

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5. Print and Early Writing5. Print and Early Writing

• When teachers…– Take dictations for

individuals or groups

– Write with the children for a purpose

– Provide explicit instruction for letters, names, other meaningful words

– Display the writing on the walls, make books, write letters and chart ideas

• Children…– Can find the materials

easily

– Practice scribbling and writing often

– Are motivated to write

– Write with a purpose

– Learn the alphabet better and faster

JournalingJournalingAt the beginning of the year, teach how the journal

is going to be used in your classroom• Discuss and show sample journal• Model the “thinking process” that occurs before

writing. • Encourage child to write about personal

experiences.• Explain to write on one page at a time.• Models that you date the journal entries• Allow child to decorate their own journal

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Teacher’s Role in JournalingTeacher’s Role in Journaling• Build a routine for journaling• Provide a “spark” to think, draw or write about.

– Connect journal drawing to classroom theme, vocabulary, book, event

– Model “thinking process” before writing; “I wonder what I should write about today, think, think, think, how did I feel when the little boy shared?” “I think I will draw a happy face, because he made me smile.”

• Accept whatever the child draws, writes without judging

• Take dictation• Date the journal entries until the children are able

to• Teach about print

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Child’s RoleChild’s Role• Choose what to draw/write• May share their entry with a friend• May ask the teacher to write their

words on the page• May read their words with teacher• Have fun

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Teach about printTeach about print• Point to or circle a letter • Point to or circle 2 letters that are the same• Point to a letter and write it.• Start on the left and go to the right• Find all the: s’s…. Circle them, write one• Find a short/long word and count the letters• Find the longest/shortest word • Find a word that begins with the same letter as their name• Point to the first/last letter in the word• Find a capital or lower case letter• Point to the space between words• Point to the letter that makes the sound of/k/…• Write a word as you listen to the each sound. “Let’s write ball,

what’s the first sound: ball /b/,/b/ as child listens and thinks about the sound. 21

DictationDictation• TALK: Teacher connects, talks with child about drawing

– “I see a blue circle” watch, wait, for child to initiate, listen– “Tell me about your blue circle”,

• WRITE: Teacher writes what the child says.– “Would you like me to write about your drawing?”– “What would you like me to write”? – Try to keep it to very few words (1- 4 words)

• READ: Teacher and child read what was written– Track the print with your finger as you read together.

• ENJOY: Children can share their drawings/writing with one another (pair and share if time allows)

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Observation: Objective vs. Observation: Objective vs. SubjectiveSubjective

Objective ObservationTreating or dealing with facts without distortion by personal feelings or prejudices. A mirror of what is occurring

Subjective Observation Of, relating to, or arising within one’s self or mind in contrast to what is outside. A picture of how you feel about what is occurring

Many toys are on the floor in the housekeeping area and the block area. The children and adults trip over them. Five children move from area to area without focusing. Four children are at the sand table. The teacher sits in the reading corner for 15 minutes, reading to two children. She does not look up to the rest of the room.

The room is a mess. The children are climbing the walls. The teacher looks exhausted. She seems oblivious.

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Observation Practice # 1Observation Practice # 1

Subjective observation:

Objective observation:

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Observation Practice # 2Observation Practice # 2

Subjective observation:

Objective observation:

Interpretation: – SO…WHY does it

matter?– WHAT are the children

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Writing SMART Goals for the Writing SMART Goals for the ELLCOELLCO

• GOAL: broad scope and timeline• OBJECTIVE: specific behavior or

action that will take place within a specific timeline

• Goals and objectives must be Specific, Measurable, Achievable, Realistic, and include a Timeline

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SMART GOALSSMART GOALSMeasurable

• Goal: Angèle will write and implement a Repeated Read Aloud for each week of the year based on the theme

• Objective: Angèle will schedule the Repeated Read Aloud 4 days each week, starting on October 15

• Angèle will follow the Repeated Read Aloud Integrity Checklist

Not Measurable• Goal: Angèle will engage

children in reading in fun and predictable ways

• Objective: Angèle will do the Repeated Read Aloud

• Angèle will include the suggested activities

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Next steps for completing ELLCONext steps for completing ELLCOSeptember and May (pre and post)September and May (pre and post)

• Go back to classroom and use the ELLCO as a guide to set your classroom up.

• Conduct ELLCO observation (Coach and Teaching Team)– Include teacher interview to finish scoring (pp.40-42)

• Discuss scores as a team

• Choose a goal based on need and Goal Setting Book

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