3-Day Series: Oct 8 | Nov 15 | Dec 3Part 1: Introduction to Emergent Literacy & Teaching Early Phonological Awareness- Participants will be introduced to the 3 components of Emergent Literacy, with connections to research supporting their use. Then, participants will learn the significance of and instructional strategies for developing early phonological awareness in children from birth – age 5.
Part 2: Developing Oral Language and Vocabulary for Emergent Literacy- This session will review the 3 components of emergent literacy with the goal of participants understanding a strong foundation in emergent literacy builds later reading skills. The basics of early phonological awareness will be reviewed from the previous session. As a bridge from learning to practice, participants will share diagnostic assessments results used to plan phonological awareness lessons. Then participants will learn the significance of developing oral language and vocabulary in young children.
Participants will learn how to build these skills in multiple environments – home, preschool, and childcare centers through formal and informal instructional contexts. Participants will also learn to choose vocabulary from vocabulary rich read aloud texts to pre-teach prior to shared reading experiences.
Part 3: Building Print Awareness Through Interactive Read Alouds- This session will begin with a review of the importance of vocabulary and oral language, a review from the previous session and emergent literacy. Print awareness is one component of emergent literacy, and therefore important to review all components to build the foundation for reading. Participants will learn the significance of print awareness and how to use read alouds as a tool for print referencing and building meta-linguistic awareness in young children. The curricular supplement, Sit Together and Read (developed by Dr. Laura Justice, at The Ohio State University) will be utilized as an explicit instruction tool for building print awareness. Teachers will also learn how to select additional books to teach concepts of print. Modeling of questioning during interactive read alouds will be used to demonstrate how to direct young children’s attention specifically to print.
Participants will leave with a thorough understanding of how to use read alouds to teach ALL components of emergent literacy (phonological awareness, oral language and vocabulary, and print awareness) using a variety of texts. Connections will also be made to developing early literacy skills along the language and literacy continuum.
Participants will be expected to attend all three sessions to receive credit through OCCRA’s Ohio Professional Registry. They will earn additional hours by taking part in “connect to the classroom” activities that apply the concepts learned in the sessions to classroom practice. Again, to earn credit, participants must complete all three sessions and take part in the “Connect to the Classroom” work.
Learning Objectives:
Participants will
- explore why print knowledge is important for emergent and early literacy and the 4 dimensions of print knowledge
- review the 3 components of emergent literacy and how they contribute to later reading success.
- understand the significance of building oral language from birth through age 5 and the structural components of oral language.
Facilitators: Kate Dillon, Stacey Vince
Registration: OPDN (OCCRRA) ST10108721
Registration Assistance: Stacey Vince,
[email protected]