23 Sept 2009: Systematic & Engaging Early Literacy Instruction

SEEL
Systematic and Engaging Early Literacy Instruction
Barb Kolata

Story: workds that

wake
make
cake
shake
take
break
make
cake
bake
take
break
rake

Demonstrate an activity & Tell a story


Instructional Principles of Literacy
- explicit, systematic
- meaningful
- intense
- engaging
- interactive

How to Make a Cake
- Take flour
- Shake in
- Take Sugar and Salt
- Shake
- Make it together

Make Instruction Systematic and Explicit
- Follow developmental curriculum
- State the goal and model the desired behavior
- Highlight the target and provide sufficient emphasis (sound, dynamics) so children readily notice the pattern/rule
- Repeat with variation (make it absolutely clear

Letter-sound associations (M,B,T,S,F,PA) short
Phonological awareness: Recognize & generate rhythm
Provide relevant experience & highlight the target (situate the learning in a context)
Read and write about the experience (in controlled, systematic way)
Extend them and skills to other contexts
Any word play has meaning if you bring it back to a personal experience

Pack a sack (large or small group)
Engage in a shared reading about jack

- pack
- backpack
- on the back
- snacks
- snap
- crack
- stack
- jack
- track
- rack
- snackpak
- lacks
- back
- purposeful reasons for reading and writing

Make instruction meaningful
- create hands-on shared experiences to read, write and talk
- be responsive to contributions of learners - give turns, ask for input, take turns

- play with caps, tap your cap, map your cap
- shout, spout, pout, out

Make instruction intense
- provide frequent exposure to the target, repeat
- create time for turns (they like to watch others participate)
- use a variety of contexts (large, small, transitions)

Make is authentic to how the children shape their world
Embed Instruction Across Contexts
- routines, put away, get out materials

Tell, Read, Enact, Engage in scripted play ("Sheep Take a Hike")
- arrange for multiple opportunities for the learners to engage
- adjust telling to children's language levels
- meaning and skill-based instruction should match

Engaging and Playful
- hands-on materias
- capitalize on emotion
- use varied intonation, facial experssions, gestures
- be playful and energetcic
- implement varied activities

Capitalize on Varied Activities
- scripted play
- creative movement
- interactive routines (chants, songs, games, actions)
- story enactment
- dramatic story telling
- shared reading, interactive writing
- make and do projects
- taste test (tasting tasty toasty tortillas) - make a t
- make an f for free fun fish food

Read and take home text with parents
- language experience in a controlled codable text
- tell it rather than read it

Orchestrate reciprocal turn taking exchanges
- elaborate on student ideas
- use various communicative functions
- meaning making
- provide varied ways to respond

Social Constructivist
- letter-sound association is not until kindergarten
- start with a known (ock) sock, and move to an unknown (alk) chalk

Q: Is there a correllation between enthusiasm and age?
- energy level and successful teaching are interrelated
- activity clusters - teachers work together to create content
- this can be supplemental approach (even beyond preschool, kindergarten)

Teach Your Baby to Read
- Word recognition in context
- children do need to decode and some phonetics
- print awareness