Supporting Language Development in Preschool Language Development in Preschool Classrooms ... Sciences, grants #R305A110128, # ... • The children and teacher recall and discuss ...

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<ul><li><p>SupportingLanguageDevelopment inPreschoolClassrooms</p><p>DavidK.DickinsonVanderbiltUniversity</p><p>ResearchfundedbytheInstituteforEducational</p><p> Sciences,grants#R305A110128,#S359B080078.</p></li><li><p>HypothesizedPathwaysfromEarly CompetenciestoLaterReading</p><p>EndofEndofPrePreKK</p><p> LanguageLanguage</p><p>EndGr1EndGr1</p><p> LanguageLanguage</p><p>EarlyPrint,EarlyPrint,</p><p> PAPA</p><p>Gr.4Gr.4CompComp.</p><p>EndGr1EndGr1</p><p> Decoding,Decoding,</p><p> ReadingReading</p><p>EndofK.EndofK.LanguageLanguage</p><p>EndofK.EndofK.EarlyPrint,EarlyPrint,</p><p> PAPA</p></li><li><p>EarlyReadingFirst:A FourYearProfessional DevelopmentEffort</p></li><li><p>ThePowerofaSustained,Well SupportedFocusedEffort</p><p> OWLascurriculum WellfundedEarlyReadingFirstproject 11 13classroomsoverfouryears</p><p> Mostteacherswereinvolvedallfouryears. Schooldistrictprogram,certifiedteachers Strongsupports Coaching Professionaldevelopment Datacollectedfallspring.Feedbacktoteachers.</p></li><li><p>CausalEvidenceofInterventionEffects (Wilson,Dickinson,&amp;Rowe,underreview)</p><p>ReceptiveReceptive</p><p> VocabularyVocabularyEffectEffect</p><p>ExpressiveExpressive</p><p> VocabularyVocabularyEffectEffect</p><p>OralOral</p><p> ComprehensionComprehensionEffectEffect</p><p>YearOne</p><p>ELLELLNativeEnglish</p><p>1.30*NS</p><p>1.31*NS</p><p>NSNS</p><p>YearTwo</p><p>ELLELLNativeEnglish</p><p>.73*NS</p><p>1.20*NS</p><p>NSNS</p><p>YearThree</p><p>ELLELLNativeEnglishNativeEnglish</p><p>.76*1.01*</p><p>.82*NS</p><p>NS1.49*</p></li><li><p>PPVTGainsbyEthnicity,LanguageStatus</p><p>YearTwo YearyearThree</p></li><li><p>PrePostEffectSizes,8Sites:Language, PhonologicalAwareness</p><p> (n=2,174)</p></li><li><p>FEATUERSCONVERSATIONSTHAT SUPPORTLANGUAGELEARNING</p></li><li><p>#1TuneIn</p><p> Wheninitiatingaconversation: Observe,Wait,Listenbeforeinitiating Establisheyecontact Followthechildsinterest</p><p> Determineinterest </p><p>bywatchingandlistening</p><p> Connecttoenduringthemes(family,childs specialinterests,recentevents)</p></li><li><p>#2SustainConversations Extendanddevelopatopic:StriveforFive.</p><p> Buildunderstandingovermultipleturns. Expandandextendchildrenscomments. Dontfakeunderstanding Askhonest(openended)questions.</p><p> Reallyseekunderstanding Avoidquizshowteacherdirectedexchanges</p><p> Contributeideas,experiences,knowledge withouttakingover.</p><p> Duringcenters/choiceavoidexcessive movement</p></li><li><p>#3StriveforChildEngagement</p><p> Converse11andinsmallgroups</p><p> Encouragechildrentorespondwhen11orin groups</p><p> Provideinterestingexperiencessuchasprops, handsonactivities,orpictures</p></li><li><p>#4ProvideRich,MeaningGiving Experiences</p><p> Variedvocabularythatstretcheschildrens mindsandvocabularies</p><p> Wellformedsentencesmodeladultusesand providegentlecorrectionwhennecessary</p><p> Childrenarehelpedtounderstandbyuseof:Objects,gestures,pictures</p><p>Explicitverbaldefinitions</p></li><li><p>#5StriveforRepeatedExposuresThat DeepenUnderstanding</p><p> Aspartofthesameactivity</p><p> Acrosstheclassroomdayin multiplesettings</p><p> Acrosstheyear</p></li><li><p>VideoClips</p><p> Lunchconversation </p><p>..\..\..\..\..\Videos\Movies\language\racoon_talk_excerpt.mov</p><p> Groupcontentlesson </p><p>..\..\..\..\..\Videos\Finalizedmovies\KelliGrpContentVeggiesBigPicture.f4v</p></li><li><p>TeachwiththeIntentiontoTeach LanguageAllDayLong</p><p> Informalconversations</p><p> Smallgroupactivities</p><p> Largegrouptimes:Bookreading!</p></li><li><p>YourTask IntheOWLteachersmanualfindtheweek</p><p> whenthebookonyourtableisused. Noteactivitiesthataresuggestedduringthat</p><p> weekandthematerialsprovidedthatlinkto thatbook.</p><p> Identify Activitiesyoumightenjoy Materialsyoumightuseandhow Otherbooks,activitiesormaterialsyoumightuse</p></li><li><p>USEBOOKREADINGEFFECTIVELY</p></li><li><p>ReadBooksThree FourTimes</p><p> Rereadingiscriticalforlanguagelearning because:</p><p> Childrenrepeatedlyhearwordsusedappropriately incontextstheyunderstand.Theybegintousethe words.</p><p> Childrenrepeatedlyhearandbegintousecomplex sentences.</p><p> Rereadingbuildscomprehension. Eachreadinghasadifferentcorepurpose.This</p><p> helpstheteacherkeepaclearinstructional focus.</p></li><li><p>ReadingOne Goal:overallunderstandingofthestory:</p><p> characters </p><p>names</p><p> motivations sequenceofevents</p><p> Introduceanddefinecorevocabulary Drawchildrenintoenjoyment. Havefollowupdiscussionthatensures</p><p> understandingofcoreevents.</p></li><li><p>ReadingTwo</p><p> Coconstructthestorywithchildren. Thechildrenandteacherrecallanddiscuss</p><p> thestory. Useandpromptuseofvocabularywhen</p><p> possible. Storytextisreadagain. Followupdiscussiongoesmoredeeplyinto</p><p> thestorycontent.</p></li><li><p>ReadingThree Childrenchimetocoproducestory. Childrenproducecorevocabularyandphrases</p><p> withsupportandprompting. Trytogetchildrentosaykeywordsevenifthey</p><p> arereadilymemorable. Encouragechildrentochimeinwithenjoyable,</p><p> memorablephrases. Usereadingthreetohelpprepareforreading</p><p> four. Haveadeeperandprobingdiscussion.</p><p> Furtherexplorethecomplexitiesofthestory. Makeconnectionstochildrenslives.</p></li><li><p>ReadingFour Performanceofthebook</p><p> rolesandlinesaredividedup(orgroup performsoneroletogether</p><p> groupenjoysreconstructingthestory together</p><p> teacherpromptsandsupportsperformance Followupdiscussionlinkstochildrens</p><p> experiences.</p></li><li><p>ChildrenLearnFromRepeated Readings</p><p> Kelli allchildrenareduallanguagelearners. Videofromspring.</p></li><li><p>PlanYourDiscussionAfterthe StoryisRead</p><p> Striveforquestionsthatrequirethinking. Supportcomprehension.</p><p> Takechildrenbacktothestoryusingpictures andwords.</p><p> Planasequenceofquestions knowwhat youwantchildrentounderstand.Dontbe afraidtotellchildrenthings.</p><p> Usekeyvocabularyasmuchaspossible. Encouragechildrentousewords.</p></li><li><p>PlanforBuildingComprehension</p><p>1. Returntothepagesyouworkedonfor</p><p> planningvocabularyinstruction.2.</p><p> Identifypointsthatmightconfusechildren.</p><p>3. Decidehowyoucouldavoidconfusionby</p><p> providingguidanceasyoureadbyusing asides.</p><p>4. Practiceintegratingvocabularyinstruction</p><p> withcomprehensionteaching.</p></li><li><p>GuidingPrinciples</p><p>Teachwithintentionality.</p><p>Reflectconstantly.</p><p>Believepassionatelyinthe importanceofyourwork.</p></li><li><p>BeTheOne </p><p>forEachChild</p><p>Iamonlyone.</p><p>ButstillIamone.</p><p>Icannotdoeverything.</p><p>ButstillIcandosomething.</p><p>AndbecauseIcannotdoeverything</p><p>Iwillnotrefusetodothesomething thatIcando.</p><p>Rev.EdwardEverettHale</p><p>from:SingingtheLivingTradition,</p><p>UnitarianUniversalisthymnal</p><p>Supporting Language Development in Preschool ClassroomsHypothesized Pathways from Early Competencies to Later ReadingSlide Number 3The Power of a Sustained, Well Supported Focused EffortCausal Evidence of Intervention Effects(Wilson, Dickinson, &amp; Rowe, under review)PPVT Gains by Ethnicity, Language StatusPre-Post Effect Sizes, 8 Sites: Language, Phonological Awareness (n = 2,174)FEATUERS CONVERSATIONS THAT SUPPORT LANGUAGE LEARNING#1 Tune In #2 Sustain Conversations#3 Strive for Child Engagement#4 Provide Rich, Meaning-Giving Experiences#5 Strive for Repeated Exposures That Deepen UnderstandingVideo ClipsTeach with the Intention to Teach Language All Day LongYour TaskUSE BOOK READING EFFECTIVELYRead Books Three Four TimesReading OneReading TwoReading ThreeReading FourChildren Learn From Repeated ReadingsPlan Your Discussion After the Story is ReadPlan for Building ComprehensionGuiding PrinciplesBe The One for Each Child</p></li></ul>

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