ELLM Dr. Janice Wood Dr. Bronwyn McLemore
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1 ELLM ELLM Dr. Janice Wood Dr. Bronwyn McLemore
2 Beginning Kindergartener s School Readiness Recognizes Letters of the Alphabet Identifies Beginning Sounds Counts to 20 Writes Own Name Hours Read to Before Kindergarten Accumulated Experience with Words Lowest SES 39% 10% 48% 54% 25 hours 13 million Highest SES 85% 51% 68% 68% 1,000 hours 45 million
3 What ELLM Does Provides teachers with tools that will enhance literacy.
4 Components of a Literacy-Focused Classroom
5 Literacy-Rich Classrooms Availability of Children s Books Word Wall Objects in the classroom labeled Displays names of children Displays color, shape and letter charts Availability of story props and manipulative items
6 Word Wall
7
8 Charts
9 Reading Aloud and Emergent Comprehension Teacher Reads aloud 4 times daily for 15 minutes Discusses front, back, and title of book Discusses author and illustrator of book Asks high-level questions Engages children in conversations about books
10 The single most important activity for building reading skills is reading aloud to children. Children who are read to become more interested in reading and develop an extensive vocabulary.
11 Kipper Sung to Bingo I know a dog in many books and Kipper is his name-o. K-I-P-P-E-R K-I-P-P-E-R K-I-P-P-E-R Kipper is his name-o!
12 ??? Questioning Strategies??? Cloze Questions Open-ended Questions Who, What, When, Where, Why Questions (5W) Connection Questions
13 Cloze Question The question is a simple, fill in the blank type question. It is based on information about the text in the book. Brown Bear, Brown Bear, what do you.
14 Open-ended Question The question may have more than one answer and is a question that children respond to in their own words. Where do you think brown bears live?
15 Who, What, When, Where, Why Question (5W) The question is straight forward and often has only one correct answer. What is the name of the big, red dog?
16 Connection Question The question relates or connects the story to a life experience. What animals in the story have you seen before?
17 Independent Reading Teacher Maintains a 100-book Classroom Lending Library Schedules a 5-10 minute Independent Reading time daily Helps children select books by author, title, genre, and interest area Encourages children to read for pleasure and information
18 GAP in Books at Home 199 books 2.6 books.4 books
19 The more personal experiences that children have with books touching, holding, turning pages the more likely they are to become successful readers.
20 Successful Reading Experiences
21 Oral Language, Listening, and Vocabulary Development Teacher Engages children in daily conversations Encourages children to speak in complete sentences Provides opportunities for opportunities for children to listen to and follow directions Develops a Listening Center for children to listen to books, poems, and music
22 600-Word Gap in Vocabulary by 3 years 1200 Estimated Cumulative Vocabulary Words words 750 words 500 words 0 Professional Working-class Welfare
23 Children who receive explicit instruction in oral language skills significantly out perform those who do not on vocabulary and comprehension tests.
24 Ten Little Teddy Bears Sung to: Ten little Indians One little, two little, Three little teddy bears, Four little, five little, Six little teddy bears, Seven little, eight little, Nine little teddy bears, Where, oh where, can they be?
25
26
27 Letter and Sound Knowledge Teacher
28 Letter-sound knowledge is a critical predictor of first-year reading success.
29 A, B, C Practice Your Letters Sung to Ten Little Indians Bear starts with the letter B. Kipper starts with the letter K. Practice your letters everyday Before you go to centers to work and play.
30 Students Names
31 Letter Center
32 Phonological Awareness and Phonics Connections Teacher Develops Phonological Awareness for 15 minutes daily: 1) Concept of word 7) Onset and rime blending 2) Beginning sound recognition 3) Rhyming word recognition 4) Beginning sound application 5) Rhyming word application 6) Syllable segmentation 8) Onset and rime segmentation 9) Phoneme isolation 10) Phoneme blending 11) Phoneme segmentation 12) Phoneme manipulation
33 Children who know and are able to rhyme, read earlier and more successfully. Children who receive explicit instruction in letter-sound correspondence become more successful readers.
34 Concept of Word Kipper Lost His B-E-A-R Bear Sung to Row, Row, Row Your Boat Kipper lost his teddy bear. B-E-A-R bear. He can t find him anywhere. B-E-A-R bear.
35 Beginning Sounds Tell Me a Word Sung to Ten Little Indians Tell me a word that begins like Kipper. Tell me a word that begins like Kipper. Tell me a word that begins like Kipper. Who can name a word?
36 Rhyming Words Color Bears Teddy bear, teddy bear, get out of bed. It was covered with ketchup so now you are RED!
37 Print Concepts and Emergent Writing Teacher Uses ELLM Daily Writing Model Encourages children to write letters, their names, words, and sentences Encourages children to tell and write stories Develops a Writing Center for daily use
38 The development of writing begins when children understand that oral language can be written.
39 Kipper found his bear. He said, I love teddy bears! Don t you?
40 Environmental Print
41 ELLM Daily Writing Model Read Book or Share an Experience Model Writing Generate Ideas for Writing Encourage Students to Draw and Write Share Writing Display Writing
42
43 Dr. Janice Wood & Dr. Bronwyn McLemore
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