|
Early Childhood Process (Grades PreK - K)
|
|
Training
|
|
There is a growing need to provide age appropriate literacy experiences for
young children. The Literacy First Process recognizes the uniqueness of the
young learner and provides information and instruction for teachers related to
activities and experiences to promote literacy in a child friendly learning
environment.
|
|
The Literacy First Early Childhood Process was designed specifically to meet
the literacy needs of children ages four to six. While many of the components
of the Early Childhood Process are similar to the Primary Literacy First
Process, certain components have been adapted to meet the needs of younger
students and other components have been added. This process is customized to
meet the needs of each school district and Head Start program. Typically, this
process is implemented over a three-year period.
|
|
The following components are included in the Literacy First Early Childhood
Process:
|
| 1. |
Characteristics
of young children and considerations for teaching literacy skills |
| 2. |
The
development of literacy skills that affect reading success |
| 3. |
Overview
of how the Literacy First Early Childhood Process fits with the K-12 Literacy
First Process |
| 4. |
Phonological
awareness - definition of skills, sequence of skills |
| 5. |
Phonological
awareness - specific classroom activities, lessons, resources |
|
6. |
Phonological
awareness - assessment, matching assessment to instruction
|
|
7. |
Walls
that teach
|
|
8. |
Print
rich environment - how to develop, expand and use to instruct
|
|
9. |
Application
of Academic Learning Time and Anatomy of a Lesson
|
|
10. |
Literacy
centers - how to develop and include literacy throughout all centers
|
|
11. |
Skills
checklist of each child's emergent literacy skills
|
|
12. |
Read
aloud - as a technique and tool to teach literacy components
|
|
13. |
Development
of comprehension skills through listening - using specific strategies and
techniques
|
|
14. |
Phonics
skills for the young learner
|
|
15. |
Phonics
assessment
|
|
16. |
Articulation
of sounds
|
|
17. |
Emphasis
on oral language development
|
|
18. |
Importance
of providing experiences and building on the child's prior knowledge
|
|
19. |
Family
connection and education in relation to their child's literacy development
|
|
20. |
Checklists
for teacher instruction
|
|
21. |
Classroom
environment checklist
|
|
22. |
Shared
reading
|
|
23. |
Shared
writing
|
|
24. |
Examples
and discussion of daily schedules
|
|
Early Childhood Summary of Services
|
|
Service
|
Year 1
|
Year 2
|
Year 3
|
|
Professional Development
|
5 days of intensive
Phase I training for Pre-K, K teachers
|
3 days of intensive
Phase II training for Pre-K, K teachers
|
No training days in this
year
|
|
Coaching/Consulting
|
6 days per school,
unlimited phone and e-mail
|
6 days per school,
unlimited phone and e-mail
|
6 days per school,
unlimited phone and e-mail
|
|
Video Tapes
|
Training videos to be
retained by each school
|
|
Materials
|
Teacher Manual -
containing criterion referenced, benchmarked, reading curriculum and
instructional reading activities. In addition, each teacher receives 2 resource
books filled with ready to use activities for reading instruction and literacy
centers
|
|
