ERIC ED435963: California Early Literacy Learning: Good First Teaching for All Children.

27 Pages·1997·0.92 MB·English

by  ERIC

DOCUMENT RESUME
CS 013 740
ED 435 963
Swartz, Stanley L.; Shook, Rebecca E.; Klein, Adria F.
AUTHOR
California Early Literacy Learning: Good First Teaching for
TITLE
All Children.
Foundation for California Early Literacy Learning, Redlands.
INSTITUTION
PUB DATE
1997-00-00
NOTE
24p.
Foundation for California Early Literacy Learning, 104 East
AVAILABLE FROM
State Street, Suite M, Redlands, CA 92373.
Descriptive (141)
Reports
PUB TYPE
MF01/PC01 Plus Postage.
EDRS PRICE
Educational Change; Elementary Education; *Emergent
DESCRIPTORS
Literacy; *Faculty Development; Instructional Improvement;
Program Implementation; *Reading Instruction; School
Culture; *Writing Instruction
*California Early LIteracy Learning
IDENTIFIERS
ABSTRACT
This 1997 technical report looks at California Early
Literacy Learning (CELL), a staff development program designed to help
elementary teachers strengthen their teaching of reading and writing. It
notes that research-based teaching methodologies have been organized into a
framework for classroom instruction, and that the CELL project emphasizes
that the primary instructional role in the elementary grades is to teach
reading and writing. The report is divided into the following sections:
California Early Literacy Learning; Framework for California Early Literacy
Learning; Extended Literacy Learning (ExLL) Framework; Training Model; CELL
Implementation; What Participants Say; and Research. Includes 6 tables of
data and 7 references.
(RS)
Reproductions supplied by EDRS are the best that can be made
from the original document.
CALIFORNIA
EARLY
LITERACY
LEARN IN
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
PERMISSION TO REPRODUCE AND
/This
document has been reproduced as
DISSEMINATE THIS MATERIAL HAS
received from the person or organization
BEEN GRANTED BY
originating it.
Minor changes have heen made to
Dwar42.
improve reproduction quality.
° Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy.
INFORMATION CENTER (ERIC)
1
GOOD FIRST TEACHING
FOR ALL CHILDREN
O
BEST COPY AVAILABLE
2
..
104 East State Street, Suite M, Redlands, CA 92373
Fax [phone]
[phone]
©
Web page: www.dcache.net/cell
Email: [email protected]
Rebecca E. Shook
Stanley L. Swartz, Ph.D.
Trainer and CELL Coordinator
Trainer and Director
Tara Salinas
Adria F. Klein, Ph.D.
Trainer
Trainer and ExLL Coordinator
Arnie M. MacPherson
Project Assistant
"Pa
...,
...."
A.
CALIFORNIA EARLY LITERACY LEARNING
California Early Literacy
acquisition.
High
progress
strategies is supported through
children are encouraged to
Learning (CELL) is a
good teacher decision-making
staff development program
continue their rapid growth
about ways to assist each child
designed to support elemen-
toward the goal of indepen-
while low progress children are
guided through the process
tary teachers (CELL, PreK-3
dence. The elements of the
with continuous support and
and ExLL, 4-6) strengthen their
CELL framework for instruc-
teaching of reading and writ-
an opportunity to accelerate
tion are designed to help each
child and the whole class
ing. Research-based teaching
their learning. The opportunity
methodologies are organized
move together toward that
to try new learning in a risk-
into a framework for classroom
free environment and practice
goal. The framework has been
instruction. The CELL project
new strategies throughout the
designed
structure
to
a
emphasizes that the primary
day are encouraged. CELL
classroom that uses literacy
instructional role in the ele-
trains teachers to use a gradual
activities throughout the day of
mentary grades is
to teach
decline of teacher support and
every school day.
a gradual increase in student
reading and writing.
Other curricular areas are
California
Literacy
Early
independence based on demon-
delivered in this context using
Learning is designed to meet
strated student capability. This
literacy activities as the method
The CELL
the needs and strengths of each
reduction of teacher support is
instruction.
of
individual child. The CELL
on
observations
based
framework
instructional
of
of
individual child growth in
model stresses and encourages
activities includes oral lan-
active participation from each
understanding the process of
guage, phonics, higher-order
child regardless of his or her
literacy. The child's use of a
thinking skills, and reading
current
level
of
literacy
variety
problem-solving
of
and writing activities.
The CELL training model is
California Early Literacy Learning
a peer coaching approach
(Grades PreK-3)
to helping teachers learn how to
CELL Framework
use the framework activities
effectively in their classrooms
The PreK-3 Framework is carefully designed to help the
and how to
integrate
the
beginning reader develop the necessary skills to master
individual elements into an
alphabetic principle, phonemic awareness, and concepts about
overall system of classroom
print in a literature-rich environment.
instruction. Oral language is the
Phonological Skills
the
foundation
of
all
for
Uses oral language to access reading and writing
literacy
early
elements
of
Builds a foundation of phonemic awareness for explicit skills
learning. The dialogue, discus-
learning
sion, verbal interaction, and
Teaches systematic phonics through writing, spelling, and
active oral engagement of each
reading
child are stressed as each of the
Supports development of accurate spelling
framework elements is used.
Reading Aloud
Knowledge of the structure of
Builds vocabulary
language is known to increase
Introduces good children's literature through a variety of
with communication that occurs
genre
surrounding the literature that
Increases repertoire of language and its use
is read aloud and the themes
Shared Reading
that are studied across the
Promotes the development of early reading strategies
curriculum of the classroom.
Encourages cooperative learning and child-to-child support
The practice of oral language
Stresses phonemic awareness and phonologic skills
and the development of new
Guided Reading
vocabulary through discussion
Allows observation of strategic reading in selected novel
and reading from a broad range
texts
Provides direct instruction of problem-solving strategies
of genre are reciprocal in nature.
Allows for classroom intervention of reading difficulties
development
also
Skills
is
Independent Reading
emphasized across each of the
Allows children to practice strategies being learned
framework elements. Emergent
Develops fluency using familiar texts
readers must
the
have
Encourages successful problem solving
opportunity to develop phone-
Interactive Writing
mic awareness and to practice
Provides an opportunity to jointly plan and construct text
and
strategies
phonological
Develops letter-sound correspondence and spelling
decoding skills. These skills are
Teaches phonics
best acquired in the context of
Independent Writing
and
meaningful
activities
Encourages writing for different purposes and different
should be
given
extensive
audiences
practice by reading quality
Fosters creativity and an ability to compose
and engaging
in
literature
Allows opportunity to practice or attempt new learning
authentic writing activities.
Extended Literacy Learning
The elements of the CELL
framework provided during
(Grades 4-6)
the
training
inservice
are
ExLL Framework
reviewed and discussed by
both experienced and novice
he Extended Literacy Learning Framework is based on an
T
participating
teachers
in
a
alignment with the PreK-3 Framework extending it into the
elementary school. Schoolwide
intermediate grades where content area study and application of
staff development is provided
skills have increased importance.
by a specially trained Literacy
Reading Aloud
Coordinator skilled in both the
Expands concept development and language structure
theory and practice of effective
Fluent, expressive reading
literacy learning.
Literacy
New and familiar concepts and context
Coordinators also provide peer
Language usage and grammar
coaching to assist teachers in
Shared Reading
taking on the new learning and
Increases fluency and extends phonemic awareness
instructional
methodologies
Phonemic awareness for explicit skills learning
used in the CELL framework.
Reader's theater
Choral reading
Directed Reading
Key Elements
Provides explicit instruction for readers at various ability
of CELL
levels, integrates reading into the content areas and teaches
study and reference skills
California Early Literacy
Guided reading
Learning has a number
Literature circles
of key elements that have been
Reciprocal teaching
found important to its success
Independent Reading
and
essential
to
effective
Allows for extended practice, increased comprehension, and
implementation. Participants
higher-order thinking skills
have reported that CELL is a
Specific reading strategies and text handling
unique blend
intensive
of
Content area study
professional development that
Directed Writing
matches theory and practice
Supports the accurate construction of text and effective spelling
and support of new learning by
strategies
teachers.
Advanced word analysis
CELL recognizes that the
Interactive editing
teaching
reading
and
of
Writer's workshop
writing is the foundation for all
Independent Writing
later academic achievement.
Encourages creativity and the ability to write for different
Teachers are encouraged to
purposes
teach all subjects using the
Language structure and correct grammar
framework of literacy activi-
Spelling and punctuation skills
ties. CELL also restructures
Oral Presentation
how we teach children to read
Formalizes the process of sharing ideas and reporting information
and write. Schools who join
O Content area oral reports
CELL have determined
the
O Oral interpretation of literature
O Drama/performance
need to change their approach
3
6
reading
teaching
to
and
awareness, systematic explicit
books. Reading instruction is
writing. CELL schools
based on improving reading
sound
phonics
are
instruction,
committed to providing mas-
symbol relationships, decod-
and
performance
compre-
sive opportunities for children
ing, word attack skills, spelling
hension.
to
practice
reading
instruction, and diagnosis of
and
CELL is a balanced reading
writing. Teachers are encour-
reading deficiencies are
program that combines skills
all
emphasized
development with literature
aged to use literacy activities as
the
in
CELL
their primary teaching method,
and language-rich activities.
classroom. The inservice train-
ing provided through CELL
all day, every day.
Children are provided direct
The Goals 2000: Educate
also includes research on how
instruction using high quality,
America Act demonstrated
children learn to read, how
appropriate materials (CDE,
that improving reading and
proficient readers read, the
1995).
writing in elementary schools
structure of the English lan-
CELL uses teaching meth-
was
guage, and the relationship
national
priority.
a
ods that have substantial sup-
California
Early
Literacy
between reading, writing, and
port in the research literature.
Learning helps schools meet
spelling. Teachers are provided
CELL aligns teaching methods
this goal by providing staff
a means to plan and deliver
used within and across grade
appropriate reading instruc-
development that helps teach-
levels. Achievement gains are
ers
be
more
tion based on assessment and
effective
in
enhanced when transition from
providing literacy
learning.
evaluation using independent
grade to grade is accompanied
The teaching of phonemic
student reading of high quality
by teachers who use the same
Key Elements of CELL
CELL recognizes the teaching of reading and writing as the foundation for all academic
achievement.
CELL restructures how we teach children to read and write.
CELL implements Goals 2000.
CELL is a balanced reading program that combines skills development with literature
and language-rich activities.
CELL provides a framework for instruction to support literacy learning throughout the
school day.
CELL aligns teaching methods used within and across grade levels.
CELL coordinates classroom instruction, early intervention, and special education.
CELL collects diagnostic information to inform instruction and assessment data to
ensure accountability.
CELL provides intensive professional development with follow-up.
CELL uses a capacity-building model that ensures long-term support.
CELL uses high quality teaching materials from a wide variety of
sources.
CELL has demonstrated comparable success with second language learners.
CELL success is measured by student performance.
4
visits, and monthly guided
teaching methods. CELL also
other materials, such as basal
aligns classroom instruction,
meetings.
reading series, is also included
early intervention, and special
uses
in the training. In addition, an
capacity-
CELL
a
building model that ensures
education.
extensive list of professional
CELL collects
diagnostic
readings are used during the
long-term support. The School-
Based Planning Team and
information to inform instruc-
training.
tion and assessment data to
CELL has demonstrated
the
school-based
Literacy
Coordinator both help estab-
ensure accountability. Teachers
comparable
with
success
are trained to administer the
lish a system of support that
language
second
learners.
Survey
Observation
(Clay,
CELL schools report that the
continues year after year. CELL
1993) and to improve their
framework of activities has
also
provides
long-term
of children
support through continuing
observation
to
been effective in English only
better
professional
inform
instruction.
development
classes, Spanish only classes,
opportunities at the Annual
Standardized test measures are
and
for
classes
second
West Coast Early Literacy
provided to track both individ-
language learners. Book lists
student and
ual
class
Conference
and
California
used in CELL are available in
achievement.
Early
Learning
Literacy
both English and Spanish.
CELL provides intensive
Institute.
CELL success is measured
CELL uses high quality
professional
development
student
by
performance.
with follow-up. School-Based
Intensive staff development
teaching materials from a wide
Planning Team and Literacy
variety of sources. Teachers
and ongoing support should be
Coordinator training are both
receive a substantial collection
a condition of teacher account-
year long. Follow-up support
of children's literature books
ability. Data reported in the
the three
and books for shared and
five year
for
to
research section show various
implementation is provided
guided reading during CELL
procedures that CELL uses to
through on-site training, class
training. The effective use of
document its success.
8
5
BEST COPY AVAILABLE
TRAINING MODEL
each sub-
in both trainings in the same
their
at
efforts
School-Based
sequent session. This format
year.
Planning Teams
The teachers from each
begin
school
allows
to
a
partial
implementation
team receive initial training in
of
To ensure schoolwide support
CELL or ExLL and develop a
the elements of the framework
I
for CELL, a School-Based
and begin implementation of
observation,
resource
for
Planning Team participates in a
the framework immediately
demonstration, and support of
year long series of planning
after the first session. They
the project.
framework
and
activities
receive feedback regarding
training sessions. The School-
Planning
Based
Team
is
the
school
composed
of
School-Based Planning Teams
principal, a reading specialist,
a special education teacher,
ROLE OF THE TEAM
and one teacher each from
Kindergarten,
PreK, first,
Support the implementation of CELL by:
and
third
grades.
second
Beginning to _practice the elements of the framework daily in
Generally, a member of the
your classroom.
team will emerge as a leader
Learning the theoretical constructs of early literacy learning
for the team during the year
through professional reading.
and agree to be trained as a
Literacy Coordinator.
Making decisions on how the implementation of literacy
The ExLL training model for
instruction can be supported and extended throughout your
grades 4-6 is similar to the
school.
CELL model. Teachers repre-
Attending and actively participating in all training days.
senting grade,
the
each
Helping to coordinate guided meetings of SBPT at school site.
principal, and other specialists
Supporting colleagues on the team as they attempt new
participate in a separate year
long series of trainings. It is
learning.
expected that ExLL schools will
Reflecting on your own teaching.
have participated in CELL in a
prior year or are participating
BEST COPY AVAILABLE
Training for these sessions is
responsibility, but rather serves
as a coach and mentor to
provided
by
the
Implementation
CELL
training staff and the team of
colleagues on the instructional
Schedule
team. There is a separate and
trained Literacy Coordinators.
Planning
School-Based
distinct training for CELL and
School-Based
Team training sessions include
ExLL Literacy Coordinators.
Planning Team
activities and
The Literacy Coordinator-
full-day
five
Observation Survey
attendance at the California
in-training participates in five
Training (2 days)
full-week trainings (Sunday
Literacy
Learning
Early
Institute. The training sessions
5 One-day Training
through Friday) in September,
focus on systematic obser-
November, January, March,
Sessions
vation of children's learning
and July and additional one-
Monthly Guided Meetings
training
day
and specific instruction in the sessions
in
(90 minutes)
October, February, and April.
effective use of elements of the
West Coast Literacy
This training consists of obser-
CELL and ExLL frameworks.
Conference and
with
vations
The School-Based Planning
schools
in
CELL Institute
also works together
demonstration
classrooms,
Team
Literacy Coordinator
during the training days to
group meetings
reflect
to
Training
on the teaching and learn-
develop a vision for future
literacy instruction in their
ing observed, and seminars
Observation Survey
that
and
theory
school. Planning for long-term
combine
Training (2 days)
staff development over the
practice. Throughout the year,
5 One-day School-Based
next three to five years is a
the Literacy Coordinator-in-
Planning Team Training
training teaches a half-day in
the
role
of School-Based
Sessions
using
classroom
the
Planning Team at each school.
a
Monthly Guided Meetings
elements of the framework
Supporting
the
Literacy
5 Week Long Training
and attends biweekly guided
Coordinator while in training
Seminars
is another function of each
meetings.
3 Interim Training Days
In addition to teaching a
School-Based Planning Team.
Monthly Colleague
half-day in their own class-
The Literacy Coordinator-in-
Meetings
training practices observation
rooms,
the
Literacy
West Coast Literacy
skills and peer coaching with
support
Coordinators
the
Conference and
Planning
continued learning
the
School-Based
the
of
CELL Institute
School-Based Planning Team
Team members.
by observing in classrooms half
School-wide Training
days, and conduct awareness
Observation Survey
Literacy
sessions with the rest of the
Training (2 days)
instructional team.
Coordinator
30 Hours Training for Staff
During the training week in
Biweekly Guided Meetings
Literacy Coordinators
Literacy Coordinator
July,
The
(90 minutes)
participate in a leadership
is the school-based staff
West Coast Literacy
developer who supports the
training seminar that focuses
Conference and
on peer coaching and the
implementation of the CELL
CELL Institute
and ExLL frameworks. This
construction
the staff
of
individual has no supervisory
development model.
o