Table Of Content

DOCUMENT RESUME ED 482 305 PS 031 684 Early Literacy Guidance: Prekindergarten Grade 3. TITLE INSTITUTION New York State Education Dept., Albany. 2002-00-00 PUB DATE NOTE 81p.; The Department appreciates the contributions of New York State teachers and Dr. Cheryl Liebling, New York State Technical Assistance Center, to the development of this document. AVAILABLE FROM New York State Department of Education, Education Building, 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov. For full text: http://www.emsc.nysed.gov/ ciai/ela/early.pdf. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS Academic Standards; Beginning Reading; Beginning Writing; Behavior Standards; Developmentally Appropriate Practices; *Early Childhood Education; Educational Practices; *Emergent Literacy; Preschool Curriculum; Primary Education; Reading Instruction; Reading Motivation; *State Standards; Student Evaluation; Teacher Student Relationship; Writing Instruction; Young Children IDENTIFIERS *Evidence Based Practice; *New York ABSTRACT The New York State Education Department has adopted the national reading goal that all children will be able to read independently and well by the end of Grade 3. Building on previous English language arts documents of the Department, this document provides teachers with additional specificity regarding the early literacy skills that students should know and be able to demonstrate in grades prekindergarten through 3. The document is presented in three sections. Section 1 delineates early literacy competencies in reading, writing, listening, and speaking. Section 2 summarizes the major findings of reading research regarding effective early reading and language arts practices, offers examples of instructional activities consistent with these recommendations, and contains references with additional instructional examples. Teachers are encouraged to use ongoing diagnostic assessments to inform their instruction. Section 3 presents strategies for achieving the English language arts standards. Each section is organized by grade level for prekindergarten/kindergarten, Grade 1, Grade 2, and Grade 3. (Contains 70 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document. 00 Early Literacy Guidance Prekindergarten Grade 3 Early Literacy Competencies Evidence-Based Instructional Practices Strategies for Achieving the English Language Arts Standards U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS IXCENTER (ERIC) This document has been reproduced as BEEN GRANTED BY received from the person or organization originating it. 6. 6j72LILIOV\ 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. Cne The State Education Deparrtment The University of the State of New York http://www.nysed.gov BEST COPY AVAILABLE THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University Elmira CARL T. HAYDEN, Chancellor, A.B., J.D. Hollis ADELAIDE L. SANFORD, Vice Chancellor, B.A., M.A., P.D. Staten Island DIANE O'NEILL MCGIVERN, B.S.N., M.A., Ph.D. New Rochelle SAUL B. COHEN, B.A., M.A., Ph.D. Peru JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. Tonawanda ROBERT M. BENNETT, B.A., M.S. Huntington ROBERT M. JOHNSON, B.S., J.D. North Syracuse ANTHONY S. BOTTAR, B.A., J.D. New York MERRYL H. TISCH, B.A., M.A. Brockport ENA L. FARLEY, B.A., M.A., Ph.D. Belle Harbor GERALDINE D. CHAPEY, B.A., M.A., Ed.D Buffalo ARNOLD B. GARDNER, B.A., LL.B New York CHARLOTTE K. FRANK, B.B.A., M.S.Ed., Ph.D. Hartsdale HARRY PHILLIPS, 3rd, B.A., M.S.F.S. Albany JOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D Bronx LORRAINE A. CoRTES-VAzQuEz, B.A., M.P.A. President of The University and Commissioner of Education RICHARD P. MILLS Chief Operating Officer RICHARD H. CATE Deputy Commissioner for Elementary, Middle, Secondary, and Continuing Education JAMES A. KADAMUS Assistant Commissioner for Curriculum, Instruction, and Assessment ROSEANNE DEFABIO The State Education Department does not discriminate on the basis of age, color, religion, creed, disabili- ty, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sex- ual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries con- cerning this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. 3 CONTENTS Introduction 1 Early Literacy Competencies 3 Evidence-Based Instructional Practices 15 References 40 Strategies for Achieving the English Language Arts Standards 45 4 UCTION INTR The New York State Education Department has adopted the national reading goal that all children will be able to read independently and well by the end of grade 3. To support this goal, the Department has under- taken a number of initiatives related to early literacy. This document, Early Literacy Guidance.. Grade 3, builds on and enhances previous English language arts documents of the Prekindergarten Department. Early Literacy Guidance provides teachers with additional specificity regarding the early literacy skills that students should know and be able to demonstrate in grades prekindergarten through 3. The New York State Education Department recognizes the importance of recent reading research on early literacy teaching and learning, including Preventing Reading Difficulties in Young Children (Snow et al., 1998) and the Report of the National Reading Panel (2000). The New York State Early Literacy Guidance draws upon this significant research and reflects the six components of reading included in the recent research. These components are: Phonemic awareness Word recognition Background knowledge and vocabulary Fluency Comprehension Motivation to read Grade 3 is divided into three parts: Early Literacy Early Literacy Guidance: Prekindergarten Competencies, Evidence-Based Instructional Practices, and Strategies for Achieving the English Language Arts Standards. Each section is important and focuses on elements that are integral to helping children become readers. Each component of the Early Literacy Guidance is organized by grade level so that educa- tors and parents can see the competencies that children who are making adequate progress have developed, and the strategies that they are using to achieve the English language arts learning standards. A skill introduced at one grade level will need to be reinforced at subsequent grade levels. If a student has not made adequate progress toward developing a competency in the identified grade, opportunities for additional instruction and practice should be provided within the classroom and, if necessary, through academic intervention services such as tutoring and/or extended time. In addition, the Department encourages all schools to assess students regularly in early grade levels, and to use such assessment results to modify instruction and establish effective instructional groupings. The Department appreciates the contributions of New York State teachers and Dr. Cheryl Liebling, New York State Technical Assistance Center, to the development of this document. 1 5 Early Literacy Competencies EARLY LITERACY COMPETENCIES rade During prekindergarten, young children are beginning to develop language and literacy skills fundamental to learning to read and PreK write in elementary school. Prekindergarten is a critical time for helping young children develop early literacy competencies in the dimensions of reading, writing, speaking, and listening. READING During PREKINDERGARTEN, STUDENTS ARE DEVELOPING READING COMPETENCIES IN ORDER TO: Phonological and Phonemic Awareness IV. Fluency I. A. Read own name A. Listen to and identify spoken language B. Recognize and identify environmental print sounds in the environment including signs and labels Identify and produce spoken words that B. rhyme (e.g., rhymes, poems, songs, word games) including word families (e.g., c-at, V. Background Knowledge and Vocabulary b-at, s-at) Development C. Count or tap the number of syllables in A. Learn and use new words in spoken com- multisyllabic words to show awareness of munication the syllable as a discrete unit B. Learn new words from books D. Count or tap the number of words in C. Use new vocabulary words to talk about spoken sentences to show awareness of the life experiences word as a discrete unit D. Connect vocabulary and life experiences to ideas in books II. Print Awareness A. Understand that the purpose of print is to VI. Comprehension Strategies communicate A. Show interest in reading for different B. Follow left-to-right and top-to-bottom purposes (e.g., gaining information about direction when reading English the world and others) C. Distinguish between letters and words to B. Make predictions about story events show awareness of printed letters C. Retell stories with attentiveness to the D. Distinguish between print and pictures to sequence of events and main ideas show awareness of printed words D. Ask and answer questions about the E. Point to print as individual words are content of books spoken to show awareness of printed words Motivation to Read VII. A. Show interest in a range of preschool-level III. Alphabet Recognition texts such as alphabet books, stories, A. Recognize and name some letters of the poems, and informational texts alphabet, especially those in own name BEST COPY AVAILABLE 4 7 WRITING DURING PREKINDERGARTEN, STUDENTS ARE DEVELOPING WRITING COMPETENCIES IN ORDER TO: IV. Composition Print Awareness I. A. Label drawings with letters or words A. Use left-to-right and top-to-bottom "Write" messages as part of play direction when writing English B. B. Use spacing between letters and words C. "Write" by using painting, drawing, letters, and some words II. Spelling V. Motivation to Write A. Use sound or invented spelling to spell A. "Write" and draw spontaneously to independently communicate meaning B. Write correctly own first name B. Show interest in sharing writing and drawing with others III. Handwriting A. Write some uppercase and lowercase manuscript letters, especially those in own name LISTENING DURING PREKINDERGARTEN, STUDENTS ARE DEVELOPING LISTENING COMPETENCIES IN ORDER TO: Listening I. C. Understand and follow oral directions A. Listen attentively to spoken language (e.g., D. Listen respectfully without interrupting books read aloud, rhyming words, songs) others Listen attentively for different purposes B. (e.g., to track individual words as they are spoken, to gain information) SPEAKING DURING PREKINDERGARTEN, STUDENTS ARE DEVELOPING SPEAKING COMPETENCIES IN ORDER TO: Speaking I. C. Speak audibly A. Use prekindergarten-level vocabulary and D. Speak with speed and expression grammar in own speech appropriate for the purpose B. Speak for different purposes (e.g., share E. Take turns when speaking in a group ideas about personal experience, books, or writing; retell a story; dramatize an experience or event) a CA_ rade EARLY LITERACY COMPETENCIES k...3 K READING BY THE END OF KINDERGARTEN, STUDENTS WHO ARE MAKING ADEQUATE PROGRESS IN READING ARE ABLE TO: Identify parts of books and their functions Phonological and Phonemic Awareness F. I. (e.g., front cover, back cover, and title page) A. Identify and produce spoken words that rhyme Blend beginning sound (onset) with ending III. Alphabet Recognition and Phonics B. sound (rime) to form known words in rhyming A. Recognize and name automatically all upper- word families (k-it, s-it, b-it) case and lowercase manuscript letters C. Count or tap the number of syllables in spoken Recognize that individual letters have associated B. words sounds D. Isolate individual sounds within spoken words C. Recognize that the sequence of letters in written ("What is the first sound in can?")Phoneme words represents the sequence of sounds in Isolation spoken words Identify the same sounds in different spoken D. Identify some consonant letter-sound E. words ("What sound is the same in sit, sip, and correspondences sun?")Phoneme Identity IV. Fluency Categorize the word in a set of three or four F. A. Read own name and names of family or friends words that has a different sound ("Which word Recognize and identify some sight words B. doesn't belong: doll, dish, pilI?")Phoneme C. Read automatically a small set of high-frequen- Categorization cy sight words (e.g., a, the, I, my, use, is, are) G. Blend spoken phonemes to form words using D. Read familiar kindergarten- level texts at the manipulatives (e.g., counters) to represent each emergent level sound: /b//i//g/Phoneme Blending Background Knowledge and Vocabulary V. H. Segment spoken words into component sounds Development using manipulatives (e.g., counters) to represent A. Learn the meaning of new words and use them each sound ("How many sounds are there in big? in own speech Move three counters.")Phoneme Segmentation Learn new words from books B. Recognize the remaining word when a I. Use new vocabulary words to talk about life experiences C. phoneme is removed ("What is cat without the D. Connect vocabulary and life experiences to ideas /k/?")Phoneme Deletion in books Make a new word by adding a phoneme to an J. Use a picture dictionary to learn the meanings of E. existing word ("What word do you have if you words in books add /s/to mile?"Phoneme Addition VI. Comprehension Strategies Substitute one phoneme for another to make a K. A. Notice when sentences do not make sense new word ("The word is rug. Change /g/to /n/. Make predictions about story events B. What is the new word?")Phoneme Substitution C. Answer questions about text read aloud Print Awareness II. D. Retell or dramatize stories or parts of stories A. Understand that the purpose of print is to VII.Motivation to Read communicate A. Show interest in reading a range of kindergarten- Follow left-to-right and top-to-bottom direction B. level texts from a variety of genres such as alpha- when reading English bet books, stories, poems, and informational texts C. Distinguish between letters and words Read voluntarily familiar kindergarten-level texts B. D. Distinguish between print and pictures C. Show familiarity with some book titles and Track print by pointing to written words when E. authors texts are read aloud by self or others 6 9 WRITING BY THE END OF KINDERGARTEN, STUDENTS WHO ARE MAKING ADEQUATE PROGRESS IN WRITING ARE ABLE TO: III. Handwriting Print Awareness I. A. Write legibly some uppercase and lower- A. Use left-to-right and top-to-bottom direc- case letters tion when writing English B. Use spacing between letters and words when writing on a line IV. Composition A. Label drawings with letters or words II. Spelling B. Write as part of play (e.g., playing school, A. Use developing knowledge of letter-sound store, restaurant) correspondences to spell independently C. Write compositions that include letters or (e.g., sound or invented spelling) words and drawings to communicate for B. Use conventional spelling to spell some different purposes (e.g., tell stories, com- common or familiar words municate feelings, provide information) C. Write correctly own first and last names and the names of some friends or family V. Motivation to Write A. Write voluntarily to communicate for different purposes B. Share writing with others LISTENING BY THE END OF KINDERGARTEN, STUDENTS WHO ARE MAKING ADEQUATE PROGRESS IN LISTENING ARE ABLE IX Listening I. C. Understand and follow oral directions A. Listen attentively to spoken language (e.g., D. Listen respectfully without interrupting books read aloud, rhyming words, songs, others video- and audiocassettes) Listen attentively for different purposes B. (e.g., to track individual words as they are spoken, to gain information) SPEAKING BY THE END OF KINDERGARTEN, STUDENTS WHO ARE MAKING ADEQUATE PROGRESS IN SPEAKING ARE ABLE TO Speaking I. C. Speak audibly A. Use kindergarten-level vocabulary and D. Speak with speed and expression grammar in own speech appropriate for the purpose B. Speak for different purposes (e.g., share E. Take turns speaking in a group ideas or information, retell a story, dramatize an experience or event) 7 1 0