KLiteracyHandouts_000

7/28/2019 KLiteracyHandouts_000

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Part One

2Part One

Teaching to

Childrens StrengthsI once heard Marie Clay say that we must teach to

childrens strengths, not to their weaknesses, if we want

to succeed. I believe that teaching to strengths is a

revolutionary idea. If you reflect for a moment on

everything a 5-year-old does not know about reading,

or a struggling reader of any age, you can see that

weaknesses do not help you know where to begin

teaching. To know where to start instruction,

you must know what the child can do. Effective

teachers build on what children know.


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Kindergarten Liter28

2

Systematic Assessment of Literacy Development

Work samples

2 Writing and spelling drafts

2 Oral reading records

Observed behaviors

2 Sorts

2 Word reading and writing fluency

2 Print and book handling concepts

2 Voice-print match

Reading Support Provided by Teacher

Classroom routines

2 Read-alouds

2 Shared reading

2 Guided reading

2 Reading and discussion groups

2 Independent reading

Teaching strategies

2 Reading aloud

2 Thinking aloud

2 Prompting

2 Linking reading to writing

Writing Support Provided by Teacher

Classroom routines

2 Read-alouds

2 Dictated writing

FrameworkFor Kindergarten Literacy


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Chapter Two: The Research That Informs This Book

2 Shared writing

2 Interactive writing

2 Writing workshop and conferences

2 Independent writing

Teaching strategies

2 Thinking aloud

2 Prompting

2 Linking writing to reading

Word Study Embedded in Reading and Writing

Classroom routines

2 Name work

2 Wall words work

2 Sorting

2 Hunting

Teaching strategies

2 Sound stretching

2 Thinking aloud

2 Prompting

Inquiry-based Content Study

2 Family and community knowledge

2 Thematic units and integrated curricula

Points to Note:

2 The reading and writing support ranges from very directed and explicit support (reading

aloud to students or taking dictated writing from students), to minimal teacher support

(independent reading and workshop writing, and inquiry-based content study). In the

chapters that follow, Ill describe this continuum in greater detail.2 Knowing how much guidance to provide to a student, and when, is an art that you develop

with experience and reflection.

2 Traditionally, theme-based inquiry is the bedrock of the early-childhood curriculum. That

doesnt change, even in this new notion of more strategic literacy instruction in kinder-

garten. In fact, teaching reading and writing in the context of this inquiry is ideal.


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Suggested Schedule for Kindergarten Literacy Assessment

Beginning of Year

To informinstruction

Midyear and asAppropriate

To communicate toparents and informinstruction

End of Year

To document progressand to communicate toparents and first-gradeteachers

Letter and SoundAssociationUse card stock orletter tiles

Names andSounds

Assess Assess unknownletters and sounds

Assess unknownletters and sounds

DNealian

PhonologicalAwarenessUse picture sorts

Rhyme Assess Assess unknownconcepts

Assessunknown concepts

BeginningSounds

Assess Assess unknownconcepts

Assess unknownconcepts

Print ConceptsUse a Level A book

Assess all concepts,depending on book



PhonemicSegmentation andRepresentationUse paper andpencil or letter tiles

Spelling List 1 Assess Assess Assess

Spelling List 2 Assess if all words onList 1 are spelledcorrectly

Word ReadingUse card stock or

word cards

List 1 Assess Assess unknownwords

Assess unknownwords

List 2 Assess only those students who know

most of List 1 words

Word WritingWrite all the words you know

Administer prompt and record number of words inwriting vocabulary

Text ReadingAsk the child to read a text a pretend reading of a familiar

book or story, such as Have You SeenMy Duckling?or

the childs own writing, or an appropriate guided reading lev-

eled book, depending on what levelof text is appropriate

Record observations as appropriate

Text WritingDraw a picture and write all about

yourself

Administer prompt and analyze writing sample

Your Purp

You select these lists(see sample, page 77)

See pages103113

In general, assess onlythings child missed on

previous assess.

The 8 Skills

Chapter Three: Ten Minutes That May Change a Life


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End of YearMidyearBeginning of Year

Observation Dates

Letter andSoundAssociation

Names

Sounds

DNealian

Book

Directionality

Voice-to-print Match

Word Concept

Letter Concept

First & Last Word

Punctuation Total Concepts*

PhonologicalAwareness

PrintConcepts

Rhyme

Beginning Sounds

PhonemicSegmentation andRepresentation

Word Reading

Word WritingWrite all the words you know

WritingDraw a picture and write about yourself

Reading

Spelling List 1

Spelling List 2

List 1

List 2

List 3

Book Title

Guided Reading Level

Accuracy

Rate/Word Correct per Minute

Reads from Memory

Reads Own Writing

ReadsLeveled

Text

Student Profile Sheet

Drawing & Letterlike FormsCopied & Random Letters

Name

Words

Sentence

Text

Student _______________________________ Teacher _______________________________

(period, question mark, exclamation point)

Kindergarten Literacy 2006 Anne McGill-Franzen

* Your total will be between 12 and 14, depending upon the punctuation in the book you use.


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UppercaseL

etters

LetterName

SoundorWord

Assess

Date

A F K P W Z B H O J U C Y L Q M D N S X I E G R V T

LowercaseLetters

LetterName

SoundorWord

Assess

Date

a f k p w z b h o j u c y l q m d n s x i e g r v t

D

NealianUppercase

LetterNameWrite

Ass

ess

Date

A F K P W Z B H O J U C Y L Q M D N S X I E G R V T T l

DN

ealianLowercase

LetterNameWrite

AssessDate

a f k p w z b h o j u c y l q m d n s x i e g r v t T l

Letter-SoundRecordSheet

Student____________________________________________

Teacher______________________

___________________

Date____

_________________


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Beginning Sound Sort Record SheetStudent ___________________________ Teacher ___________________________ Date _______

neck pencil feather gate

note pizza fish guitar

nest pan frog goose

2


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Beginning Sound Sort Practice Cards


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Rhyme Sort Record SheetStudent ___________________________ Teacher ___________________________ Date _______

rug bug pail mail

tube cube dig pig

fan can

SORT 1

feet seat tie pie

cake rake sock lock

moose goose

SORT 2

2


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Kindergarten Literacy AssessmentPrint Concepts

Student _____________________________ Teacher ______________________________

DIRECTIONS SCORING & CONCEPTANALYSIS Date Date Date

Hand the book to the child with the bookspine toward the child.

Put a check over the concept and thedate mastered.

BEFORE OPENING THE BOOK, SAY:

Show me the front of the book.

BOOKCONCEPTS

Front cover

Point to the title. Title

Show me where you start reading. Print carries the message (not illustrations)

DIRECTIONALITY

Which page do we read first? Beginning of text

Show me with your finger which way youwould go when you read.

Left to right sequence

Show me with your finger which way youwould go when you read.

Return sweep

DURING READING, SAY: Point to eachword while I read.Observe whether the child points to eachword as the teacher reads. Is there an exactmatch between number of words spoken(read) by the teacher and the printed words

to which the child points?

ONE-TO-ONE MATCH BETWEENVOICEAND PRINT

Observations:

AFTER READING, ASK THE CHILD TO USEINDEX CARDS TO:

WORD CONCEPTS

Show me one word only. One word

Show me the first word on this page. First word

Show me the last word on this page. Last word

Show me one letter. LETTER CONCEPT

What is this? [.] PUNCTUATION CONCEPTS Period

What is this? [?] Question mark

What is this? [!] Exclamation point

Fall book title ________________________________________

Winter book title _____________________________________

Spring book title ______________________________________

Total printconcept points

Total will be between 12 and 14, depending onpunctuation in book you use.

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1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________

Total Phonemes __________

a b c d e f g h i j k l m n o p q r s t u v w x y z

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Kindergarten Literacy AssessmentSpelling

Student _________________________Teacher _________________________ Date _______

2


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Assign an extra point for each conventional spelling.

Count the total number of checks for all the words, and record this

number next to Total (___ /20).

1. rag /r/ /a/ /g/

r a g

w e k

y

2. mob /m/ /o/ /b/

m o b

u pi

3. fun /f/ /u/ /n/

f u n

v o

4. sit /s/ /i/ /t/

s i t

c e d

5. jet /j/ /e/ /t/

j e t

g a d

ch

h

Total ______ /20

Allowable Spellings List 1

Word Phonemes RepresentedBy Letters

1. coat /c/ /o/ /t/

c oa t

k o d

ow

2. plate /p/ /l/ /a/ /t/

p l a t eb e d

ae

3. sheep /sh/ /e/ /p/

sh ee p

s e b

ea

4. bump /b/ /u/ /m/ /p/

b u m p

p o b

Total ______/18

Allowable Spellings List 2

Word Phonemes RepresentedBy Letters



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2

TEXT WRITING TASK

This task taps into the familiar, encourages children to use what they know

about writing, and all children, regardless of their developmental level or

experience, can participate equally in the assignment.

PURPOSE: To learn what children know, using writing to communicate

TIME: About 15 minutes

MATERIALS: Paper, pencil, markers

SETTINGS: One-on-one, small-group, or whole-class

DIRECTIONS:

Begin the writing task after giving students paper and pencils or markers.

1. Say: Draw a picture and write all about yourself.

2. Tell the children that you cannot help them, but they should use all the

resources they have to help them write.

3. Say: You can use the word wall, the alphabet chart, the vowel chart, the

Words I Use When I Write, list, or your personal dictionary. Think of the

things that you would like to say about yourself: your name, how old you

are, what you like to do, your favorite food or book or things to do in

school. You can tell about your pets or brothers and sisters or mom and

dad. You can write where you live and who your friends are. Make sure to

put your name on your paper.

4. Date the papers, rewrite what the student has writtenhave the student

tell you what he wrotefor future reference. Record other observations.

TIPS FOR SCORING:

1. Using the rubric on the following pages, examine the students writing. On

the Student Profile Sheet (page 41), mark the highest level of writing accord-

ing to the rubricdrawing (D), copied or random letters (C), name only (N),

words (W), sentences (S), and text (T).


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I am at home.

Drawing and

Letterlike FormsWriting that mixes drawing

and distinct letters or letterlike

forms is the first kind of emer-

gent writingit suggests that

the child knows that squig-

gles, waves, and circles,

humps, crosses, and other let-

terlike forms of print convey

the message, not the drawing

or picture.

I love snow.

Copied and

Random LettersOnce the child recognizes the

alphabet as a series of letters, he

tries to copy them. By repeating

letter string patterns or creating

random strings of letters, numbers,

and some letterlike forms, the child

gains mastery over the formation of

letters. The child likely can differ-entiate numbers from letters and

knows that letters of the alphabet

are used to create messages.

Writing Rubric


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2

People My dad. My dog.

Name OnlyWhat the child learns in mastering his namethat sounds map onto letters, that letter names

carry sound, and control over fine motor skillshe applies to all other attempts to write and

read. Give credit for the name category even if thechild reverses letters and uses upper- and lowercase let-

ters in inappropriate positions (see Courtney). If the

child does not write his name in a linear, left-to-right

direction or mixes mock-letters with actual letters, do

not give credit

for this cate-

gory of devel-

opment (see

Levantay).

Words

At this level, the child may include memorized words

and words spelled with single letters, missing vowels,

incorrect vowel patterns, or other invented spellings.

The message may be primarily one- or two-word

labels, captions, or lists.

CourtneyLevantay


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I go to ride my bike.

I like to play with my friends.

This student writes well, but is not yet able to compose aseries of sentences that sustain an idea.

Sentences

This category includes at least one line

of words (conventionally spelled or

invented spellings), written from left toright, with some spacing between words,

and may include punctuation (not neces-

sarily appropriate punctuation). Notice

in the Barbie example, the child writes

a number of unrelated sentences; thus,

she hasnt achieved text level yet but is

still writing at the sentence level.


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2

It is sunny today. I went out to play.

The whale cant come out of the water.I can get out of the water.

Text

This category includes more than

one sentence (as defined above)

with ideas that are related. Thechilds sentences can be the begin-

ning of a narrative, as in the first

example, with an event or episode

described in a simple setting. Or

the childs sentences can be the

beginning of informational or

expository writing, as in the second

example, with a simple listing ofattributes of a person or a whale.

Notice in the whale example, the

sentences relate to each other.


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2

Continuum of Reading Levels

Reads From Memory:This is the earliest stage of reading. As you observe children at

this level, notice what language features they have internalized about reading. Do they usebook language? Do they create a story from memory?

Reads Back Writing:This is often the first actualconventionalreading a child does. It

is the easiest text for a child to read because is comes from himboth the ideas and the printed

message that communicates those ideas. The child draws a picture to represent what he is think-

ing, then uses what he knows about letters, sounds, words, and print concepts to create a written

text that explains his drawing. By looking at a childs writing, as we did in previous sections, we

can see what he knows about writing words.Take, for example, the charming little text about

the whale on p. 92: The whales cant cm out aav wwdr. I can get out aav wwdr. What is strik-

ing here is that the child wrote the same invented spelling for both aav and wwdr, demon-

strating that he knows a word is spelled with the same letters regardless of where it appears. If a

child is able to read back his own writing, saying, for example, the same word whenever he sees

a particular combination of letters, or reading the text back in exactly the same way, regardless of

how often you ask him to do it, he is demonstrating the same principle: words are invariant.

Being able to read back writing is actual readingthe child points to each word, making a

voice-print match; he uses initial letters to help support his memory for words; he uses the

drawing he created to support his memory for the ideas he wishes to communicate.

Reads Text: Once the child has a small store of sight wordswords like the, I, or in

that appear over and over in reading materialsand can use these words, initial letters, and

the spaces between words to match voice to print, he is ready to try easy, leveled books. Of

course, the child must simultaneously orchestrate any number of strategies to successfully

read even the simplest little book, but writing and reading back his own writing will pre-pare him well for this task. As I show you on p. 106, books vary in the level of support they

offer the emergent reader, most noticeably in the illustrations, the familiarity of the topics

and words, and the predictability of the language used. The easiest books are also the short-

est books, with the fewest number of words and the shortest sentences.


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2

Shoes is also an easy

booklevel Abut inorder to read it success-

fully, the child must useinitial letters as well as

picture information


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2

The Stages of Early Literacy Development

STAGE 1: LETTERS & SOUNDS KIDS and SOUNDS KIDS

Pretend readers and writers

2 Make up a story based on memory, and using the pictures as a guide,

pretend to read with intonation and book language

2 Hold a book right side up

2 Realize that print, not pictures, carries the message and point to the

print when asked, Where do I begin reading?

2 Know some letters

2 Recognize own name in print

2 Write letters or letterlike forms (scribbles) to represent a message, but

read the message differently each time, as they do not yet know that prin

is constant

2 May ask an adult to read their scriptlike messages by saying, What did I write?

STAGE 2: ALMOST READERS

Beginning readers and writers

2 Understand that a written message is constant, and demonstrate this under

standing by reading back own writing

2 Track print from left to right when asked, Show me with your finger which

way you would go when you read

2 Know most letters and sounds

2 Can distinguish rhyme and initial sounds


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2 Recognize a few words in reading

2 Use a few memorized words in writing: their own names; anchor words such

as the, mom, dad; and names of pets or siblings. These words help anchor

the student first attempts at matching spoken words to printed words.

2 Often spell with single letters as they try to represent their ideas in writing.

The sounds conveyed by the names of letters and the way the letter names

feel to the students when articulated become the building blocks for begin-

ning spelling.

STAGE 3: READERS

Conventional readers and writers

2 Read familiar books and fingerpoint to each word, making an exact match

between words spoken and the printed words

2 Know all letters and sounds

2 Have memorized at least 25 highly frequent or phonetically regular words

that they can read and write

2 Rely on initial letters and letter sounds to recognize unfamiliar words in reading

2 Use sight words from reading in writing

2 Use letter names and some vowels to spell words

2 Are able to use what they know about familiar words to decode and spell

words that they have not seen before (often called a self-extending system)

2 Use some punctuation in writing; plan and edit simple texts.

Documents

KLiteracyHandouts_000