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Define language experience approach

What is language experience method. What is language experience approach. What is the purpose of the language experience approach.

This post originally appeared on The Agency Post. To read more content like this, it is Subscribe to the agency's post. "What's the next idea?" This phrase is everything you hear inside the halls of every advertising and marketing agency. Every brand expects this kind of revealing thought to their agencies; And in turn, each agency urges their creative teams to ? ?"think out of the box and come up with that over-the-top, albeit strategic, idea of the game. Yet, in our search for these cutting-edge concepts, they somehow manage to launch most of the ideas we see simply because they're too small, too modest, or too unrefined. And we fail to recognize that those small, modest, unrefined ideas could lead to the larger ones. WHY THINKING SMALL is OK Think about it: it wasn't always important very important in one step. The best of the big ones were built by hundreds of thoughts and seeds of random and smaller ideas that undergo countless cracks in the bat. In advertising, those great ideas, your team often presents never getting the buy-in from the client. If they do in any way, these ideas fail to deliver substantial goals and messaging. This is problem number one. The second problem, and probably the most challenging, is to find the time to invent these revolutionary concepts. With all the emails, meetings and distractions filling our headspace every day, I personally found it almost impossible at times to stop and think. So one day I stopped. And I thought. Only then did I come to the following realization: mountains can be moved if you stop thinking big, and instead start thinking small. This may seem counterintuitive, but think about it: it's We Can All Take time for little ones. The 50/50 experiment a few months back, faced with the challenge of devising ways to sell a tech-related product to golfers, I conducted an experiment. The experiment was a dynamic method of conception that requires a person to allocate 50 uninterrupted minutes towards generating 50 different ideas. Instead of focusing on the quality or strategic basis of ideas, I searched for quantity. I squeezed my creative sponge as tightly as possible to squeeze as many ideas as possible onto the sheet. There are no rules and no regulations ? just ideas. And a lot of them. The goal. The goal? Finally with a list where at least one out of 50 ideas could be modified to guide the goals. After removing the logistical factors such as budget and business constraints, you will find that inspiration seems to flow much more freely. This was certainly the case for me. Following my 50 minutes of Blitz, I spent another ten minutes picking what They were the ten best ideas. Two bubbled up to the top as a solid, working and inside the budget. Read something like this: Implement a widget to capture e-mail records when a user showed the behavior indicating that they were going to exit the page. Sponsor a Burietity Golf Golf to show the product in action and sell it to ? oebelievers.? On the same day, my team and I threw ideas, showed how the needle moves, put them in place and started selling more products within 24 hours. That's what I learned in this experiment. 1) Constraints can drive creativity nothing gets creative mind that works faster than a pressure dose, and 50 ideas in 50 minutes are pressure. And since the pressure induces adrenaline, cortisol and norepinephrine - the trifecta of combat or flight - it is definitely skip your thought. Remember: when creative juices don't flow, it's okay to give the proverbial sponge to squeeze. Setting the parameters or limits of the line lasts around your design processes can effectively facilitate inventive thinking. 2) Track, test and measure through this rapid process of conception, it is important to take all your ideas for your extended team to build further on them and cut those that you cannot validate with empirical data or past compresses to keep them moving. It is fast, turnkey, and inspired by the many fundamental tenants of growth hacking. Think, quickly fail and iterali; Track, test and measure. When you commit to coming with ideas quickly in a tight timeframe, with 100% focus and no creative charm, end up with a large pool of ideas you can build. This method also eliminates block blocks that you have often hit when brainstorming with a large group of people. (This is when the rule ? oevocal very little kicks, allowing half the room to sit quietly while a limited scope of opinions takes over.) 3) Find a new PlayBook after my success with experiment 50/50 It is set to build an assorted game playbook designed to encode the process of conception both individually and as a team. One of my favorite resources I often refer to is a book called Gamestorming. Auto-described as PlayBook for innovators, it has a series of editable activities that refers to how "Games" to solve problems, identifying stakeholders and ideating. In this super-sized world we live, sometimes the bite is not bad. Allowing short inspirational explosions can make all the difference between run-of-the-lam concepts and the next idea. What methods help you clarify disorder and generate new ideas? Want more content like this? Join The Agency Post. Originally Posted on 11 October 2014 8:00:00:00, Updated on 01 February 2017 Language Approach planned Big 5: focus on knowledge of alphabet and early writing Deborah Mazzeo: Hello and welcome. Thank you all to join us today for the first planned language approach Big 5 webinar with a focus on knowledge of alphabet and writingThe Big 5 is one of the five components of the planned linguistic approach and knowledge of the alphabet and early writing is one of the topics under the Big 5 for everyone. They are the key skills that are fundamental to the next school success, including reading at degree level. This webinar is the first in a a series in which you will be able to hear in-depth content on each of the Big 5 skills. So make sure you join us again on February 21, at the same time for the second. I'd like to introduce myself. My name is Deborah Mazzeo, and I am the coordinator of cultural and linguistic practices here at the National Centre for Development, Teaching and Learning of Childhood. And I'll ask my colleagues to say hi. Jan Greenberg: Hi, everybody. My name is Jan Greenberg. I am an expert in senior matter, development of children. I also work at the National Center for Early Childhood Development, Teaching, and Learning, and I actually work several offices down from Deborah. Karen Nemeth: And this is Karen Nemeth, and I am the specialist in education and technical assistance for dual language students at the National Center for Early Childhood Development, Teaching and Learning. And I'm calling remotely from Philadelphia. Deborah: Thank you both. So, before you start, I just want to go on some information about webinar. We will use some of the features of this webinar platform to help us interact, so at the bottom of the screen you will notice these widgets. If you have questions during the webcast, you can send them through the Q&A violet widget. We will try to answer these during the webcast, and please know we take all the questions. Our dear colleague, Jen Crandell, is also answering these questions and has contributed a lot to this presentation, so we thank you for this. If you have any questions of technology, please enter here as well, as we have Noelle on who will be able to answer those. A copy of today's scrolling platform and additional resources are available in the Resource List, which is the green widget. We invite you to download any resources or links that you can find useful. During this session, we will use the Blue Group Chat widget to engage each other, and thank you all for entering your favorite alphabet books already there. You can also find additional answers to some common technical issues located in the Yellow Guide widget at the bottom of the screen. Each of these widgets are resizeable and mobile for a personalized experience; just click on the widget, move it by dragging and releasing, and resize using the arrows at the top corners. Finally, if you have any problem, try to refresh your browser by pressing F5. Make sure you disconnect your VPN and exit from any other browser. It'll be useful. That's what we're covering today. During the introduction, I will make some connections to PLA, which is the language approach planned briefly. We will link to coordinated approaches and the Results Framework for early learning of Head Start. We will share research on knowledge of alphabet and early writing, including some important information about language and culture.of the evolutionary progression of newborns and children up to children children age . There will be information on effective practices that support the knowledge of the alphabet and early writing during the different phases of development, from birth to 5 years. And then we will show examples of knowledge of the alphabet and early writing in various initial learning contexts. Thus, these arguments will be intertwined and connected during the hour we are together. By now, you will have noticed in the list of resources that is a multi-page PDF entitled ? ?Knowledge of the alphabet and early writing.? You are all the first to receive this updated document that we are very pleased to make available , And this is the foundation of this webinar. There is also a link to the new web page on the alphabet and early writing on ECLKC, which is the center of knowledge and knowledge of early childhood, and in the end there will be a page for each of the 5 competences. By the end of the presentation, we hope you can understand the links with a planned language approach, the coordinated approaches, and the Early Learning Outcomes Framework, or Elof in short; Whether you are able to explain what the research on knowledge of the alphabet and early writing says. We hope you can describe the trajectory of development from birth to 5 years, identify strategies to support children who learn a double language, and identify effective practices to support each ability and different precocious learning contexts. So, when we talk about alphabet and early writing, we include the points you see on the slide. These are the skills and concepts we want children to understand and be able to realize thanks to the support and educational practices we provide in our programs, and the nature of this support and of such educational practices will obviously depend on age And from children's ability. For example, newborns and children will begin to recognize images and some symbols before I start using them intentionally. We will talk about progressions and development practices later in this webinar. Only for now, here's what we want to include and discuss: knowledge of the alphabet and early writing include communication through printing, therefore by small doodles to the first letters and words. It includes that the letters are symbols used to read and write in English and other alphabetical languages, such as Spanish, Arab and Portuguese, and that these languages also use letters and sounds to form words. So this is the definition of alphabetical language, and I think it is important to note here that some languages are not alphabetic. For example, the mandarin uses pictorial characters representing a word or phrase, so this is very important to note. Understand that writing has a purpose. These purposes include communicating with others, write to remember, document ? ? ?Like, for example, when a It could mark the height of a child on a growth chart ?.? ? ?.? So write for pleasure or entertainment, when children receive only a large empty paper page and start making sections with different colors. So those are the different purposes. And then he is recognizing uppercase and lowercase letters in English and other alphabetical languages; And here too, I also want to emphasize that not all alphabetal languages have uppercase or tiny letters. So an example of what could be, like, Arabic, who - when you see the written Arabic language, is like a corsive script, so it's important to note. And then then here, associating individual letters from the English alphabet and other alphabetical languages with their specific sound matches. So, it's really what we're talking about with the knowledge of the alphabet and early writing. Subsequently, I would like to speak briefly about how the knowledge of the alphabet and early writing adapt to a coordinated approach. So, hopefully education staff support knowledge of alphabet and early writing every day during the day as part of your resume, which you are considering the learning of the children of skills to know what to teach and you are supporting families Develops knowledge of children's alphabet and early writing. All these activities imply the implementation of a coordinated approach and a coordinated approach should be integrated into program systems and services. Head Start requires a coordinated approach to the full and effective participation of children who are double language students and their families, as well as some other areas, and you can read further. There is a onebagper that is provided for the approaches coordinated in the resource list, so I suggest you check it. I want to mention a new tool. The evaluation of the Dual Language Learchers program is called, and see the connection on the slide there, but it is also in the list of resources. This is a great way to evaluate where you or your program both in the implementation of a coordinated approach for long linguistic students. In this instrument, there are three sections that are very applicable to our topic on the knowledge of the alphabet and early writing that are within the portion of educational services, and those are teachers and learning environments, curricula and projections and evaluations some children. And once you have the opportunity to dig in that tool, while read the articles in those sections, you will want to think about the grade to which you are implementing them. Here on this slide, you see the front cover of the evaluation of the Dual Learchers program, or the dllpa as we say for a short, and on the right side, see the planned linguistic approach cake, as we call it. The Big 5 for everyone, of which knowledge of the alphabet and early writing is one of those great 5s, it's just a slice of that for a planned language approach. So again, the Big 5 for all addresses the five key elements of the initial language and the development of literacy, and that links the DllPa curriculum section. These are thesupported by research and linked to the language and literacy area of the framework for early learning outcomes. I also want to make an explicit link between the other pieces of the PLA pie and the DLLPA; so you'll see that it's the research base as another slice of that pie, and it's the research available on brain development that's applicable to all children. The next piece of the pie is Home Language Support, which serves as a foundation for learning English. This connects with the Family and Community Involvement section of the DLLPA. Another slice of the PLA pie is the Strategies to Support DLLs, and this ties in with the teaching and learning environment section of the DLLPA. Finally, Policies, Practices and Systems are important to support language and literacy development in all aspects of your program. This is actually where the connection to the DLLPA exists, and this is where sections such as HR, professional development and DLLPA program planning come into play. If you're implementing a planned language approach, then you're implementing a coordinated approach to serve dual students, so I just want to be sure to say that. That's great. So, here on this slide, I want to state that Early Head Start and Head Start need to align their practices with the Early Learning Outcomes Framework, and since alphabet and early writing skills are key literacy skills, they will also align with the standards of early learning and development of states. So, the image you see here on the screen comes from the interactive online ELOF, and these are the goals for infants and children in relation to alphabet literacy and early writing, and they appear in the domain of language and communication and in the subdomain of emerging literacy. These goals dealing with alphabet literacy and early writing are number 13, which states that the child recognises images and certain symbols, signs or words, and number 13. And you'll see the two red arrows that identify them. Number 13 is that the child creates signs and uses them to represent objects or actions. And then in the next slide here, these are the goals for preschoolers, and literacy and early literacy goals for kindergarten are in the field of literacy and in two sub-domains: printing and literacy and literacy. The primary goals that address these competencies are number two: Child demonstrates that he understands how the press is used, how the press works, how the press works, or how the press convention works. Goal number three: The child identifies the letters of the alphabet and produces correct sounds associated with the letters. And objective number six: baby writes for a variety of purposes using increasingly sophisticated brands. And I also want to say that these goals are relevant to children in classrooms, for child care in the family and for home visits. So, with conI think I'll deliver it to my partner, Karen. Karen: Thank you, Deb. Now that you set the stage for what we have to do to support children, it is my turn to talk a little about why. Why do we say those strategies work? What do we know about how to make those transitions work through development progressions? And research - boy, there is a lot of research on the first literacy and early learning, and so a lot of work went to review the most important research and pulling together the most useful and most important research to support the recommendations you get into the Elof and the recommendations you get in the evaluation of the Dual Language Learchers program. So, I'm going to talk a little where everything comes from, but some of the key points we encounter again and again are that knowledge of the alphabet helps children understand the connection of the letter, which is the key to read and write in English and for other languages that use the alphabets, right? So, it's not just about recognizing what the letters look like, but about understanding how an alphabet works. This is what the research really showed us, which recognizing what the letter seems and the name of the letter is only a small part of the knowledge of the alphabet. The real key is, can we help children understand what is the point of an alphabet? That is not just a bunch of laps; It's a group of people who help us communicate, right? And this is the great task of learning alphabet, and therefore writing is an important part of that. As, sometimes we think, "well, if I could continue to say the alphabet or indicate the letters of the alphabet, I will teach the alphabet." But we found it through - research has shown that when children are actively processing the alphabet ? "right? ? "As when they have opportunities to try to write things or when they have opportunities to talk about the connection of the letter-audio and meaningful connections with words, it is when the true learning of the knowledge of the alphabet can happen. And so, this reminds me of a funny story when I was making a presentation at a great educational conference, and in the room I had means elementary school teachers and teachers in mid kindergarten, and I asked this question: What is the first letter of the alphabet teaching children? And I'll ask you. If you are in the group chat or in the questions, see how you would answer my question. So, I asked the whole room, "what is the first letter of the alphabet we teach the little children?" And you know, the teachers of elementary school, each of them shouted: "A, start with A, the first letter of the alphabet", but I'm waiting for you to write in the chat - or group chat or the question, what's your idea of the first letter you teach? Angela was the first. Angela hasSee, now you're typing, typing, typing, typing, typing. We all know early advance Well, no matter what we're going to teach. So many times, the first letter they learn is the first letter of their name. We know that the research has stated in the internal scoop. This is the significant connection. They are not the letters themselves; This is how they connect with the meaning for those children and giving them the opportunity to practice writing and using writing to communicate that meaning, what it means for them, because it tries to write something they are thinking about, is when we really have that active processing. We also know that we work a lot on teaching, we call phonological links ? "right? ? "or phonetic awareness, where we are trying to help children understand the connection of the letter. But there are some researches that show that the words say children and the words that speak of children are one of the most powerful supports for how they learn phonological awareness. It's not just what we tell the children, but that's what we encourage children to expect in themselves, okay? So, we know that knowledge of the alphabet also helps children understand those relationships with letters, and it is important in English and languages like Spanish or Arabic or Portuguese where letters are for sound, but some languages do not use alphabets. They use characters that connect to meaning rather than sound. Right? So, let's say the sounds of the letters in the English alphabet. Let's announce the sounds of the letters in the Spanish alphabet. But in other languages of the characters, like the Chinese, the characters connect to a meaning that composes the word instead of a single letter; But children still have to learn how to correctly say sounds so they communicate what they want to communicate and how to listen to sounds. And so, that listening part of that connection of the meaning of sound is also important in addition to recognizing the letters, recognizing the characters and also making those links. Okay, so we have as part of the knowledge of the alphabet and early writing document, we make these key points. English letters and sounds can be new for children who are double-language students, and this is true for children who come from languages that have alphabets and children from languages that have characters, but we found the search that if a child can understand how Alphabet works in any language, it is much easier for them to transfer such knowledge to a new alphabet, right? So, it is not essential to start the child by learning the English alphabet. If you want me to learn an alphabet, one of the best ways is to start learning the alphabet in the domestic language with words that understand and that are really meaningful to them, and then when they catch on how these letters and sounds go together, and that's how I can communicate and that's howLearning to write and so that I can read these words on this page, that connection is easier to say, "Oh, well, if I that in Spanish, I can also understand how to do it in English. "We must not start with the English alphabet. Any knowledge of the alphabet provides a good basis. In addition, we want to say the concept that print is like the written speech also transfers through writing systems. So, when you take the dictation of what children are saying and when children try to write what they are saying or what other people say, it really makes the difference. We also say that the construction of children Home languages observing similarities and differences between languages is very useful, in reality indicating the things that are equal and things that are different, right? So, like, in English, we say, "Barca." In Spanish, we say "Barco." "We can say," Oh, look, the sound "B", "B" for the boat, "B" for Barco. "But if we're talking about that fruit we usually use on an alphabet chart, right, in English we say: "A is for Apple," is it? Because if you're Spanish, you're wondering how the Etter A Connects sound m in Manzana. So, we really want to draw the attention of children to when those things are equal and when they are different and they talk about them to make them think about those things. Keep in mind that children from different countries with different languages have different language experiences in advance ? "not a language experience in advance, but learning early languages. So, when families are new to the United States that come to your program, they remember their early learning of reading and early literacy, using different strategies and practices than what they see in your program. And so, it is important to know which families have experienced in their childhood and what they expect and what they can do to support the first literacy at home; And we also want to make connections with cultural traditions around the language and literacy in the house. It is a good idea to use family stories or songs or songs as ways to bring each child's culture into their early literacy learning and use those as models to make those connections of letters-audio and those connections between sounds and meanings of words. Now, I'm about to show a video, and before I start, I want to give you something to think about. Can you watch this video carefully? There are some specific strategies that the teacher is using, and there are some specific behaviors that the child is doing in this interaction. And what I want... I will ask you, either in the chat or in the questions when the video is done, can you identify, can you describe a specific strategy that the teacher used or the child used? And some things are obvious, some things may not be so obvious, and it will be interesting for you to take a look. So, I'm getting ready to play that video right now. [Start the video]1: between vez? What is it? Girl 1: is a pumpkin. Woman 1: Oh, there's a pumpkin. [Spanish speaking] Woman 1: Oh, look at all the writings you did, and your name, too. Name.Is that the pumpkin? Girl 1: Yes. Woman 1: pumpkin, yeah, okay. Girl 1: This is my mom. Woman 1: Yes. This is my mom; my mom. Girl 1: And there's my dad. My dad, my dad, my dad. Girl 1: And this is my house. This is my house. This is my house. Girl 1: This is my little sister. Donna 1: This is my little sister. Girl 1: This is my wind-er. Woman 1: This is your window. You can look out the window. Window. Girl 1: Name. Donna 1: This is your name, name. [Video ends] Karen: Okay, now I can see that people are already starting to type in group chat: writing in both languages, dictating and repeating words, repeating the child's words in English and Spanish, right, and also code-switching back and forth. Well, that's the theme of another webinar, for sure. Labelling his design and making it really meaningful. But the teacher isn't telling the child what to write about, and you're all capturing that in many of your comments, that the writing is coming from the child what he wants to talk about, and so the connection that the child makes between sounds and words is more meaningful because it's coming from his interests. So, watching that video gives us some good ideas, and I bet you'd love to see it again, and I can tell you how to do that because we borrowed this video from a collection that's available on YouTube from the organization called Teaching at the beginning, and the link to Teaching at the beginning is, I think, in your resource list and it's also in our last slide. And Teaching at the beginning collected a whole bunch of these similar videos that capture early childhood activities and interactions that support dual language students through the many components of early literacy and language learning. And so, this is Teaching at the top on YouTube or we have their website listed also in our chat. And now, I'm gonna give the slides to Jan Greenberg. Jan, are you ready? Jan: Sorry. I was wearing a suit. Thank you for reminding me, Karen; and also, I want to thank Deb and Karen for giving us the great picture of alphabet knowledge and early writing, which includes, the research supporting its inclusion in the Big 5 and the ELOF, and its relevance to children who are dual language students. So now, we're going to get into children's development related to alphabet knowledge and early writing and strategies that support children in developing these important concepts and skills, and we're going to start with children and children and related goals and progression ELOF. So, let's see the first one here about kids recognizing pictures and some symbols, signs and words. Let's see what the progression from birth to 3 years looks like. So, thinking about how children begin to develop this skill, which is a fundamental part of knowledge and early writing, we think of adults who form secure relationships with children responding to their interests and e sleep and eat. We think about pampering and watching books with children. Every day, we're labeling and describing the photos. When we think about children, we think about how they are developing their knowledge in alphabet and their early writing skills; when adults emphasize names and letters written in names, when parents sign up for their children in a group care environment or in a group socialization, when adults talk about how writing works, including alphabet and words. For example, I could say: "Oh, look. The P on the pizza box is just like the P in your name, Pilar, or I could say: "The sign says, wet paint, so we don't want to touch it and get paint on our clothes." And we may also indicate the letters when we are reading alphabet books or the letter of the name of the child; and you all gave us such a great list of your favorite alphabet books, and I think I'm going to check out some of those out. And when we're thinking about the strategies I just mentioned, these are strategies that can be made in any group care environment; and if you are a visitor of home, these are strategies that you can talk to parents and how and when they could try these strategies during home visits and during group socialization. Okay, so we have a little survey for you. So the question is: "How can you support the knowledge of the children's alphabet and early writing?" And we want you to take a moment to click on your answer, and use the scroll bar to see all your choices. So, we will give you a moment or two to put your answers. Okay. Is anyone putting answers? I don't see anyone doing answers. Oh, there we are. I see someone answered. Ah, now I see answers. Oh, my God. Okay. I'll just give it another moment. All right. In the interest of time, I go on. All right. Yeah. Okay, great. And we can see that we have answers in all categories, but most of them are in "D. All the above;" and in fact, the answer is D. All the above. All these strategies support newborns in building a base for knowledge of alphabet and early writing, and how could these help to do so? Well, we know that children develop language and motor skills while they look and listen and touch everything around them. So through meaningful interactions with adults, such as when responding to the interests of children and objects of labels and animals and people and images and also family signs and symbols in the environment and describing the textures of toys and providing opportunities to explore their environment, all these experiences give children the opportunity to hear the sounds of language and learn new words and start developing ideas that one day are about to write. EEarly writing is both literacy activity and a good motor skill, providing objects for children to touch and reach and grasp and shake and bang them helps to develop motor skills and coordinate hand-handed eyes will need to keep the tools they will eventually use to write. So, what other strategies can we use to support children around alphabet literacy and early writing? Well, we can talk or sign them when they find out how things work, so we call them. Let's describe the textures and shapes. We demonstrate the sounds and actions that objects make. And I want to make a note here about the sign part and encourage you to keep in mind that, as mentioned in the book ELOF ? and this is on page 38 ? some children may communicate primarily or only using sign language rather than speaking, but young infants from birth to about 9 months who are acute may not use sign language as a reliable means of communicating. to the others. However, adults can still sign up to those children because they will help children begin to learn the signs, and as their development grows, they will be able to start using those signs more reliably to communicate. So, we've already talked about cuddling and looking at books and labeling, describing photos. Hopefully, you're doing book reading and sharing a daily experience with children. You can give children larger writing materials and show them how to use them; for example, you can give them large crayons and non-toxic markers. Can you offer daily opportunities to use those writing materials, and where can very young children write? Well, they could write on paper while sitting in a chair or hanging around someone or on the floor. And again, you know, when we're talking about these strategies, these are the ones that can be used in group care settings, and again, home visitors can talk to parents about how they could use these practices at home and in group socializations. Okay, so the next thing we're going to show you is a video, and you're going to see two teachers and several kids light up in a finger game, and you're going to see the kids have maraca in their hands. And so, as you're watching this video, you're thinking -- and we're thinking about the foundation for alphabet literacy and early writing -- what do you see teachers doing and what do you see children doing? And then pop your responses into the group chat as you're thinking about them. [Video starts] # 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, and Z # # # Now I know my ABCs # Teacher 1: # Will you shake him too? Oh. There you go. [Video ends] Okay. So, okay. So, yeah. Participating by imitating. We're talking about children; we're talking about the basic things that are happening for them around alphabet knowledge and early writing and they're starting to learn some of those basic concepts and skills. So, teacher who moves baby around to beat the song. imitating teachers, mouth, visual contact, repetitive words, singing, enunciation for children, signing firming gesturing, modeling, music and singing. Okay. That's great. Surely you already have some of the strategies, and you might not think that these strategies are the ones that would support the core skills for alphabet knowledge and early writing, but they are, so think about it. The educational staff offering children safe toys and encouraging them to use a fist to grab, shake and fuck objects, which is going to strengthen the subtle motor skills, including those that children will one day use to hold and use writing tools and finally to write in their home languages and English. They're also introducing words for the names of the letters, so think about this. As children get older and concrete and explicit connections are being made between the names of the letters and the letters themselves, children will begin to make those connections as well. And even if the staff of this video is singing in English to children, you can adapt a song like this for another alphabetical language, and the same point of making concrete and explicit connections between the names of the letters and the letters themselves applies there, as well. Okay. So this is the second of the goals of the OILF about children making signs and using them to represent objects or actions, and some of the things we've already talked about for children and older children before applying here. So, I want to make a quick point about kids, and we know kids love to sign. You've probably seen them play or stare in surprise when they accidentally draw by jabbing or butt-fucking on paper with a marker. We know their hands are stronger than a few months ago. We know they're learning how to use and control writing tools, and we know they're learning to write in print when they see adults writing and hearing about print. And when we do, children are learning that writing is meaningful and important. So, what are some strategies? Well, one is modeling the writing and describing what you are doing and why. So you could be messaging, you could be writing email notes, you could go shopping and make lists. We know that children imitate what they see us doing, and when we explain ? when we talk about what we're doing and explaining why we're doing, it helps children understand some of the functions of printing; for example, communicating ideas and remembering things. And in relation to that, we can encourage children to write in meaningful ways, and, of course, they could imitate what we're doing, so if we're writing a thank you note or if we're writing a shopping list, we could give the children the opportunities and materials to do it with us and we're supporting them in the beginning to make those signs. And another strategy that we can do, and we talked about this earlier, is We can write what they say or sign and read it in English and in their language of home. We know that when we write what they say or sign children, help them make connections connections speech and printing or writing, and that printing and writing are another way to communicate what they think and what they hear. For children who don't speak or sign, but give you gestures, their facial expressions. and other kinds of gestures, we can interpret what they are and we can write them down, and we can also read those back to children. So, some additional strategies: When they're writing, drawing and scribbling and painting, we can talk about what they're doing and we can build on their explanations. So, for example, I could ask a child, "Tell me about your design", and a child could tell me, "tree design." So I could say, "Oh, wow. You're drawing a tree, and I noticed that you put all the drop colors ? red, yellow and brown ? into your tree. This is actually a strategy called parallel conversation, when you're describing what kids are doing and saying, but it's a great strategy to help them build that connection between speaking and writing. We can create places where children can write and we can offer them many opportunities and write materials for them to start practicing these important skills. And then, as we said before, we point out names and letters, and we notice various languages if they are represented in the children in our group. And so, we have another video for you to watch, and this takes place in a socialization. And you will see an adult sitting and you will see a child coming to the adult; and so see what the child does, see what the teacher does, and tell us what you notice. What's the baby doing? What's the teacher doing watching this video? [Video starts] [Indistinct conversations] Yeah, I see it. I see it. A point and a point and a line. Very good! You're so proud! It's all right. [Video ends] Okay. So, what things did you see? Okay. The baby is happy. The Master is responding to everything he is doing. Could have been a parent. Could have been a home visitor. The teacher is reinforcing the children's attempts to write. The children are watching the adult for approval. Yeah, we saw him. The child is proud of what he is able to do, and we notice that the child knows something to write. He knows how to keep a writing tool. He's making jokes. It's making dots, so you can make all kinds of connections between what it's doing to the letters of an alphabet. Yes, warmth and tone, a lot of relationship-building there. Okay. Great answers. Okay, so these are some questions to think about. We've talked about what we see the child doing and what we see the adult doing, but we also want to think about the parents and how we support the parents in supporting the skills around alphabet knowledge and early writing, so think about them. How parents say, and the language spoken by parents and children affects how to support parents and how do their children support? Ethink about how you're incorporating the children's home language, whether you're in a group support environment or maybe in a group socialization environment. And with this, I will refer it to Karen, who will continue to talk about the development of knowledge of alphabet and early writing with kindergarten children. Karen: Thank you very much, Jan, but you had a lot to teach us about infants and small children, and we have a lot to talk about about the knowledge of preschool alphabet and early writing that I would like to talk about for six hours. But I just want to highlight some of the key points that we really want to elevate in the practice of what happens in early childhood, and you can see on the screen the progression of the development of how a child identifies the letters of the alphabet and produces the correct sounds associated with those letters from 3 to 4 years and then passes at the age of kindergarten. Therefore, we want to remember that the knowledge of the alphabet includes both the knowledge of the names of the letters, both capital and lowercase, as well as the letter-sound connection and the practice and the initial ability to write letters. And the way children begin to recognize the characteristics of the things they see, the details of what they see, we begin to see in the years of childhood/child, right? When a child begins to understand when you keep out several books and they can choose what he likes because they can recognize the details of what they see on the cover of the book, or when you pull out two yogurts and a child can choose what he likes and they know what he doesn't like because they're beginning to recognize colors, features, and maybe even some of the letters and we can build on these abilities to recognize the letters and then start writing them. So it's a good idea to have a lot of activity around, but think about having activities that arise from what is significant for the child, like the things he likes to eat or the places he likes to go to. Once I went to a nursery where I worked in the letter of the week for the letter K, and I was very excited because I am Karen, and to prove it, the teacher had pulled out of the boxes of Kix cereals, which begins for K, and the first child I spoke with said: ?Yes, we are learning K. K is about to wax ?al.? So, just because connections mean something to adults, it doesn't necessarily mean they create a bond for children, and it's something you want to pay attention to. Also, help children indicate the letters they see in their favorite books or the words they always know on a certain page of the book and remember that they need time to process these things and to actively elaborate them. They don't learn it very well just by hearing it say. They also need opportunities to talk. Here are some additional strategies, and if we are back and openthe suggestions you have put inchat, you don't see them here on this screen yet, do you? You all know a lot of these things, so we just want to make sure we're going on. talk and sign, excellent ideas; share the alphabet in songs and books, including songs and books that connect to children's cultures. provide children with magnetic letters, alphabet puzzles, and other alphabet games. So I'm interested. If you want to type in the chat, how many of you have strategies for the words you put out in the morning when children enter, like magnetic letters on a table, you know, the word of the day as duck if you are going to visit the duck pond or something? So, these are some of the things we see in classrooms that attract children's attention to the press in their environment, and make sure they have plenty of opportunities to practice. we also want to ensure that we help children focus on the initial sounds in words and notice the difference. Like, there's a difference between a buh-ball and a duh-doll, and sometimes if you get a bit of humor and pass them a doll when they think they want to play with a ball, which could really highlight the difference of how important to be clear with those sounds can be. encourage children to write for real and important reasons. I was carrying paper and pencil with me when I work with children, so if they say: "oh, you know, Mrs. Karen, I really like this Play-Doh. Can we play tomorrow"? I could give him a newspaper and a pastel and say, "oh, can you write me a note to remember me"? and add writing materials to all different parts of the room to give them a lot of opportunities in real time when it comes to them, when it is their idea, "I want to write this," to build those learning habits. and some people cite many newspaper books and signature books. if you follow only that group chat, you almost do not need me because there are so many great ideas that fly around. And now, to give another illustration, I'll show a short video and then we'll come back to see our slides. [video starts] girl 1: oh yes, and this is the chicken. they have already gone from there, so they brought him out and then [unbelievable] to the farm, they put more eggs. woman 3: and they do, so there will be more hatching out. so they will have their friends or their brothers or sisters. Yeah, okay, you want to write a letter? - Hi. Hi, Pedro. I'll get you a pencil. I want it. Woman 3: Do you want to try writing it yourself? You want to track down? What do you want to do? You want to try that brain like you used to? Girl 1: deer? - Jasmine? a d? Woman 3: Mm-hmm, big. She's like, deer, woman 3: Pedro: the cat, a horse. Girl 1: What happens next? I don't know. What is this? Woman 3: Put an e. ducks. What about this?3: Cows. Woman 4: Jasmine? Woman 3: mm-hmm. Woman 4: Jasmine? Woman 3: deer. Pedro: And this? Woman 3: Lamb. Girl 1: R? Karen: OK. Let's cut the video here. Pedro: What is it? Woman 3: The lamb is here for sheep. Do you want to color this? Girl 1: Yes. I already looked at. Woman 3: Who are you writing a letter today? [Video ends] Karen: Let me go to the next slide. Let's see if it works. That is fine. That is fine. We have just used that video to give you other ideas about how this can look when you bubbles from the interests and motivations of the child to communicate. And there is much more to talk about on this topic, but we're coming to each other so we want to make sure that we remind you that these are all the resources we have shared with you in the resource area and we give you another possibility to notice all These links. We also remind you what will seem when you receive the resource box from the week of the celebration of the Dual Language Learner who is coming, February 19th to 22. A box like this will be sent to the ED. Management in every start program of the head, and specialists of the regional field and specialists of the early childhood will also receive these similar boxes. They will have printed resources and links to resources that will support the work you do, and is for students with double language and all the language and work of literacy you do. And we want to thank you to join us on this webinar today, because this has really been a group effort. The suggestions that you all shared were so exciting and motivating to make us bring everyone to try new things, and we invite you to stay in touch with us using the e-mail or toll-free number on the screen and use the link for the evaluation At the end of this program so you can even get your certificate. We want to thank you again to participate in our knowledge of the alphabet and alphabetical writing and initial writing, and thanks to Deborah and Jan and all our colleagues who have supported this webinar today and for all of you for your fantastic ideas. See you next time! Close close

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