Developing Oral Language and Comprehension in Preschool ...

Developing Or al Language and Compr ehension in Pr eschool-Gr ade 2:

Pr act ical St r at egies That Wor k!

Miriam P Trehearne, 2006

Miria m P. Tre he a rne Lite ra c y C o nsulta nt miria m.tre he a rne @ te lus.ne t

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Developing Oral Language and Comprehension in Preschool and Kindergart en: I t W orks!

Pr esent er : Mir iam Tr ehear ne

This pr act ical session will descr ibe how t eacher s successf ully suppor t young st udent s' or al language development and compr ehension as par t of a compr ehensive Pr e-k and kinder gar t en lit er acy pr ogr am. Or al Language is t he f oundat ion of lit er acy lear ning. Come and lear n many pr act ical, engaging, doable and development ally appr opr iat e st r at egies and act ivit ies t o assess and develop bot h vocabular y and compr ehension. I mpor t ant home-school links will also be shar ed.

Bio of Miriam Trehearne

Mir iam Tr ehear ne has been a classr oom t eacher , coach, pr ogr am specialist (except ional needs st udent s), Sit e Coor dinat or , and Univer sit y Associat e. As a Lit er acy Specialist she led a ver y successf ul r esear ch-based init iat ive in a lar ge ur ban school

dist r ict (160 element ar y schools) t hat r esult ed in closing t he lit er acy gaps in 56 high-needs schools. Mir iam now devot es

much of her t ime t o r esear ching lit er acy best pr act ices, pr esent ing t o t eacher s, lit er acy pr of essionals, and school administ r at or s at conf er ences, and wr it ing books and j our nal ar t icles. A r egular speaker at I nt er nat ional Reading Associat ion conf er ences since 2000, she was a Feat ur ed Speaker at t he 49t h Annual I RA Convent ion in Reno, Nevada in May, 2004 and at t he Wor ld Congr ess of t he I RA in Edinbur gh, Scot land in J uly, 2002. Last year , she also pr esent ed at t he Annual NAEYC Conf er ence, Lit er acy For All, and t he Nor t heast Lit er acy Conf er ence. I n 2005, she keynot ed at t he 24t h Annual ASCD Kinder gar t en Conf er ence, t he Nat ional ASCD Conf er ence, t he Geor gia Reading Conf er ence, and at t he Annual I RA Convent ion wher e she co-chair ed a one-day I nst it ut e wit h r enowned lit er acy exper t Regie Rout man. Recent ly she keynot ed at Michigan Reading, Geor gia Reading, pr esent ed at t he 51st Annual I RA conf er ence, Chicago, and was a Feat ur ed Speaker at Lit er acy 2006: Br idging t he Divide, Washingt on DC Public Schools and t he I RA Ur ban Diver sit y Commission.

She has published in sever al pr of essional j our nals and is senior aut hor of a ser ies of pr of essional books published in bot h Canada and t he Unit ed St at es: The Compr ehensive Lit er acy Resour ce f or Kinder gar t en Teacher s (ETA Cuisenair e); t he awar d winning Compr ehensive Lit er acy Resour ce f or Gr ade 1-2 Teacher s (ETA Cuisenair e); and The Compr ehensive Lit er acy Resour ce f or Pr eschool Teacher s (ETA Cuisenair e). The sequel, f or Gr ade 3-6 t eacher s, was published in 2006. Mir iam has been honor ed as a Canada Post 2001 Educat or Awar d Finalist .

List of Relat ed Cit at ions

Beck, I sabel L., Mar gar et McKeown and Linda Kucan. Br inging Wor ds t o Lif e Robust Vocabular y I nst r uct ion . New Yor k, NY: The Guilf or d Pr ess 2002.

Dickinson, David C. and Pat t on O, Tabor s. " Fost er ing Language and Lit er acy in Classr ooms and Homes. I n Spot light on Young Childr en and Language, pages 4-12, Der r y Kor alek, edit or . W ashingt on, D.C: The Nat ional Associat ion f or t he Educat ion of Young Childr en, 2004.

Dickinson, D.K. and P.O. Tabor s, eds. Beginning lit er acy wit h language: Young childr en lear ning at home and school. Balt imor e, Mar yland: Br ookes Publishing, 2001.

Har t B. and T.R. Risley. The Social W or ld of Childr en Lear ning t o Talk. Balt imor e, Mar yland: Br ookes Publishing, 1999.

I nt er nat ional Reading Associat ion And The Nat ional Associat ion For The Educat ion Of Young Childr en (1998). "Lear ning To Read And Wr it e: Development ally Appr opr iat e Pr act ices For Young Childr en." Young Childr en. W ashingt on, DC: The Nat ional Associat ion f or t he Educat ion of Young Childr en. 53.4, 30-46

NAEYC Posit ion St at ement . Responding t o linguist ic and cult ur al diver sit y: Recommendat ions f or ef f ect ive ear ly childhood educat ion. Young childr en 51 (2) W ashingt on, D.C: The Nat ional Associat ion f or t he Educat ion of Young Childr en, 1996.

Neuman, Susan B., and Kat hleen A. Roskos, eds. Childr en Achieving Best Pr act ices in Ear ly Lit er acy. Newar k, DE: I nt er nat ional Reading Associat ion, 1998.

Roskos, Kat hleen, Pat t on Tabor s and Lisa Lenhar t . Or al Language and Ear ly Lit er acy in Pr eschool. Newar k, DE: I RA, 2004.

Snow, C., M. Susan Bur ns, and P. Gr if f in, eds. (1998) Pr event ing Reading Dif f icult ies in Young Childr en. W ashingt on, D.C.: Nat ional Academy Pr ess.

Tabor s, P.O. and C.E. Snow. Young bilingual childr en and ear ly lit er acy development , in Handbook of Ear ly Lit er acy Resear ch, eds. S.B. Neuman and D.K. Dickinson, 15978. New Yor k, New Yor k:, Guilf or d Publishing, 2001.

Tabor s, P.O. "W hat Ear ly Childhood Educat or s Need t o Know Developing Ef f ect ive Pr ogr ams f or Linguist ically and Cult ur ally Diver se Childr en and Families" I n Spot light on Young Childr en and Language, pages 4-12, Der r y Kor alek, edit or . W ashingt on, D.C: The Nat ional Associat ion f or t he Educat ion of Young Childr en, 2004.

Miriam P Trehearne, 2006

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ORALLANGUAGE

The preschool child's language development is vital to the child's progress in reading. We are concerned not only with the development of vocabulary, but with the range of flexibility of the patterns of sentences that the child is able to control. The child's development in this behavior is critically dependent on the preschool opportunities the child gets to converse with an adult.~::

Miriam P Trehearne, 2006

* Clay 37. Page 3 of 29

BLN1:PRWHOOL ASSESWENT

Oral Language Observation Checklist

Name:

Date:

Teacher:

School:

Most of these skills will be observed during regular classroom activities throughout the preschool day This form con be used to organize the observotions o f oral language, and the information can be summarized on Blackline Master 2: Preschool AssessmentSummary Sheet, on page 64.

conflict situations

11.Asks appropriate questions in response to what was 12.Begins to ask for clarification when he or she does

62 BLACKLINE MASTER 111

Miriam P Trehearne, 2006

Published by ETAICuisenaire under license from Nelson. Copyright 0 2005 by Thornson Nelson. Page 4 of 29

I

BLM 1: PRESCHOOL ASSESSMENT

Observation Checklist (cont'd)

(see Blackline Master 2 : Preschool Assessment Summary Sheet: Phonological Awareness-Checklist, Chapter 2, on page 114)

Published by trAKuisenaire@under license from Nelson. Copyright 0 2005 by Thornson Nelson. Miriam P Trehearne, 2006

63 BLACKLINE MASTER 112

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