Preschool Teachers Passionate About Literacy

Teaching Children ABC's: A Guide for Parents

2011-07-30T20:33:00.000-07:00

I am often reminded that parents need guidance and encouragement when they are helping their children learn at home. Here are tips you can share with moms and dads, grannies and uncles, friends of young children to support what you do in preschool. Many of these have adaptations for the classroom as well. Feel free to share the link to this blog in your next email to families or electronic newsletter. Publishing the full content with a "cut and paste" from this blog is prohibited, without permission from the author (me!)

First, always remember that the interaction you offer your child with letters of the alphabet should be meaningful and not just isolated memory tasks. Make it fun and playful, not a structured lesson or drill. Begin with uppercase letters, as they are easier for children to recognize. Most print occurs in both upper and lower case so you may choose to teach both, according to the abilities of your child. Let your child help you see which is best for them.

• Go on a letter hunt! Watch your child as he interacts with his world and everything in it. Letters are everywhere! Does he notice certain signs and logos, such as "exit" signs, store or restaurant logos? When he does, point out and name letters with him. Start with the first letter of a word. Pick a letter of the alphabet and look for it everywhere it might be. You can hunt in the house, while driving in the car (street and store signs), down the hall at the preschool or the store, letters are everywhere!

• The importance of our name. Help your child learn to recognize her own name and the letters that spell it. Begin by showing your child her whole name in print. Maybe you print her name on a sign for her door or the refrigerator. You can also put name labels on her backpack, lunchbox, or on a nameplate or inside the covers of her favorite books. Don't just label everything for the sake of letters; it will make them "visual white noise" rather than showing print as meaningful. Show your daughter her name on mail like doctor appointment reminders, calendars, or junk mail.

To help your child learn the letters in her name, write it slowly, saying each letter aloud as you print. Then encourage her to copy the letters. The best way to help your child learn how to write at this age is to involve her in activities that help her feel large motions of writing. Squiggles are OK.

• Playing with Magnetics Once your child has a small bank of letters he can easily recognize (maybe letters from his name and those he sees in his world), play with magnetic letters on the refrigerator or even simple blocks. Arrange them to say the names of other family members or spell simple words or words your child is interested in. Pick up on words your child is using (milk, hand, toes, etc.). You can even make your own "play" letters out of cardboard (old cereal boxes are easy to use for this - the reverse/inside with no print).

Whenever you and your child are playing and learning, encourage and be positive, know that learning letters or many other things takes time and that your child should improve over time. If you don't see improvement as you think should happen, talk it over with your child's preschool teacher or someone who has studied early childhood development (even your pediatrician). They can help you understand what is normal for your child.

A friendly checklist for literacy development can be found in Anytime Reading Readiness, a book for parents of 3-6 year olds from Maupin House Publishing.

Unity on the Subject of Quality

2011-03-07T19:54:00.000-08:00

Quality Matters

This posting will be a little bit more "musing", rather than practical into the classroom advise but the time seems right so bear with me and put your thinking cap on:

Whether you are a teacher or director in a child care center or preschool, a family home childcare provider who works from his/her home, a floater or an educator with a dedicated room (or as is the case in my home state of Alabama - a exempt or non-exempt center) - you all have one thing in common - quality is where your future lies. As the country talks more about high-quality care for infants, toddlers and preschoolers, we are beginning to get a clearer picture of how distinctly different development in preschool is from the school years. And as parents learn more about what quality looks like, that is naturally what they will want for their child and where the early childhood care business will go.

Now you've probably all heard that before
but here's what I'd like you to think about. . .

The national trends are moving toward more educational requirements (a CDA/Child Development Associates degree or even a four year or advanced degree in Early Childhood Education) in order to teach preschool children or to be involved in their care as an professional. Yes, it's hard to go back to school. But I'm here to tell you that you won't get any better support than from ECE colleges and programs. They understand as you do the importance of the early years.

Why do I need the degree? I've been teaching for 20 years you might say. I KNOW children. The challenges are that as more research is being conducted (which often confirms your knowledge), there is so much more we know about children's development in these critical early years. Attending training and gaining certification or a degree provides you with an incredibly rich foundation on which to connect what you've learned in the field and continue to grow your understanding of how children develop:

For example, did you know . . .

A three year old's brain is twice as active as the brain of a college student.

Talking with young children leads to important oral language development during the critical years when mastering the spoken language comes easiest. That in turn is a powerful foundation for reading.

Writing develops in stages with, often, the final stage of conventional printing not coming until kindergarten.
Conventional "perfect" printing only comes after four developmental steps.

Higher levels of training opens the door for raising quality. It also increasingly leads to more realistic, professional-levels of pay.

Quality is Bigger Than Just You

In my own community, I see a distinction: state funded preK is very much about quality, Head Start has standards from the federal government, several private, for-profit centers provide excellence services. On the other end of the spectrum, there are child care facilities who sit children in front of a TV most of the day (pediatricians recommend no TV for children up to three and limited afterwards within the preschool years). Children hear demonstrative statements like "no", "stop", "don't" more than they do real conversations. There are certainly child care providers all long the spectrum in between.

A practical way to raise the quality overall is to begin talking within the early childhood community. Sharing resources is another. Although often family child care providers have their own association, meetings and conferences, as do preschool care centers, its important to find time to talk together about your differences, your strengths, your challenges -- as professionals. That will raise everyone up. Talk to those who offer early childhood conferences and encourage them to include discussions about quality in their program and provide specific training for various deliveries of childcare service in your community.

I'd love to hear about your own experiences with becoming a more highly-qualified teacher.

What motivated you?

What have you learned?

How are the children you care for (and their parents) in a better place because of what you have realized about quality early childhood experiences?

What advise would you give teachers who are just beginning to follow that road?

YOUR VOICE IS IMPORTANT!

2011-02-22T20:35:00.000-08:00

Calling all professional early childhood teachers - you have important information about how children develop. Don't hide that under a bushel basket; share it with parents, and fellow educators!

WHY YOUR VOICE IS IMPORTANT

Recently I was speaking to a group of parents (most very highly educated) about their 4-5 year old children and the big "learn to read" event coming within a year or two for most of their children. It was amazing to me that the science I know was foreign to them.

For instance, did you know that, within a few 1,000 brain cells, every child (unless there is a major developmental issue) comes into this world with out 100 Billion brain cells?

Do you know how they grow? Check out Child Care Aware!

The type of talk young children hear is very important to their later reading abilities and how easily they will learn to read? View Dr. David Dickenson's Powerpoint and check out his research below:

The art of reading aloud to children is going away and we're not doing an adequate job of helping parents understand its important. Instead of "wagging and nagging", let's try a different approach (plenty of modeling, facts that are meaningful to families, and a warm, caring approach.

Literacy is my thing but you can probably list all kinds of information you need to be sharing in the areas of emotional/social development, motor skills, concepts and counting, etc. Get those conversations started and share what you are learning through those and the successes you have had with families when you share your knowledge. I'd love to hear!

Answer The Survey - Let Your Voice Be Heard!

2011-02-18T10:18:00.000-08:00

United Way Worldwide, an organization with many local affiliates throughout the U.S. and the world has started a simple new survey/poll on Education. It is one of their key areas of focus along with Income and Health.

Please take the time to visit their Town Hall and answer a few questions. Your local United Way (be sure to share it with them) can also log in and capture responses from your local communities by zip code, providing valuable insight into what is important in YOUR community.

Here's a picture of some of our local United Way volunteers and organization staff, those stars who work hard in OUR community.

Please share this poll/link with as many folks as you can!

I'd love to hear about how United Ways in your community are involved in supporting quality early childhood education.

Debunking A Harmful Myth

2011-02-10T06:31:00.000-08:00

RUSHING TO READ - A MISTAKE THAT CAN IMPACT YOUR CHILD'S FUTURE

For the past few years, I've seen an increasing wave of commercial products promising to help you "make sure your child isn't behind" when it comes to academics. This barrage of advertising is marketed, not at families with elementary school children but at parents of children ages 3 months to 3 years.

I encourage every professional early childhood educator reading this blog to explore the truth about these programs and communicate the science behind it to the families whose children you influence. Take a moment to share this blog with the parents of children you care about and community leaders supporting high quality early childhood. Our voices need to be stronger than the "hype". Here's just one example:

Myth #1: Your Baby Can Read: Individuals more interested in making money than addressing rigorous scientific research (i.e., the same results in several studies and with several different populations), can easily create a report and use the catch phrase "research-based". That's exactly what the clever fellow who created this program has done. Clicking on the header in this paragraph takes you to a Today: Money interview where the truth is revealed.

In the world of education and reading, I always caution professionals to look for at least three independent studies that prove the validity of a program before even considering it. Not only is this program ineffective in teaching babies who do not have the mental connections to read but it can be harmful in later reading development.

My book for parents, Anytime Reading Readiness, addresses this important issue of the "rush to read"; earlier is not always better. Many other voices are speaking out to help families and early childhood educators understand this phenomenon including Literacy Connections, Educationworld, and The Learning Disabilities Association of Washington.

As always, I welcome comments for those who read this post and dialogue about understanding language and literacy development in young children.

We're In This Together: Are You About Quality?

2010-09-24T15:00:00.000-07:00

THE GROWING EXPERTISE OF THE PRESCHOOL COMMUNITY

Slowly but surely the message is getting out. Preschool teachers are professionals, they have degrees or certification or are increasing working toward those certifications, are improving the support, care and instruction they provide young children, are one of a parent's best partners in understanding how young children learn. We can see this in

the rise of colleges listed on the U.S. CollegeSearch website which offer early childhood degrees (did you know there are now over 2,000?)
the large number of states funding voluntary pre-K classrooms (only 12 are not providing according to NIEER and some of them like Mississippi are approaching quality early childhood education from a different angle.
according to an article by Dr. Jean Fahey, a professor at Lesley University, and countless other experts, a child's brain is more curious and malleable during the first five years than any other time in their lives - that demands high-quality, developmentally appropriate instruction.

Those of us in early childhood have reason to be proud but we are on the edge of the wave. We need to do more.

DEFINING QUALITY

One of the best way I know is to have honest, constructive conversations, based on current research and best practices. Go to authorities such as NAEYC, PreK Now, and the National Institute for Early Education Research (NIEER). Start a local discussion on what high-quality care of young children needs to look like in your community. Engage children's policy councils, local schools, and educational foundations. Begin to organize discussions between preschool and kindergarten teachers. Get your local PTA/PTO involved in reaching out to families who will be potential members at their school in a year or two.

With this terrific window, created because leaders have spoken up about this important issue, we have a better chance than ever to make a real difference: to turn children on to learning, prepare them well for the 21st century workplace and empower parents as their child's first and forever teacher.

Policymakers are promoting early high-quality child care, while warning of the dangers of pushing academics too early to the neglect of other developmental areas. What can we do on the "grassroots" level? There are many things. I'd love to hear your ideas.

THIS IS MY IDEA: I'm starting a FIRE!

One of my initiatives is to partner with Region IV Head Start Association in a collaboration with my company, TLA, Inc. We have joined the competition for $250,000 in grant money from the Pepsi Refresh Project.

Especially if you live in the SE states of AL, FL, GA, KY, MS, NC, SC and TN, helping win this grant will have a direct impact on your Head Start classrooms. Even if you live in another part of the country, the pilot of this program could, as it proves successful, become a model for building authentic partnerships between home and school in the preschool years.

How do you do that?

It's easy. In five minutes, you can do nearly all these; certainly in only 10 minutes' time. That's less than a coffee break to make an incredible difference! Vote now. . .

1) go to the Region IV/BIG 3 Literacy Project link and vote yourself. Mark a tickler on your calendar and bookmark the page so you can go back and add 7 votes to our totals by voting each day between now and September 30.

2) while you are on that page, capture the Widget and put it on your Facebook page, blog, or website.

3) before you leave the Pepsi Refresh page, also copy the instructions for texting in votes and share that with your friends (text 102675 to Pepsi (73774). Use the convenient "Promote This Idea" area to share the link with your friends on Facebook, Twitter, or Linkedin.

4) While you are in the social networking world, follow litambassador on Facebook and Twitter and "retweet" when you see us discussing the project and asking for votes. That's a great way to get more and more folks voting and sharing!

5) team up with your local Head Start staff to start a wildfire. Encourage every teacher and parent and staff person (don't forget Board Members) to do the same thing you are doing with voting and sharing.

6) get the local media involved. Head Start has great stories to tell and the excitement is contagious.

Remember we only have one week. What will you do to help spread the word? I'd love to have comments here!

A Special Chance for Preschool Teachers to Make A Difference

2010-09-01T04:50:00.000-07:00

Tip for the Day: Take a moment to hug a child, to get down on his/her level and share a book, a story, a moment of connection. Those are priceless to you and that child! One of the best ways to take a time out and show some love is with children's books. My favorite new book for young children is L, M, N, O, P by Keith Baker and, if you don't know it, you should also look at Platypus Lost by Janet Stevens (new to me!). Check them out!

YOU CAN MAKE A DIFFERENCE TODAY!

At 12:01 AM I was up, checking to see if the dream might really have a chance AND IT DOES!

Region IV Head Start Association, serving Head Start families and children in 8 SE states (AL, FL, GA, KY, MS, NC, SC, and TN) is partnering with my company, TLA, Inc. to bring an innovative, comprehensive project to this region. It's called the BIG 3 Literacy Project and involves providing resources, training, support and materials to nearly 880 classrooms that serve within this Region IV's area. You can learn more by watching our video and reading about our project at THE BIG 3 Literacy Project.

But it will not happen unless everyone we know (yes, everyone I know and everyone you know)casts a vote. It's simple:

Visit The Big 3 Literacy Project, register and cast your personal vote. Put a note on your calendar to come back and vote daily from September 1 (today) all the way through midnight of September 30. This repeat voting is what will get us the numbers we need.

Share this blog or a link to the project with your friends and colleagues in the early childhood world. Through this project, we have a chance to enhance and support the work of Head Start (and Early Head Start) in this area, where a lot of children and families need it most.

You can conveniently text your vote by simply texting 102675 to Pepsi (77374). Remember that regular texting rates apply.

If you have a blog you'd be willing to post a widget to, visit our home project page, to capture it. Look to the right side of the page, scroll down slightly and you'll find it.

Of course, Tweets, Linkedin sharing, and Facebook postings, other social media sites are all welcome. We cannot do it without you! I love new friends on these sies (litambassador at Twitter and Facebook).

Together we can make a difference -- Stay tuned!

Hot News from NAEYC - Free books (4) to Download Just in Time for the Start of the New School Year

2010-08-18T20:09:00.000-07:00

has done it again.

Going right along with the themes from the previous post on this blog, relating to the recent webinar "Supporting the Literacy Loop in Every Classroom", I just saw this incredible offer from NAEYC:

Back to School Resources for Teachers and Caregivers (click on this link to see details)

I especially like the 10 Tips for Involving Families Through Internet Communication

If you haven't joined this national organization, the National Association for the Education of Young Children, seriously consider it.

Joining a professional organization is well worth the cost if you are serious about growing your career. Having trouble coming up with all of the membership fee (there are student, basic and comprehensive memberships)?

1. Ask your child development center director to support you by paying at least part of it for you.

2. Look for a few local ECE-friendly businesses who want to support your growth as a professional and ask them to contribute.

3. Perhaps your director might ask families served at your facility to donate a few dollars to a collection so that someone on the staff (teacher of the year or person with the longest or shortest amount of time in early childhood education) can benefit with a free membership.

Where there is a will, there is a way.

Tips for Planning in the New Year

2010-08-12T05:18:00.000-07:00

In follow-up to my appearance on Robert-Leslie's InvestiGator Club webinar series yesterday, I'm providing even more resources on this blog. I'll be adding several installments, including a link to the webinar contents. Here's the first:

If you listened in to the webinar, welcome back. Many of add-on resources I mentioned will be highlighted here. If you weren't able to join us, a link to the recorded webinar is now available. We'd love to hear comments back from you either through an email to tla@readingisforeveryone.org, comments posted on this blog or on Robert-Leslie's Facebook and other social networking locations. Placing WEBINAR in the subject line on mine will assure you get a quick response.

On to the business of the new school year

What is the literacy loop?

When you combine efforts of teachers, parents and guardians, community, authors and illustrators, librarians and media specialists, all centered around a child, you have the best chance of success for EVERY child. That's the concept behind the Literacy Loop.

We know that questioning is a great way to understand at a deeper level so TLA recommends that you use the framework of questioning to plan how to integrate all these partners into your support for children. In the partner area of evaluation, you can do the same.

Greater Attention on Early Childhood

I was thrilled yesterday to see that Barbara Chester, President of the National Association of Elementary School Principals was quoted in an Education Week article as calling for "focused professional development to help elementary school administrators meet the higher expectations of modern early childhood education". I was also pleased to see the National Association for the Education of Young Children weighing in to make sure that developmentally appropriate practices are at the forefront of such training.

This also opens a door for expert teachers in the early childhood world to have the kinds of collaborative conversations I talk about in my book for educators of 3-6 year olds, Before They Read. By addressing the needs of teachers in both arenas, and helping them understand one another's expertise, we can build partnerships that help make the transition to kindergarten easier for young children. With the right preparation, they come to school with a rich foundation which brings them to the reading table eager and ready to learn. This book gives you plenty of starting places and I've even created a facilitator's guide for a book study around this title (great idea for joint professional development).

Don't Forget The Importance of Play

If we push too much rigorous, structured instruction in the preschool years, the product we send to kindergarten is quite different. We send children, according to the research of Drs. Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, and Diane Eyer (authors of Einstein Never Used Flashcards), more anxious, and less creative. In an overly structured environment, what young children get is deprivation of the "pleasures of creating their own games and the sense of mastery and independence they will need to enjoy running their own lives."

Here's a bit of play you can engage in with young children that helps them practice (and learn about) rhyming skills. My friends, Greta and Cora, play Rhymin' Simon with me quite proficiently. All the while, they are acquiring mastery in the skill through play. A simpler version, with strong teacher support, helps children learn the basics of how to rhyme. Teachers have been kind enough to share many stories about children playing the game on their own, once they've learned the basics of knowing when words rhyme. It's fun!

Extra links to help you grow your own literacy loop:

Facebook/The InvestiGator Club: Place to watch for updates on the webinar, Supporting the Literacy Loop in Every Classroom: A Planning Guide for Administrators (and Teachers) in the Preschool Environment.

Resources from Early Childhood InvestiGator Webinar Series. Here you'll find SEVEN valuable links that extend beyond the content of the webinar (watch it first)!

Visit my website to learn how to play Rhymin' Simon.

Comments in a blog regarding Phillip Kovac's 5 Ways to Change the Status Quo

Article on The Importance of Play in Human Evolution.

The Cheerios Challenge for First Book - your state (if they are in the top 5) can receive 20,000 books for the children who live there. Click here to find out more.

Come see The Literacy Ambassador Up close and personal at:

Guest instructor for K/1, 2-3rd grade, 4-6th grade, and 7-8th grade classes for homeschoolers through CCA (home school cover school in Huntsville AL). More info from 256-882-3668. (weekly September 1 through November 17).

Featured speaker at GA Association for the Education of Young Children - October 8 and 9, 2010 (scholarships for attendance of this conference still available) - Gwinnett Center (metro Atlanta, GA)

Featured Speaker at Region IV Head Start Association Annual Parent Conference - October 14 through 17, 2010 (Myrtle Beach, SC)

Featured Speaker at Alabama Reading Association Conference - November 2-4, 2010 (Birmingham, AL)

Round table session at the Kentucky Engagement Conference - November 19, 2010 (Louisville, KY)

Session at the National Reading Recovery Conference (February 5-8, 2011, Columbus, OH)

Featured Speaker at the IL Reading Council Conference (March 17, 2011), Springfield, IL

More on the way . . .

The Literacy Ambassador's New Book, Before They Read, Wins National Award

2010-06-11T11:24:00.000-07:00

Celebrate with Me!

Ever get a surprise, a toot on a horn, out of the blue? It's as refreshing as a hug from a child. This week I was humbled and honored to learn that, as a result of the interaction and sharing of great preschool teachers like those reading this blog and many years of my own experiences with children getting ready to read, I received such a treat.

A few days ago, on June 11, 2010, the Association of Educational Publishers (AEP) announced their 2010 Distinguished Achievement Awards. Before They Read published by Maupin House won in the professional development category and was recognized as the top educational product of its kind.

A quick "pick-up-and-read" resource, this title is designed to give busy preschool teachers a BIG picture view of the most important elements of emergent literacy, those that predict later reading achievement:

Oral Language Development
Positive and Varied Experiences with Print, and
Phonological Awareness

Because I understand the challenges of the preschool classroom, it's also packed with fun "how to do it" ideas and explanations that make you the expert, without pressing children into too high a skill before they are ready.

The best part is that it can be used as an individual read by an individual teacher OR as the focus for a staff development book club (you can even invite your kindergarten teacher friends to join you in one this summer since the book addresses needs of both preschool and kindergarten children). You can find a free facilitator's guide for doing just that at the book page on my publisher's website.

"Calling all preschool and kindergarten teachers!

This book will make you a better teacher and raise student achievement scores.

The age-specific charts make it easy to track reading readiness . . .it's as easy as 1-2-3."

. . . Stacey Kannenberg, author of Let's Get Ready for Kindergarten!

This book will help you discern when the time is prime for each student to begin to read and starting a child at that best, "just right" time is the secret to children not just squeezing by with reading, but becoming proficient in a skill that is essential for the 21st century.

If you'd like to get your own copy, or learn more about this award-winning title, visit Maupin House Publishing. And while you are at it, share this post with your friends who teach kindergarten or preschool so they will know about it too.

The Literacy Ambassador's Favorite Read Aloud List

2010-05-16T11:40:00.000-07:00

I LOVE

READING ALOUD TO CHILDREN

Every year my read aloud favorites change as I find new titles (and titles that have been around a while but are new to me). I find a new one that children love and my list gets longer. In the photo on the right, I'm sharing Eric Carle's book, The Very Busy Spider, with a group of Georgia Head Start children. Each joined me just a few minutes after this photo was taken, to trace the spider's web as she built it. I find much of the magic of sharing stories with children is when true interaction takes place.

At a recent Super Saturday training of preschool teachers in NE Alabama sponsored by Childcare Resources Network (check out their recent article about authors Jan and Stan Berenstain), I had a chance to share 21 of my favorites in action and now you have a chance to see the list too:

A FEW OF

THE LITERACY AMBASSADOR'S FAVORITE READ ALOUDS

A Sock is a Pocket for Your Toes by Elizabeth Garton Scanlon
Baa-Choo by Sarah Weeks
Baby Bear, Baby Bear, What Do You See? by Bill Martin Jr.
Big Words for Little People by Jamie Lee Curtis and Laura Cornell
Corduroy by Don Freeman
Fox in Socks by Dr. Seuss
Goodnight Gorilla by Peggy Rathmann
How to be a Cow by Bo Vine
Little Bear by Else Holmelund Minarik
LMNO Peas by Keith Baker
Melvin Might? by Jon Scieszka (part of the Trucktown Series)
Moon Glowing by Elizabeth Partridge
Moosetache by Margie Palatini
On the Night You Were Born by Nancy Tillman
Poof by John O'Brien
Seven Big Bubbles by Pam Walton
The Handkerchief Quilt by Carol Crane
The Little Red Caboose by Marian Potter (A Little Golden Book Classic)
What Do You Do with A Tail LIke This? by Steve Jenkins
Where the Wild Things Are by Maurice Sendak
Who is It? by Salley Brindley

The best way to share stories with children is interactively, repeating and exploring books and stories together.

A TIP FOR INVOLVING FAMILIES

Get families involved by setting aside a special day for each family once a month in which you acknowledge one specific effort they are making that is positively impacting their child's development and growth. It can be as small as having them come regularly to school, making sure they have a healthy breakfast to start their day or reading a story with them every night.

As a part of that special day (a different one for every family), share a new book or resource with them. You can even set up a special area in your classroom that contains take home book kits, CDs, special toys, and a disposable camera so families can capture at home learning events and activities on camera. If you have families who think it's "all up to the teacher", remind them that they teach their child important lessons and ideas every day and show them how much fun and how relationship-building reading with their child and learning with their child can be.

We'll be posting more frequently going forward to share this with your friends.

HAPPY READING!

As always, I'd love to have everyone who visits this blog share your favorite read aloud book (and why you choose it above all others). Maybe you're like me and there are just too many to choose one. If that's the case, share a few titles so we can all explore the best together. You can also find book lists that target emergent literacy skills in my new book for preschool (and kindergarten) teachers, Before They Read.

Happy Week of the Young Child

2010-04-11T19:33:00.000-07:00

In honor of the Week of the Young Child, I'll be posting a bit more frequently here. The theme this year is "Early Years are Learning Years". You can also find a lot of resources on the NAEYC website. My favorite subtheme is Play: Where Learning Begins. What is yours and why?

Play: Where Learning Begins

Embracing Diversity

Teaching and Teachers Matter

Encouraging Health and Fitness

Investing in Young Children Benefits All

Prevent the Achievement Gap: We Know How

What are you doing to celebrate Week of the Young Child?

COMING ATTRACTIONS

You'll see over the next few days highlights from my presentations at the AL PreK Conference (What If They Can't Rhyme? AND Using Engaged Interactive Read Aloud as a Collaborative Tool), lunch and learns for Childcare Education Resources in North Alabama this week (on integrating instruction), and even a few surprises. Share this blog with a friend or colleague in early childhood so they can get the benefit too.

Stay tuned!

Not More Professional Development - Ugh!

2010-03-25T08:29:00.000-07:00

Do you ever feel this way (or get this response from teachers you supervise?)

As awareness of the importance of early childhood education grows and we understand the need to share more information about how young children learn and what they need to be learning, everyone in early childhood is focusing more on improving the quality of teaching and so we should.

However, as this becomes a "hot topic", it becomes more and more challenging to find QUALITY training that supports teacher growth and results in improved outcomes for children. Why spend your money and time if it's not helpful? How do you find the resources that fit?

First, search out training not just based on availability but also on its impact on your bottom line (does it improve your reputation, does it mean real results in school preparedness with real children, and in the overall development of the children in your care, are you or your teachers positive about the training after experiencing it)? If you hear "this was a waste of time", don't take it as an empty complaint. Listen and pass it along to the decision-makers. In fact, give feedback on every training you attend.

A QUALITY TRAINING CHECKLIST

I encourage all of you to find ways to expand your knowledge. My area of focus is language and literacy development, but here's a checklist to help you select professional development that fits you (and your staff if you are a director) best in any area. Also remember that effective training is all about adding value to your organization and to teachers as growing, competent professionals:

#1. Does the professional development address an area that I or my staff need a stronger knowledge base in? (don't choose training simply because it "fits the required numbers" - that's a waste of time) - think the five domains of learning

#2. Is the training offered by a qualified trainer/organization and are they willing to work with you on funding your training event? (hint: there are a number of inappropriate "heavy on the sales pitch" companies and individuals out there who promote their own agenda without a strong, independent research base - BEWARE!) Also, free doesn't always mean quality so build your community, state and national collaboratives to fund quality training. Ask for recommendations from others who have used the trainer you are considering and find out what difference the training made. If the training is coming from a "mandated source" (such as a state voluntary PreK initiative or resource provider), we sure to give your input to improve the quality of what you receive.

#3. Does the training involve an opportunity for me (or my staff) to try out and explore, rather than simply overwhelm with information? This is an essential question to ask before you decide who will provide your training.

#4. Will there be "take back to the classroom tomorrow" ideas and strategies included?

#5. What kind of follow-up (internal or external) is provided to assure that the training "sticks"?

Now a few specifics for literacy training:

A Caveat: Emergent literacy is essential but we can focus too much on it to the neglect of other areas. Make sure that any literacy trainer you hire understands how young children grow and develop on a broader scale and that they incorporate learning in an "up to your eyeballs, rolling around in the experience" approach.. Balance quality training in this area with training in the other domains.

#6. Does the training provide you with an integrated rather than "isolated skills" approach?

#7. Can you envision your children having fun with the recommended approach? (see an example of children learning and having fun playing Rhymin' Simon).

#8. Are all the strategies and activities tied to a specific learning objective that has at least three research-based foundations? (this will help you avoid the "fly by night", "fix alls" that really don't work). Do they address the essential foundations of reading and writing readiness?

#9. Are there opportunities for the participants to ask questions and get additional information or access additional resources?

#10. Does the trainer offer you an opportunity to extend the training into a comprehensive implementation plan or just offer an "in and out" workshop?

Now that you know what to ask - go for it!

You'll be making much better decisions about your training plan and budgeting plus you raise the likelihood that you will see meaningful changes as a result of the interaction.

Don't forget that opportunities for families to learn (in conjunction with teachers or as separate events) are also important.

Getting A Perspective on Literacy as A Part of the Overall Growth of A Child

2010-03-12T05:53:00.000-08:00

Certainly literacy is an essential and often focused upon topic when it comes to early childhood. Whether we are reading favorite books like Nancy Carlson's Look Out Kindergarten, Here I Come! or exposing children to rich conversations about language and letters, we are building important skills. However, as I travel the country and visit preschools, I sometimes see an out-of-balance, isolated instruction focus that concerns me.

RESEARCH IS OUR GUIDE

Young children learn best in exploratory, playful environments. The guidelines from the findings of the National Early Literacy Panel can be used within that context and that's how you will gain the best results.

This group met first in 2002 and was charged with identifying from a review of high-quality research the areas essential for later reading proficiency. These guidelines were released in 2009 and can help us focus on what will bring identifiable results and pave the way for children to learn to read at their prime time.

Six Early Skills Predictive of Later Literacy Achievement

Alphabetic Knowledge
Phonological Awareness
Rapid Automatic Naming of Letters and Digits
Rapid Automatic Naming of Colors and or Objects
Writing or Writing Name
Phonological Memory

Let's look at the first one. ALPHABETIC KNOWLEDGE.

See the girls to the right? They aren't readers yet in the conventional sense but they are exploring that book. The girl on the left is pointing to a letter and they are discussing it.

Don't think strict lesson, sitting at tables or responding to flash cards while children squirm because they are being asked to sit longer than their natural attention span allows.

Instead, think of how you can teach these skills in a playful environment. These girls just sat down with a book and, in fact, had just been prompted by the teacher to look for letters they knew.

Learning the alphabet can really be facilitated through such positive experiences and games.

Explore the shapes in sand or with sponges on the sidewalk.

Let children feel the letter as they draw their fingers over them.

Sing the ABC song with them while hopping from one letter to another on the floor or ground.

Have a game where children can walk quickly to the other end of the room and pick up a letter that they know, bring it back to you and tell you the name (it can be a race but be careful of untied shoes!)

As you take dictation for them, on artwork or notepaper or wherever, show them how you write that letter of focus and allow them to try the same.

Consistently point out letters you want to emphasize when they appear in print you are sharing with the children (big books, individual or circle time stories, posters on the wall, street signs, and print throughout your center).

As children become more familiar with more letters, you can have all kinds of hunting and finding games to reinforce their rapid recall and identification. We want them to be able to quickly name any letter we point to eventually and they will be able to do that when they reach a level of automaticity (quick delivery) of the names of letters.

Letter of the week is fine but make sure you aren't drilling the children. Think of this cool progression: FRIG

Familiarity and exposure to seeing the letters in lots of different contexts
Recognition - children begin to associate the letter shape with its name
Identification - children can point out the letter when you say "show me" or "where is the A?"
Generation - children can look at a letter and say its correct name

This progression from strong support and modeling through limited support to independent mastery is evident in most anything your children learn.

Next time we'll talk about phonological awareness.

Have fun!

Get to Know the Literacy Ambassador

2010-02-23T13:46:00.000-08:00

THE AUTHOR SHOWCASE

The Reading Tub is featuring the Literacy Ambassador in its blog and author showcase. You can not only learn a little more about this literacy advocate but you can also find references to book lists, picture books for those older readers in your preschool's after-school program for those of you that have one, and a bit more of the motivation behind my two new books from Maupin House Publishing, Before They Read (for preschool and kindergarten teachers) and Anytime Reading Readiness (for parents of 3-6 year olds). If you read all the way through The Reading Tub's blog, you'll even get to see the Literacy Ambassador in action on a YouTube Video, playing one of the games from her two new books with five year old twins.

So close to the new year, I'm planning to visit lots of conferences over the next 12-18 months and I hope to meet many of you personally at that time. There are many great conferences throughout the country just created for preschool teachers. Share a comment or two here about any you have attended and one specific benefit you took away.

If you know of conferences you think would like to have me speak as a featured or keynote addition to their program, feel free to share its name in a comment as well.

Until the next post, when we will be back on the preschool channel, with fun, easy activities for your classrooms, have FUN with reading!

After A Hiatus: We're Back to Literacy and Preschool!

2010-02-18T10:17:00.000-08:00

I HAVEN'T FORGOTTEN YOU!

It's been a while with the holidays and snow and everything else but I'm committed to posting more frequently here. If you like what you read today, share it with a friend or connect with your fellow preschool teachers at Facebook or Twitter and talk about it!

Tomorrow I'm attending a wonderful north AL institution: the
NW Alabama Childcare Conference. I am always excited to see all my friends in the early childhood world (teachers and directors) from across the northern part of our state. Angela and Richard and all the other staff of Childcare Education Resources (our north AL quality care enhancement provider for preschools and childcare providers of all sorts) do an incredible, quality job. And this year, the keynote speaker is truly special: Steven Layne.

Although he's not as commonly known in the world of preschool right now, what I love about Steven is that he combines university and K-12 teaching experience and knowledge with a passion for reading. He and I share the idea that reading should be powerful, practical and FUN and that we must give children authentic reasons to read. You're going to enjoy his picture book, Love the Baby! I wish you could all be here to hear him (I understand the book is also available on audio.)

Step Out of Your Comfort Zone

If you haven't attended an early childhood conference (one designed especially for those who work with children ages 0-8), I'd encourage you to do so. Most states have quality care enhancement providers or resource organizations to help you. If you don't know of any, check with your local state licensing agency. Here in my home state of Alabama, our state-funded voluntary preK program a program rated by NIEER's independent study as meeting all 10 qualifiers for a high-quality early childhood initiative) opens their conference to anyone in early childhood, not just their funded programs. I applaud them for such a great idea.

In your own state, you can often find a conference locally that is not expensive to attend if you just search at bit. If you can't afford to go this year, make it a goal to save a little each month toward attending in 2011. Ask your director or sponsor of your preschool to consider sending a representative or two to a nearby conference or training. It is worth the investment in your future and that of your children, even in such hard economic times.

New Resources for Preschool Teachers and Programs

I also want to share with you a brand new video that teachers you how to play Rhymin' Simon (notice my two twin friends who help me teach the game). It's an easy way to practice rhyming with your children in whole group or in smaller groups with those that need more focus on this early phonological awareness skill. Contact me through my website, and verify you watched the video, and I will also send you a set of modifications for children who don't yet know how to rhyme. When you contact TLA, you'll need to put "RHYMING MODIFICATIONS" in the subject line to take advantage of this special offer.

NOTE: This video is protected by copyright but you can use it for your own education and share the LINK. (please) or this blog with your friends in the early childhood community (including parents). For other uses of this video, you'll need to contact TLA, Inc

This game, Rhymin' Simon, is drawn from my new books for early childhood teachers (preschool AND kindergarten) and the partner book for families. I'm so excited to be able to share the availability of these resource books with you.

A Chance for Collaboration:

I wrote the educator one (Before They Read) especially for busy preschool and kindergarten teachers. It creates a perfect opportunity for you to create a joint book club with parties from both environments and discuss the needs of children in the transition between preschool and kindergarten. As I travel the country, I often see kindergarten teachers sharing what they believe children need when they come to school but I believe there needs to be more of a dialogue with both sides sharing their expertise (and preschool teachers often have more to share from their knowledge base about the developmental spectrum of young children than their kindergarten, K-3 or K-5 certified counterparts).

Likewise, the book for parents, Anytime Reading Readiness can give you the opportunities you need to talk with families about key literacy issues, their child's development and "the rush to read".

If you are interested in really starting a revolution, purchase the Home/School Literacy Partnership Set which contains two copies of the teacher book and 20 of the parent book.

Rhyming is the doorway into the world of thinking about words for the sounds within them (apart from their meaning). The ability to recognize and eventually generate rhymes comes as early as age 2.5 or 3 but it starts with simply playing with the language. You'll notice that children who have been read to regularly often develop this skill the earliest because their parents and caregivers have been talking about how our language works with them already. As you talk daily with your children, you have given them many great tools in the language they use; this activity and others like it are the way to effectively build on those experiences as those children move on the road toward getting ready to read.

My last gift to you:

1) Need to find great books to read with young children? Look no further than
27 of the Literacy Ambassador's Favorite Preschool Books.

You are welcome to share this link to the list with the families you serve. Set up a display in your classroom that highlights any of these titles you have and share a "shopping list" of great books to enjoy with your child" by listing a few on a postcard for the parents at your center. Contact your local library and ask them to do the same! Also encourage moms and dads, grandpas and grandmas to visit my blog for parents.

Til next time . . . share the passion and joy of reading!

Engaging Families In Their Children's Literacy Development with a Goal of School Readiness

2009-11-20T19:22:00.000-08:00

Today I was privileged to present a session with the same title as this post at the National Association for the Education of Young Children (NAEYC)Conference in Washington DC. Copies of the handouts are available at the NAEYC website. Search by my last name (Miller) or by the last name of any presenter to see their handouts.

Exciting movement is occurring in the world of early childhood. Make sure that you stay informed by visiting sites such as PreK Now, The New York Times Preschool News and NIEER.

THREE BIG IDEAS

2009-11-20T04:09:00.000-08:00

Getting children ready for kindergarten is on the front burner these days. When it comes to literacy, what's the best way to "bring those children to the door"? It isn't with flashcards, flashy computer games or worksheets. It takes an integrated approach to three big ideas:

Oral language - Our speech and how we use our words is the foundation for how we understand what we read. Rich conversations about the child's immediate world and the world beyond, engaging in frequent chats, exploring new words are all a part of this foundation. Stay off the "regimented" channel.

Exploring books together. I don't often use the term "reading aloud to children" anymore because it seems to draw up images of a circle of children all sitting passively and quietly while the teacher reads an entire story from beginning to end or an individual parent or teacher "shushing" a child into quiet submission. Occasionally, if the language is rhythmic and musical and has great power, just listening to a story is OK. But most of the time it needs to look more like the entire group up to their eyeballs in thick rich meaning, interacting with the text. That's how children get the message of what reading is all about. The technique is called Engaged Interactive Read Aloud.

Playing with the language and its patterns. I underscore the word "play" because too often I see preschool teachers believing that structured lessons like those in first grade and kindergarten work for young children. They don't. You can teach children to "parrot" that way but you cannot teach what is essential - concepts. For that, children need to have concrete connections, integrated introductions, full of games and playful experiences with rhymes, alliteration, the movement and flow of the language. So sing, and have fun manipulating the language and talking about words apart from their meaning; don't make it a drill.

Want to know more? Check out sample activities from my new book, Before They Read, from Maupin House.

How do you focus on these three big ideas in your preschool environment? How do you keep the instruction developmentally appropriate while taking children as far as they are ready to go? Everyone will benefit from comments and dialogue!

First Glimpse of NAEYC Conference - Washington DC

2009-11-19T18:41:00.000-08:00

I've already met people from Ohio, Illinois, Florida, Minnesota and my own state of Alabama, all committed to quality early childhood learning. I also met a few resources I want to share with you.

Kar-Ben Publishing is an independent publishing house that is dedicated to books about Jewish themes. If you serve children who are of the Jewish faith or lineage, or if you just want to share a bit of that culture in your programs, you might want to visit their website. They are in Minneapolis, MN and are a division of Lerner Publishing Group.

I was able to see Ella Jenkins in person and hear a bit of singing. If you don't know Ella, she has a lot to share through music about life and culture and understanding.

My friend, Rae Pica (whom I know through BAM! Radio), is also attending NAEYC's conference. She's conducting a workshop entitled, "In Defense of Active Learning" at 8:30AM tomorrow morning and I'm going to drop by. She also has a great book out a couple of years ago called "Jump into Literacy"

I also ran into another friend, Mitch Bonder, in the exhibit booth for Childcraft/School Speciality at NAEYC. They have tons of new big books including one from my friend, Karma Wilson (Bear Snores On). While I was there, Mitch showed me a book his son has written about sports and friendship, and he's looking for a publisher for it if you know of anyone. It's exciting when kids become enthused enough with writing that they will produce their own material and I wish him the best.

I'm anxiously awaiting tomorrow when I'll have a chance to attend Rae's session, my own and hopefully a few additional ones. Wish you could all be here!

Visiting NAEYC

2009-11-18T15:43:00.000-08:00

This week I'll be participating in the National Association for the Education of Young Children's annual conference for the first time and I am thrilled! Look for postings here from the conference to learn more about early childhood from the leading edge.

A Must Resource for Preschool Teachers: NAEYC

2009-11-13T05:44:00.000-08:00

ATTENTION ALL PRESCHOOL and CHILDCARE PROVIDERS,

If you don't know NAEYC (the National Association for the Education of Young Children), check it out. The National Association for the Education of Young Children (NAEYC) is dedicated to improving the well-being of all young children, with particular focus on the quality of educational and developmental services for all children from birth through age 8.

What's in it for me?

That means in plain terms that they have a lot of resources for you. There are free professional development guides, online articles to read (there's currently a great article on real-life writing in the classroom -- did you know that there are developmental stages of writing?), information about accreditation of programs and support for continuing education for teachers, and much, much more. Most of all, it gives preschool educators a place to practice their professionalism and share their knowledge while continually learning themselves.

The Literacy Ambassador® is coming to NAEYC's Washington DC Conference 11/19-20

This year I am privileged to be traveling to Washington DC (next week) for their annual conference, representing my company, TLA, Inc, by presenting on Engaging Families in Their Child's Emergent Literacy with a Goal of School Readiness (2:00-3:30PM on Thursday, Nov 20). My new books for preschool/K teachers and for parents of preschool children is being released soon and I'm hoping to be able to share them at this conference (if I find a vendor and we can get the books to them in time. My publisher is working on that but if you are a bookseller exhibiting at NAEYC's conference, give me a shout out!) Regardless, if you are attending NAEYC, join me!

Maybe you can't make the trip to Washington?

Here are a few great websites to help you on your way as an early childhood educator:

Educationworld.com's Early Childhood Web Resources

Early Childhood.com

PBS Raising Readers

Which resources do you have to grow your professional approach to teaching preschool children? I'd love to hear about them and I'm sure others would too!

Print with a Purpose

2009-10-28T09:53:00.000-07:00

As you set up your centers/stations and add to and rearrange/refresh them during the year (please tell me you do that), I want to encourage you to step back and look at the print you have in your children's environment. Although exposure to print is a great tool, it can become just visual "white noise" unless you plan carefully.

When you post ANY print, make sure you have a specific, scientifically-based purpose behind it. I'd rather see 10 things labeled purposefully in your classroom than 20 things labeled just for the sake of having a label. Here's an example:

If we label every piece of furniture and fixture in home living but we never call our children's attention to the print and talk about it (the number of letters in the word, that it is a "word", recognizing letters the child may have mastered or is at least familiar with, talking about the meaning of the word), then we are being wasteful and missing incredible opportunity. A few children might learn conventionally to read that word but all can identify that the word on the thing you sit in, with four legs, is a "chair" and talk about what chairs are used for. Don't let your focus be on decoding; let it be on seeing that print has a purpose and celebrate icing on the cake for your most advanced children if they can decode the word conventionally. It is all about meeting children where they are in their spectrum of development and not skipping over important milestones in the "rush to read".

Use print to show children how print is used in the real world (making lists, charts, comparisons, writing letters home to family, taking dictation from children to caption their artwork or record a retelling or original story).

Also post chilidren's artwork with captions dictated by the children to celebrate their already-present literacy.

You can find out more about environmental print and purposeful print in preschool classrooms through these great resources:

Play in the Preschool Classroom

What Works

An excerpt from Pat Kuby, et al's book on Environmental Print (preschool and early elementary)

The Impact of Environmental Print

How do you purposefully place print in your classroom? Stay tuned next time for how reading aloud adds to print awareness.

Promoting Listening Skills

2009-10-08T08:03:00.000-07:00

"If the person you are talking to doesn't appear to be listening, be patient. It may simply be that he has a small piece of fluff in his ear." - Winnie the Pooh

Teaching children how to listen isn't just about making them sit quietly when you want them to.It is much more.It is about helping children attend to sounds in our language, translated those sounds into meaning, respecting the speaker, learning in internalize self-monitoring (just a little when they are preschoolers), focusing.

One of my favorite ways to get children to quiet down is with a good, quiet book. I love Bedtime in the Jungle by John Butler or Quiet by Paul Bright, just for this purpose. Think soothing, rhythmic language when you selecting books for this purpose.

Games are also the best way to teach young children to listen. Take a listening walk in your school or outside. Draw children's attention to sounds - "We must be quiet and use our ears if we want to hear anything. What do you hear? Whisper."

When you are talking with your children and you want to talk louder because they are not listening, try talking softer, even to a whisper. Do something to draw their attention. A friend of mine, Sharon MacDonald, tells a hilarious story that shows the power behind engagement. One day in her classroom, the noise level was growing too high, even for her. She liked hearing conversation because she knew learning was often happening when children were talking with one another. However, it was nearly a roar.

Suddenly, she had a bright idea: she took a simple tape measure she had in her desk (one of those stiff that has a metal measuring "tape" that extends and contracts into a square container - like they use on construction sites). She slowly starting pulling out the tape, very intently looking at it all the while. It grew longer and longer. She didn't look over at the children; she looked at the tape.

Soon, several of her children came over to see what was up. She just kept looking at the tape as it grew longer and longer. A few more children came."What are you doing, Ms. MacDonald?", one inquisitive child asked. "Shhhh." was her only reply.

When the majority (or maybe it was even the entire class) was surrounding her, all staring up at her and the growing tape, she finally stopped. The tape was about 2 or 3 feet out by that time. Again, a child asked, "what are you doing?" She replied simply, "I was just measuring how loud we were. Look at this!" Then she slid the tape back into its container. "Now we are this loud, very quiet," she said in a small voice.

For the first time, her students had an opportunity to see a visual representation of their noise level. It was more meaningful than just "be quiet now".

Isn't that a great story? It shows us as educators that the key to getting children to listen is not scolding but is creative engagement. If we are involving children in exciting, intriguing, interesting activities (and changing activities when we recognize that children need that change - in other words - responding to their limited attention spans), we will have less correcting and directing to do.

Attending to sounds is also important, as most of our children will learn to read through a method called "phonics". This method connects sounds in our language to the graphic representations of letters, teaches children how to blend those sounds into words, and connect to the words the child knows in their oral vocabulary (or grows new vocabulary).

Stay tuned! In coming weeks you'll be hearing about my new book for preschool and kindergarten teachers: Before They Read: Teaching Language and Literacy Development Through Conversations, Interactive Read Alouds, and Listening Games.

I'd love to hear how you create engaging situations in your classroom. How to you creatively get children to listen?& Do you have a listening center? Do you have a theme on listening?

Rethinking "Letter of the Week" and Our Approach to Early Childhood Instruction

2009-09-29T09:47:00.001-07:00

I was just visiting with a friend of mine, Molly King, a new employee at our local quality care enhancement provider here in Huntsville, AL. She was sharing a few ideas with me about how important it is to "relate to the level" of our students and not instruct like the elementary school teacher. Wow, it was a "light bulb", "what a great idea" moment.

Here are a few thoughts from that conversation:

1) Whenever we think "teaching" and "learning" on the preschool level, it should always be integrated into real life interaction and play. Please no flashcards or black master worksheets! Those may make teaching easy for you but they are not an effective way to approach true learning with preschool children.

2) All over the Internet is the latest, "greatest" fad - teach your baby to read. Expecting an infant to be able to do more than "parrot" back to you is ridiculous for this reason: it ignores the developmental spectrum through which children must travel before they are ready for a complex mental process like conventional reading. Reading, after all, is not word recognition, although that might be a part of it. Reading is gaining meaning from text.

Would you take a baby who had never been near the water and throw it in the 6 foot deep end of the pool? Of course not! That's what you do when you throw a baby into "reading" without the foundational concepts so critical and integral to becoming a conventional reader.

3) Instead, think conversation, reading aloud and sharing stories, and play (intentionally planned and encouraged by you but seen by the child as a simple, fun interaction with their world). Children learn best through play and, as preschool educators, we can dive in with them, be attentive to natural opportunities for teaching to occur and see the light bulbs go on.

Here's an example: the other day I was observing in a preschool classroom. An unfamiliar noise (the sound of a tape player bleeping) went off in another part of the room. The child in front of me said, "What's that?" I said, "Let's go investigate!" She looked at me as if to say, "I don't know what you mean." So I expanded my language to say, "The word 'investigate' means to closely inspect, check things out, find out what is behind, in our case, the noise we heard." When I saw the hint of understanding, I continued, "what could we use to investigate that sound? - our eyes, our ears,our brain?" We quickly grabbed a funnel (for cupping to our ear for better hearing) and a pair of toy binoculars (for closely looking) from the science center where we were. We were off to see what the noise was and where it came from.

In just a few seconds, we were exploring new vocabulary, searching out tools to help us solve the mystery, and using hands-on methods for solving the puzzle. I encouraged the teachers to continue to use that word "investigate" as they interacted with the children that day and to read nonfiction picture books so they can explore more types of investigating.

Read a terrific article by Lillian Katz on the Clearinghouse for Early Education and Parenting website that extends these concepts and talks about a basis in developmentally-appropriate practices and research. It is entitled Child Development Knowledge and Teachers of Young Children. Excerpts from this Internet site would be a great read for individual preschool teachers or as a center for group discussions among staff members during a staff meeting.

Also, there is a great guest blog on I.N.K.which includes several picture books recommended for investigating the natural world. It also includes an important thought from the well-known environmentalist, Rachel Carson. She said, "It is not half so important to know as to feel when introducing a young child to the natural world.” If that link doesn't take you to just the right spot on I.N.K., you can look under their category "youngest readers" and it will take you right to it.

Now, when the pressures to turn preschool into kindergarten into first grade are so great, remember how children learn best and rethink your approach. It's a question of short-term benefit (pleasing over-anxious parents who may not understand the development of their children and going against what you know is best for the children) or long-term benefits, which are the only kind that will make a better future for our children and our world.

Teaching Vocabulary

2009-09-21T13:31:00.000-07:00

It's easy to think that having children say the definitions of words over and over is the best way to learn. Absolutely not in preschool especially. So how do we help young children grow vocabulary? Here are two ideas:

1) recognize that your everyday conversations are a primary source for growing vocabulary. Talk with your children throughout the day, during read aloud time, at lunch, outside. No preschool teacher should be at her desk or standing to the side during center or free play time.

Get down on the children's level and inquire, investigate, draw in those words from your read aloud that may be new to your children. When you teach on themes, this is easy. Have a new word to celebrate each day or each week and use it often, in different circumstances and contexts.

Don't be afraid to use big words with them. But use them as naturally as you are able. Even if you aren't used to talking that way, be purposeful in your use of those words with them. Connect them to synonyms that your children already know. I love Ogden Nash's Adventures of Isabelle because in the midst of teaching children to be confident, he uses great words like "cavernous" and "ravenous". Here are a few other titles that are excellent for growing vocabulary (did you know you can do that, even if there are few or no words?). You'll be able to find a complete list of such titles to build conversation in my upcoming book for teachers, Before They Read: Language and Literacy Development Through Conversations, Interactive Read-alouds and Listening Games (to be released in November, 2009). Here's a taste, but stay tuned!

Actual Size by Steve Jenkins
Bear Snores On (and other books by Karma Wilson)
Dear Zoo: A Lift-the-Flap Book by Rod Campbell
Fuzzy, Fuzzy, Fuzzy by Sarah Boynton
I Like Black and White by Barbara Jean Hicks

2) Share those same words with your families that you use during the day so they can talk about those big (and not so big) interesting words too and use them in conversations with their children. Do you know what "decontextualized" language is? That's speaking in the future or past tense, rather than just the here and now. Talking in that way not only encourages vocabulary but also more abstract thinking skills. You may already do that when you talk in circle time about what the children had for breakfast or plan together what you will do later in the day. Be sure to remember to send those books with great vocabulary home so the children can explore them with Mom or Dad, big brother, Grandma or a neighbor.

Oral language is the basis for written language. When your preschool children are ready to learn to read conventionally (either before or after they go to kindergarten -- either might be normal for them), their strong vocabulary will make reading easier. They'll listen to the word as they sound it out and blend it, it connects to that word they know in their oral language and BAM! they've got it. Ask thinking questions to expand their language; use scientific terms like "document" instead of "write down" or "experiment" instead of "try it out." With a little thought, you'll have a great impact!

Storytelling in Preschool

2009-09-11T08:36:00.001-07:00

Today I received an inquiry from an author who wanted to talk about storytelling and its impact on literacy in preschoolers. What a great topic!

Anyone can tell a story. Young children's oral language development, vocabulary and their ability to communicate with confidence grow during the preschool years more than any other time in their lives. Tap into the natural opportunities in your classroom to encourage this skill of storytelling. Here are a couple of ideas that you can use in the classroom tomorrow:

1) Especially if you work with 2-3 year old children, you hear often "read that story again!" Children are learning about the structure of stories, that there is a beginning, middle and end, as they listen to familiar books. They are also learning how just the right word choice makes a story lively and communicates what they feel. Place a few props (felt or laminated pieces representing the main characters in a story, or objects that appear in the story) to help children remember the proper sequence in the story as they retell it in your "book nook" or storytelling center. Incorporate that into circle time where the children are actively engaged in helping tell a familiar story when you prompt with "what happens next?"

2) Busy parents need ideas for how to encourage their children's growing literacy and storytelling is one of the best. Our children love to hear about the day they were born, their mom or dad's life when they were a child, etc. First ask them to share a few of those stories with their children, taking time to elaborate and give good details. I still remember stories from my childhood like that. It also gives children a sense of belonging and personal history. Also remind families that letting their child tell stories (the one they heard in the family or one from school) help children learn to use our language effectively. They will also learn incredible things about their children when they listen. Teach your parents how to expand on what their children are saying, reflect back to them and ask for more!

3) Model good storytelling. To do that, you need to watch some great storytellers in action. There are storytelling festivals all over the country. In my own neck of the woods, there's an annual Athens (AL) Storytelling Festival with lots of different styles (funny, entertaining, sentimental, and thought-provoking). Check out the storytelling festivals in Jonesboro TN (The International Storytelling Festival), Three Rivers in Pittsburg, PA or The Toe River festival in my own native state North Carolina.

Don't forget that children tell stories when they talk about what they are doing in centers during free play time. Expand on what they say, encourage them to share through language and create great stories there too (a few of which you can take down in dictation and share with the world!)

Enjoy the story!

Setting Up Your Centers

2009-08-14T07:59:00.000-07:00

All of you are working hard getting ready for school(or a few of you may have already started). Think outside the box with a few ideas for incorporating literacy in every one of them.

1) Think incorporation/integration - not "lessons". Blackmasters and worksheets will come soon enough in elementary school. In the blocks center, for instance, enlarge copies of floor plans from real estate magazines, have copies of Architectural Digest or other construction/building magazines and model for your children how to search those for building and construction ideas. Include a hard hat and clip board so they can draw their own designs.

2) Don't forget writing. Instead of having a designated writing center, why not make a portable one that can move with the children. A shower caddy, metal paint bucket or peach basket (for those of us in the South) all work well. Stock it with writing utensils, letter stamps and patterns, plenty of paper (ask your families to contribute note cards they get as samples in the mail or those address labels from charities). Keep it in a prominent place and remind your children that it's available. Deliver it to centers at first to increase usage.

Be sure to join children from time to time in their writing attempts. Allow them to dictate captions for their art work, notes to Mom and Dad or a "I need to talk aloud to solve this problem" notes. All of these solidify in young children's minds the various authentic purposes for writing.

3) Think of the center where the least literacy is present. Ask yourself how you can infuse reading, writing, listening, communicating and viewing into that center. Feel free to share your ideas!

TLA, Inc. has a newly revised workshop on Literacy In Every Center. You can visit us at www.readingisforeveryone.org or email cathypmiller@comcast.net for details.

Happy New School Year! Dedicate This One to Literacy, Life and Love

2009-08-05T12:22:00.000-07:00

I don't know about you but I'm excited to see the new school year begin. Fresh new faces replace those we already miss and with those children come new challenges. Here are three tips to get you through the first days (to discover my secret about threes, read beyond these three tips to the end of this post):

1) Do everything you can (with the help of director, other teachers and other staff) to connect positively to every family associated with the children in your class. That will be easy for some - they'll introduce themselves. Others may come from a different place (physically, intellectually, socioeconomically or emotionally) than you and those will be more challenging. Start with a kind word, a complement about their child. Those are sure to get attention. When you talk with that parent, listen carefully to their language, find out a little about their family. That will help you when it comes to literacy in the classroom.

2) Commit that this year, no matter how tired you are when it comes to read aloud time, that you'll take a deep breath, draw on the little bit of energy left in your big toe, and mesmerize your children with that story. You are the commercial for reading; be sure it is a positive, affirmative one.

3) Do a short inventory of your read aloud books. Flag those that have rhyming language in them and make sure that you read at least one of them a day. Whether poems, words to rhyming songs, or traditional story books, keeping that rhythm in your children's ears will open the door for phonological awareness. If you aren't sure about that term, check out TLA's workshops for preschool teachers at http://www.readingisforeveryone.org/pdfs/staff/staff_pre_event.pdf to find "What in the Heck is Phonological Awareness". TLA has a program for out of town clients where you can earn discounts for your own presentation/training by recommending additional organizations, schools, parent groups, libraries, etc. in your area who might want to book at the same time. Restrictions apply so be sure to call for details.

Now for my story about threes. My dear mom (now gone two years) is the inspiration for what I do now and she was a woman of threes herself. She was the third or three girls, married a third child, had three children herself, two of which were born on the 3rd of the month, one that was three days late. I find that hanging my ideas on a tripod always makes me feel like Momma is sitting right there on my shoulder.

Create your own lists of three and celebrate literacy every day with your children (do you know that literacy is now considered reading, writing, listening, communicating AND viewing/observing?)

WELCOME!

2009-07-22T14:23:00.000-07:00

This blog is set up especially for preschool teachers. Its focus is not dry information but tons of practical, fun ideas. I hope it will also spark conversations about emergent literacy in the preschool environment. I welcome your comments and ideas. Let's get a dialogue going!

Part 1:

Let's start with one of my favorite topics: reading aloud to children. Today, more than ever, this essential must be an everyday thing. I'm concerned that the admonition "read aloud to children" has lost much of its meaning, with parents and with teachers. Instead of sitting down with children just to have an "academic" experience with a book, find a way every time you read aloud to be a commercial for how great reading is. I like to talk in terms of experiencing a book together.

The most effective read alouds in preschool must always start with a purpose of pleasure. Use funny voices, pick great stories, and let the words work their magic. Think aloud about what questions are raised in your mind, re-read when you make a mistake (and don't we all) to get it right, and use the secret words "Let's see what happens next" to draw children back to the read aloud before you get too far astray.

Part 2:

I want to hear about what is most difficult for you in teaching emergent literacy to young children. I'll try to address as many of these questions and postings as I can (once a week) when I visit the blog. As each of you read our interaction here and gain new information (my goal every time you visit!), look for a place you can jump in and contribute. The more, the merrier (and more beneficial to us all)!

One last tidbit:

If you haven't read Mem Fox's new picture book, Ten Little Fingers and Ten Little Toes , search it out at your local bookstore, online (http://www.amazon.com/Ten-Little-Fingers-Toes/dp/015206057X) or at the library. It's terrific! And, if you want to see Mem performing a little song to go along with it, visit: http://www.youtube.com/watch?v=t3A2BBegr7U!