Best Practices for Promoting Bilingualism in Kindergarteners
LaNitraa
ce320_unit_5_seminar_ppt_.pptx
CE320
Language Development in the Young Child
Unit 5 Seminar: Best Practices for Promoting Bilingualism in Kindergartners
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Shout out!!!!
Nicole Browne
did a TERRIFIC job of answering the discussion questions for Unit 5 **as required.** She responded early enough to advance the discussion, revised her response to address the DB topic requirements and answer my concerns, used her own **original** work, and cited her references, including course materials. Way to go, Nicole!!
Unit 4 Topic Review
Mediation – simplifying words or concepts to relate information more easily to the student
Linguistic Scaffolding – building on prior language knowledge to expand a child’s vocabulary
Sign Language – signing in our preschool classrooms can give students ways to express themselves in acceptable ways (EX: Alana)
Conflict Resolution – establishing procedures for children to use language in an effort to mediate / resolve conflicts
Unit 5 Seminar
Tonight we will discuss…
Selection guidelines for Read-Alouds for kindergartners.
Best practices for building language and literacy skills in the kindergartner.
Discuss narratives.
Discuss bilingualism.
Discuss television as a medium for promoting language.
I will also…
Introduce the Unit 6 DB Topic and Instructions
Review the Unit 6 Assignment Instructions and Rubric.
Answer questions about the assignment.
Present a proposed time-management schedule for the completion of the assignment.
If you have not yet submitted your Unit 2 Assignment, please know you may still do so, but time is running out! If the assignment is not submitted by TOMORROW, it will no longer be eligible for credit. Review the university late policy in the syllabus for more information.
Unit 5 Outcomes and Expectations
By the end of this unit, you should be able to:
Explain and defend the practice of Read-Alouds in the kindergarten setting.
Explain the role of the early childhood professional in supporting the kindergartner’s acquisition of semantic and phonetic knowledge.
Review of the Readings (Uchikoshi, 2005)
We will discuss these elements one at a time, based primarily on the information presented in the article, “Narrative Development in Bilingual kindergartners: Can Arthur Help?” Please don’t jump ahead…
narratives
bilingualism
using TV to promote language
best practices
Narratives
Seminar Question 1:
Define narratives based on the information from the Uchikoshi (2005) article.
Narratives
Narratives are defined as at least two (2) sequential independent clauses (complete sentences) describing a single past event. (Stories!!)
Narratives require the ability to sustain talk about one topic and beyond. It requires the use of several utterances that are linked to build a coherent story. “When telling a story, the narrator not only tells the listener what happens in the story but also talks about the meaning of those events” (Uchikoshi, 2005, p. 465).
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Field Trip Time!
Please click the link Field Trip #1 in the “Information” box under the chat window.
When you return from watching the video (in about 3 minutes), respond to the following question:
Read Aloud Strategies
What strategies did she present that corresponded with the Unit 5 readings?
Review of the Readings
There has been a dramatic rise in the number of students in American schools with limited English proficiency (LEP) in the last 20 years.
53% of these children with LEP are in Kg through 4th grade.
Nationally, at least 1 in 12 kindergartners comes from a home where English is not the primary language.
77% of the English-Language Learner (ELL) children in the US have Spanish as their first language.
(Uchikoshi, 2005)
Review of the Readings
This study was conducted for one year to provide information regarding the influence of children’s television programming on the development of narrative skills among Spanish-speaking ELL children.
Why?
Narrative skills have been identified as a critical link to later school success.
Narratives in school settings often are observed in “Show-and-Tell”
Children from mainstream backgrounds are familiar with this format
ELL students (for example) are not.
Frequency of book reading is also associated with narrative development.
(Uchikoshi, 2005)
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How was the research conducted?
Students were exposed to two television shows 3 times a week during school hours for the academic year: ½ watched Arthur and ½ watched Between the Lions.
Arthur is a 30-min. education-based program appearing on PBS across the country and targeted to audiences of preschool and kindergarten children. Arthur tells a story to the viewers in each episode and is quite popular. In each episode there are two stories presented, each with a plot, a conflict, and a resolution. Each story is based on a storybook and follows the components of a well-formed story structure.
Between the Lions is also a 30-min. book-based education program that is also on PBS and targets kindergarten age children. Each episode introduces one book; but, instead of focusing explicitly on the narrative, the show puts more weight on text structure, individual words, and other print features.
(Uchikoshi, 2005)
What are the results of Uchikoshi’s research?
Children who viewed Arthur had steeper growth trajectories than those who viewed Between the Lions.
Boys displayed better English narrative skills than girls, but there was no difference in their narrative growth rate.
This suggests that certain education TV programs can assist in some aspects of the language development of bilingual children.
(Uchikoshi, 2005)
Promoting Bilingualism
It is critical to expose bilingual children to a variety of resources to increase their narrative skills.
Read Alouds
Educational-based television shows
Story time in class
Doing so will encourage narrative skill development:
Story structure (beginning, middle, and end)
Story elements (character, setting, conflict and resolution)
Seminar Question 2: What have you discovered about using narratives to promote bilingualism?
Using TV to Promote Language and Literacy Development
Seminar Question 3:
Is television an appropriate medium for promoting literacy and language learning? Why or why not?
Best Practices to Promote the Use of Narratives
Seminar Question 4:
What best practices presented in Unit 5 might you incorporate into your own educational setting in using narratives, as an EC professional?
Provide developmentally appropriate resources / activities for the children
Choosing a story that is on their level of interest
Build upon the children’s prior knowledge
Puppets
Questioning during reading
Model retelling and then have children retell events of the story
Provide opportunities for the children to use their language to interact.
Investigative Play versus Exploratory Play
Investigative Play = similar to exploratory activities but more focused/complex goals
Open-ended to create more diverse ideas
Cross-curricular concepts (arts, science, language/literacy, math, social studies, etc.)
Active involvement of children
Cooperative grouping
Posting of rules
(Otto, 2014, p. 315)
Guidelines for Read Aloud Selections (Kg)
NOTE: In the Unit 6 Assignment, you will identify which of the guidelines your selection follows and how it does so.
Use the guidelines presented in your text or by NAEYC. (Otto, 2014, p. 273) or (NAEYC, 2008)
Identify title/author of story book (appropriate for Kg).
Identify the Genre.
realistic fiction, fantasy, poetry, fairy tales, alphabet books, wordless picture books, etc.
Explain the connection to the curriculum.
socialization, concepts (i.e “the ocean” or “using manners”)
Does the book have high-quality illustrations?
Does the story include humorous, advanced language?
figurative language, multiple meanings, alliteration, rhyme, etc.
Does the story encourage participation/active engagement? How?
Any Questions
about
Unit 5?
To-Do List / Unit 5
Complete your readings
Post your initial response to the Discussion Board
Participate throughout the week (not just on Tuesday)
Attend Seminar (Thanks for coming tonight!)
Review concepts via the “Learning Activities”
Complete the Unit 5 Quiz
Continue working on the Unit 6 Assignment
Now let’s take a look at what’s coming up next…
Unit 6 DB
Unit 6 DB ~~ A look ahead…
In the Unit 6 reading, you will learn that children receive more formal instruction in the primary years. With this change in the classroom, there is a shift in how exploratory activities evolve into investigative play.
Please respond to this three-part discussion in three paragraphs and support your responses with research and references from your reading:
Again this week…
THERE ARE THREE (3) SEPARATE COMPONENTS TO THE UNIT 5 DISCUSSION. PLEASE BE CAREFUL!!
Part 1: Use and identify a story book of your choice, design a lesson for a Read Aloud that you would use in your classroom or center to enhance the primary child’s language development. Model your lesson after the one you observed in SEDL’s video: “Read Aloud: Bringing Stories to Life.”
What does this mean? What should I do?
Review the SEDL Video “Read Aloud: Bringing Stories to Life.” (click to open)
Identify a story book of your choice appropriate for use in the primary classroom (Grades 1-3).
Design a lesson / Read Aloud activity you would use with your chosen book to enhance the children’s language development.
Your lesson should follow the same steps as that presented in the video.
Unit 6 DB ~~ A look ahead…
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Part 2: In your role as early childhood professional, describe a creative drama based on your selected Read Aloud activity for use in the primary years.
What does this mean? What should I do?
Explain how you would extend the Read Aloud lesson (from Part 1) into a Creative Drama activity.
**May NOT be the same as the activity presented in Workshop 1 for the Unit 6 Assignment*
(Use information from the textbook [p. 324] to help understand what Creative Drama entails, then identify the elements of Creative Drama in your activity on the DB, citing your textbook in your response.)
Unit 6 DB ~~ A look ahead…
Part 3: Apply your knowledge as an early childhood professional to a discussion on investigative play and developmentally appropriate practices in a primary classroom. Please be sure to support your answer with research and references.
What does this mean? What should I do?
Review the information in your text on p. 315 (and from tonight’s seminar) concerning investigative versus exploratory play.
Explain how investigative play reflects developmentally appropriate practices (DAP) for the primary classroom (Grades 1-3).
Use information from BOTH the textbook and the NAEYC article on DAP (from your unit readings) to support your statements (i.e., in-text citations and direct quotations as needed).
Unit 6 DB ~~ A look ahead…
Unit 6 Assignment
A Look Ahead: Unit 6 Assignment
Planning a Mini-Conference on Workshops that Promote Early Literacy and Language Development
For the Unit 6 Assignment, imagine that you are the director of a childcare center and are planning for the “Week of the Young Child,” an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC).
The purpose of the Week of the Young Child is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs.
As the director, you are planning a mini-conference on children's early literacy for caregivers, teachers, and parents.
Unit 6 Assignment: Newsletter or PowerPoint Presentation
As part of your assignment, you will create a newsletter OR PowerPoint Presentation that describes the topics that will be covered in the workshop. (Choose ONE)
Your newsletter OR PPT should be focused on gaining attendance to the workshops you are planning as discussed on the next slides…
(Sell your workshop – advertise!!)
Download ONE Template from DocSharing
You must create this project in Microsoft Word or Microsoft PowerPoint, following APA guidelines.
Newsletter (MS Word)
Use double spacing
Use Arial or Times New Roman (12-pt) font for your newsletter.
Include a title page and reference page. If you use the template as directed, the spacing and font size will be correct!! :o)
PowerPoint Presentation (MS PowerPoint)
Requires 18-pt font.
Include a title page (slide) and a reference page (slide) with one-inch margins.
Headings may be larger font.
A Look Ahead: Unit 6 Assignment
For help with citations/references, please refer to the APA Quick Reference Guide and/or visit the KU Writing Center for help as needed.
In Workshop 1, you will give a developmentally appropriate example of a creative drama based on a popular story book that you would use in a classroom or center setting.
In Workshop 2, you apply your knowledge about the developmentally appropriate principles, language development and investigative play critical to creating a learning center for children in the preschool age group.
In Workshop 3, you will give a developmentally appropriate example of a read-aloud activity based on a popular story book that you would use in a classroom or center setting for kindergartners.
In this workshop, you must share the five guidelines for selecting books to read aloud to a group of kindergartners and how to apply those guidelines to a popular storybook. (Note: The storybook of your choice should be identified in your newsletter or PPT presentation.)
Unit 6 Assignment: Mini-Workshops
Time Management Tip for Success
Schedule specific day(s) of the week and/or hours every day of the week that you will work on your assignment.
What day(s) / times will you work?
| Maximum Points Possible 125 | Unit 6 Assignment Planning a Mini-conference on Workshops that Promote Early Literacy and Language Development |
| Content 115 points | Title slide for Power Point or Heading for Newsletter with byline for author – author (Student) should be identified = 5 points Introduction to Workshop = 15 points (5 points each) Explains and introduces the annual celebration of the Week of the Young Child as sponsored by NAEYC Presents the purpose of the three workshops Focuses on how your center will promote the needs of the young child and the family. Workshop 1 = 25 points Give a developmentally appropriate example of a creative drama based on a popular book that you would use in a classroom or center setting. Workshop 2 = 25 points Apply your knowledge about the developmentally appropriate principles, language development and investigative play critical to a learning center for children in the preschool age group Workshop 3 = 25 points Give a developmentally appropriate example of a read-aloud activity based on a popular story book that has been identified. Story book should be appropriate in a classroom or center setting for kindergartners. Explain the five guidelines for selecting books to read aloud to a group of kindergartners and how to apply those guidelines to a popular storybook. Conclusion = 10 points Summarize the information shared in the Workshops and how this experience can help the child and the family in developing language skills. References = 10 points Include at least 3 references relevant to language development (i.e., textbook, story books used, and websites). |
| Mechanics & Structure 10 points (1 point each) | Newsletter or Power Point format submitted Appropriate sentence structure for newsletter / Click to Add Notes section of Power Point explaining bullet points on slide Clipart does not take away from the content Appropriate Length (2-sided newsletter or 12 slides for a Power Point) Spelling, Grammar checked (Subject/Verb agreement, punctuation, capitalization, etc.) 12-pt font Arial or Times New Roman for newsletter / 18-pt font for Power Point Use Headings/Subheadings to organize work (Note: Headings may be larger font sizes) Includes an introduction Includes a conclusion References include unit materials and are in APA format |
What questions do you have about the Unit 6 Assignment due at the end of Unit 6 (Tuesday, January 20, 2015)?
What story have you chosen to present for Workshop 1 (Creative Drama)?
**May NOT be the same as presented on the Unit 6 DB**
A Look Ahead: Unit 6 Assignment
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Unit 5 References
NOTE: You should use these references in your written assignments. If you use the source, then you need an in-text citation within the body of the paper or post, too. Review my initial DB response for the correct in-text citations for each source.
References
Kindle, K.J. (2009). Vocabulary development during read alouds: Primary practices. Reading Teacher, 63(3), 202-211.
Otto, B. (2014). Language Development in Early Childhood Education (4th ed.). Upper Saddle River, NJ: Pearson Education.
Reading Rockets. (2014). Looking at Writing: Kindergarten. Retrieved from http://www.readingrockets.org/looking_at_writing/kindergarten/writing_sample_1
Uchikoshi, Y. (2005). Narrative development in bilingual kindergartners: Can Arthur help? Developmental Psychology, 41(3), 464-478.
Unit 6 References
NOTE: You should use these references in your written assignments. If you use the source, then you need an in-text citation within the body of the paper or post, too. Review my initial DB response for the correct in-text citations for each source.
References
Coplan, R. J., & Weeks, M. (2009). Shy and soft-spoken: shyness, pragmatic language, and socio-emotional adjustment in early childhood. Infant & Child Development, 18(3), 238–254.
Otto, B. (2014). Language Development in Early Childhood Education (4th ed.). Upper Saddle River, NJ: Pearson Education.
National Association for the Education of Young Children. (2009). Core considerations in
developmentally appropriate practices, pp. 9–16. Retrieved from
http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
SEDL. (2012). Afterschool Training Toolkit: Read Aloud [video file]. Retrieved from
http://www.sedl.org/afterschool/toolkits/literacy/pr_read_aloud.html
Thank you for joining me!
Remember, as your instructor,
I view your success as my success.
If you need anything, please email me, meet me on Google Chat, or post your question(s) on the Course Questions Discussion Board in our classroom.
Have a super week.
I’ll see you on the Discussion Board!
The following slides will describe these.
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:o) See you on the DB! :o)
