What`s NeW - Literacy Collaborative

L iteracy
Projects at OSU: What’s New ?
K-Talk: Supporting ESL Kindergartners in Language and Literacy Learning
W
elcome to the first 2011 edition of the Literacy
Projects at OSU: What’s New? newsletter that is
published periodically throughout the year, with
ideas about reading, writing, and children’s books as well
as updates on professional development offerings held at
The Ohio State University.
This issue is authored by Dr. Justina Henry,
retired
Primary
Literacy
Collaborative
trainer,
KEEP BOOK author, and longtime staff member in the College
of Education and Human Ecology at The Ohio State University.
Kindergarten Talk (K-Talk)
K-Talk, a supplementary language-literacy program for ESL
kindergartners, is designed to make learning to read, write, and
speak English easier through authentic, meaningful experiences
and classroom conversations. Tina Henry, retired Ohio State
University Literacy Collaborative trainer, talked with Kim Jones,
K-Talk teacher, West Franklin School, and Karolyn King, State
and Federal Programs Coordinator, South-Western City Schools,
Columbus, Ohio.
Karolyn and Kim describe the K-Talk classroom program and its
impact on the language and literacy learning of ESL kindergarten
students.
Tina What is Kindergarten Talk and how did it get
started?
Karolyn About 10 years ago, a group of teachers and I designed Kindergarten Talk, an intervention program
that addresses the language and literacy needs of
English as a Second Language (ESL) kindergarten
students. We know that oral language supports literacy learning, so we emphasize some of the ele-
ments of the Literacy Collaborative instructional
framework to provide the most interaction between
students and teacher. The K-Talk literacy block,
equivalent to an average of 2½ days per week, includes interactive read aloud, interactive writing,
shared reading, independent writing, word study,
and guided reading and literacy centers.
K-Talk is in 7 of our elementary schools. There are
16 students in each class with a teacher and an instructional aide. The group size provides many opportunities for students with low levels of oral language to engage in conversations with their teachers
and peers.
“Inspiring Innovation in Learning and Living”
Kim The students attend a regular kindergarten and the
K-Talk program as well. The typical K-Talk session
is similar to the kindergarten program, but includes
more time on language activities, such as drama,
puppet shows, and play centers. The students have
many opportunities to talk and participate during
whole-group and small-group literacy lessons.
Tina How are students selected?
Kim At the beginning of the school year, only ESL students are included in the program. Eligibility is determined with the Ohio Test of English Language
Acquisition (OTELA) which determines the level of
language proficiency.
Later, English-speaking language-delayed students
and other ESL students may enter as openings arise.
K-Talk teachers work closely with the kindergarten teachers, Teaching English to Students of Other
Languages (TESOL) staff, the literacy coordinator,
and principal to determine who is ready to exit and
enter the program. We use guidelines to select students from the waiting list.
Tina How are students assessed?
Kim After the students’ language competence is assessed
and students are selected, we use Marie Clay’s Observation Survey (Letter Identification, Concepts
About Print, and Hearing and Recording Sounds in
Words) and text reading assessments (Fountas and
Pinnell Assessments) to help determine each student’s literacy understandings.
Tina What is an example of a K-Talk classroom learning experience?
Karolyn By hearing stories read aloud and talking about them
with others, children construct a valuable foundation for becoming literate. But they also need to
talk with others within the context of other authentic experiences that build common understandings.
For example, the class might go out and rake leaves,
jump in the leaves, hold the leaves, watch the leaves
fall from the tree, and study and talk about the different shapes and colors of the leaves. This kind of
fun-filled, concrete experience includes seeing, listening, touching, and smelling. Then they go back
to the classroom where they discuss a picture book
about leaves with their teacher. The teacher facilitates a conversation that helps the children connect
their experiences with the leaves to the ideas in the
text.
Next, the teacher supports the children in summarizing their learning in a whole-group interactive
writing lesson. With the teacher’s help, the class decides what to write about the leaves. The children’s
sentences are short and sometimes repetitive, but
they are excited to watch their words emerge on a
piece of chart paper. The teacher helps the children
hear and record the letters of the words they want
to write. The teacher and the children share in the
writing of the words on the chart. When the message
is completed, the chart goes on the wall in the classroom for shared reading. At other times during the
day, the children revisit the read aloud book, chant
poems with actions about leaves, learn the color of
leaves, draw leaves and label the drawing, and count
the leaves. All activities encourage talk and interaction. A K-Talk classroom should never be too quiet.
Kim The lessons are designed to meet the children’s
language and literacy needs. For example, we may
adapt guided reading to include more discussion of
unfamiliar concepts and vocabulary. This will support their meaning making as they read the little
books. We observe and teach for strategic actions in
reading.
Tina What is the role of the instructional aide?
Karolyn The instructional aide plays an important role. At
the beginning of the year, she will help the students
learn routines of the classroom by modeling the
teacher’s oral directions, such as, “sit down,” “stand
up,” and “line up for lunch.” This helps the students
make connections between language and actions.
The instructional aide also helps with formal and
informal assessments. The teacher and the instructional aide choose a focus child every day. The aide
helps document student progress by observing and
noting the child’s oral responses. Each child’s records are reviewed on a regular basis for increased
language control. The aide supports learning across
the many classroom contexts.
Tina I noticed that the teachers use a microphone
when teaching whole group lessons.
Kim An amplification system was purchased through a
grant to help children hear the teacher’s pronunciation clearly. They can easily hear the ending sounds
of words. Another microphone is often used by the
children when they take turns in participating in
group discussions.
Tina How do parents learn about the program?
Kim In the fall, each K-Talk teacher and an interpreter
make home visits to the families to explain the program. Our goal is to connect with parents and to
make them feel they are part of the community.
Tina What have been the results of the K-Talk program?
Kim It is so rewarding to support growth in these kindergartners’ literacy and language skills. The classroom
lessons help the children make connections between
ideas, words, and experiences and results in their
developing a strong desire to communicate in English.
Karolyn We strive to give them a reason to talk and see differences as the school year progresses. By the end
of the year, the children have progressed as readers,
writers, and speakers of English.
Over a period of 6 years, the results of the K-Talk
intervention show that 71% of K-Talk students’ language acquisition significantly improved, 13.1% remained the same, and 15.9% were unavailable for
testing. K-Talk students also made significant gains
in Letter Identification and Concepts About Print—
falling just below the average of regular education
kindergarten students. K-Talk classrooms go from
being quiet in the fall, with just teacher talk, to
classrooms full of chanting, singing, reading, writing, and talking by mid-year.
Kim I am amazed at their progress—from being unable
to speak English to becoming language users with
many literacy skills that are the foundation for success in first grade and beyond. ■
Literacy Collaborative Aligns with
Core Principles of Response to
Intervention
Click here for more information on
RtI in Literacy Collaborative Schools.
If you have additional questions regarding
Professional Development
please contact Sonny Whitehead at
614-688-4977 or sonny@rrel.org.
Upcoming Professional
Development Opportunities at
Ohio State
Click on any of the professional
development titles that follow for details
and registration information.
Literacy Collaborative
Literacy Collaborative is a comprehensive school reform
project designed to improve the reading, writing, and
language skills of elementary children.
Principals’ Academy
Topics that will be explored include: the relationship
between Common Core Standards & Literacy Collaborative,
becoming a learning leader, coaching, Response to
Intervention (RtI), understanding the reading & writing
process, and working with English Language Learners
(ELL).
K–6 Literacy Professional Development
Comprehensive Literacy Framework
Three days of intensive study to prepare educators to improve
K–6 reading achievement. Instructional contexts include:
interactive read-aloud, guided reading, reading workshop,
and writing about reading. School/district administrators
are encouraged to attend with their literacy team.
August 10-12, 2011
Leveled Literacy Intervention
Learn to accelerate achievement for low-achieving students.
Participants will learn to use the Fountas and Pinnell Leveled
Literacy Intervention (LLI) materials. These academies will
focus on a new professional book by Fountas and Pinnell,
When Readers Struggle: Teaching that Works.
K-3 Participants will learn to use levels A to N.
September 12-14, 2011 & October 17-19, 2011
3-6 Participants will learn to use levels C to N, and how to
extend learning for older students.
February 28–March 2, 2011 & May 4-6, 2011
OR
September 19-21, 2011 & October 245-26, 2011
Academy for Literacy Coaches K–6
Prepares individuals to coach K–6 teachers in reading,
writing, and word study. Participants will learn how to work
with teachers to help them become more effective in their
classroom practice.
September 13-15, October 18-20, & November 28-29, 2011
Principals’ Academy I
Study the key role of the principal, how children learn to
read and write, ways to support the literacy coordinator,
how to quickly appraise the classroom environment, and
how to increase student achievement.
September 21-22, 2011 & November 30–December 1, 2011
Can’t travel to us? We’ll come to you!
Principals’ Academy II
All scheduled sessions above are at
The Ohio State University. On-site professional
development is also available.
February 29–March 1, 2012
For more information about on-site professional
development in your district, please contact
Dr. Sonny Whitehead (sonny@rrel.org or 614-688-4977).
Advanced study that explores becoming a learning leader,
coaching, Response to Intervention, the reading and writing
process, and self-identified interests.
request a catalog
The Ohio State University
KEEP BOOKS is a research-based program that
addresses the need for inexpensive but appropriate
books in the home (as little as 25 cents per book).
KEEP BOOKS are written and developed by educators
at The Ohio State University.
Click on the links below for more information.
or
download online
Our catalog contains all of our current sets and
a full color layout with easy order categories
by grade & level.
Click here to download the current KEEP
BOOKS catalog (This is a large .pdf)
New from KEEP BOOKS
Health & nutrition 1
The Farmer’s
Market
Just One Bite
The Running Girl
Written by
Gay Su Pinnell
Written by
Mary Fried
Treats for Barney
Written
tten by
ricia L. Scharer
Patricia
Patricia Bell
Written by
Gay Su Pinnell
HEALTH & NUTRITION BOOKS
In the summer,
I run outside in the yard.
Our Garden
HEALTH & NUTRITION BOOKS
Illustrations by
Amanda Morley
Illustrations by
Paul A. Rehg
I run through the sprinkler
and jump in the pool.
5
Written by
Andrea McCarrier
Please and
Thank You
Written by
Andrea McCarrier
Illustrations by
Patricia Bell
Illustrations by
Amanda Morley
HEALTH & NUTRITION BOOKS
HEALTH & NUTRITION BOOKS
HEALTH & NUTRITION BOOKS
4
Sundaes for
Breakfast
Fingers, Fork, or
Spoon?
Written by
Andrea McCarrier
Illustrations by
Paul A. Rehg
HEALTH & NUTRITION BOOKS
Publications from
The Ohio State University
Illustrations by
Amanda Morley
HEALTH & NUTRITION BOOKS
Written by
Mary Fried
Illustrations by
Amanda Morley
HEALTH & NUTRITION BOOKS
Engaging, easy to read stories in this set reinforce good health and nutrition for young
children. The back cover presents additional
information, a recipe, or an activity for the
child to complete.
Order Code: HN1
Also available:
Staying Safe
Just Like Me
Written by Patricia Scharer
Illustrations by Mylesant Carreño
Gym Class
A Visit to
the Doctor
Written by Joan Wiley
Illustrations by Amanda Morley
Written by Amanda Cicola
Illustrations by Sue A. Simon
My Happy
Heart
Written by Lynda Mudre
Illustrations by Bethany Sims
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
Good for You
Always Brush
Your Teeth
Written by Gay Su Pinnell
Illustrations by Patricia Bell
Written by Kecia Hicks
Illustrations by Sue A. Simon
Written by Kecia Hicks
Illustrations by Amanda Morley
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
Learning about health and safety becomes fun as
children read the books in this set. Readers can follow children just like them as they brush their teeth,
exercise, eat healthy, go to the doctor, and follow
safety rules.
Order Code: HS1
Just in Case
Written by Mary Fried
Illustrations by Patricia Bell
Safety First
Don’t Be a
Couch Potato
Written by Gay Su Pinnell
Illustrations by Tony Montoney
HEALTH & SAFETY BOOKS
Now only $28! Click here to download an order form.
Extending Our Reach:
Teaching for
Comprehension in
Reading, Grades K–2
Time Out
The Eye
Doctor
Written by Gay Su Pinnell
Illustrations by Sue A. Simon
HEALTH & SAFETY BOOKS
A FREE study guide is available for this publication!
Click here to download this wonderful resource!
Edited by Patricia L. Scharer
and Gay Su Pinnell
Health & safety 2
Home Sick
Edited by Patricia L. Scharer and
Gay Su Pinnell
HEALTH & SAFETY BOOKS
Written by Andrea McCarrier
Illustrations by Amanda Morley
Birthday
Shots
Guiding K–3 Writers to
Independence:
The New Essentials
Provides insights into the teaching of
writing from kindergarten to grade
three. The chapters are written by early
literacy experts at OSU.
Health & safety 1
Shopping
for Lunch
Click on any of the publications below for information.
The Big Race
Written by Gay Su Pinnell
Illustrations by Amanda Morley
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
Written by Amanda Cicola
Illustrations by Amanda Morley
Written by Lynda Mudre
Illustrations by Mylesant Carreño
Written by Mary Fried
Illustrations by Patricia Bell
Written by Joan Wiley
Illustrations by Sue A. Simon
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
HEALTH & SAFETY BOOKS
In these stories, readers learn about staying healthy
and safe through the experiences of children just
like them. Topics include exercise, safety, hygiene,
and going to the
doctor.
Order Code: HS2
How can teachers support students’ comprehension during guided reading? Shared reading? Read-aloud sessions? Independent
reading? These questions and more are answered.
Now only $25! Click here to download an order form!