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Developing Oral Language and Comprehension in …

Developing oral Language and Comprehension in Preschool-Grade 2: Practical strategies That Work! Miriam P. Trehearne Literacy Consultant Miriam P Trehearne, 2006 Page 1 of 29 Developing oral Language and Comprehension in Preschool and Kindergarten: It Works! Presenter: Miriam Trehearne This practical session will describe how teachers successfully support young students oral Language development and Comprehension as part of a comprehensive Pre-k and kindergarten literacy program. oral Language is the foundation of literacy learning. Come and learn many practical, engaging, doable and developmentally appropriate strategies and activities to assess and develop both vocabulary and Comprehension .

Developing Oral Language and Comprehension in Preschool-Grade 2: Practical Strategies That Work! Miriam P. Trehearne Literacy Consultant miriam.trehearne@telus.net

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1 Developing oral Language and Comprehension in Preschool-Grade 2: Practical strategies That Work! Miriam P. Trehearne Literacy Consultant Miriam P Trehearne, 2006 Page 1 of 29 Developing oral Language and Comprehension in Preschool and Kindergarten: It Works! Presenter: Miriam Trehearne This practical session will describe how teachers successfully support young students oral Language development and Comprehension as part of a comprehensive Pre-k and kindergarten literacy program. oral Language is the foundation of literacy learning. Come and learn many practical, engaging, doable and developmentally appropriate strategies and activities to assess and develop both vocabulary and Comprehension .

2 Important home-school links will also be shared. Bio of Miriam Trehearne Miriam Trehearne has been a classroom teacher, coach, program specialist (exceptional needs students), Site Coordinator, and University Associate. As a Literacy Specialist she led a very successful research-based initiative in a large urban school district (160 elementary schools) that resulted in closing the literacy gaps in 56 high-needs schools. Miriam now devotes much of her time to researching literacy best practices, presenting to teachers, literacy professionals, and school administrators at conferences, and writing books and journal articles.

3 A regular speaker at International Reading Association conferences since 2000, she was a Featured Speaker at the 49th Annual IRA Convention in Reno, Nevada in May, 2004 and at the World Congress of the IRA in Edinburgh, Scotland in July, 2002. Last year, she also presented at the Annual NAEYC Conference, Literacy For All, and the Northeast Literacy Conference. In 2005, she keynoted at the 24th Annual ASCD Kindergarten Conference, the National ASCD Conference, the Georgia Reading Conference, and at the Annual IRA Convention where she co-chaired a one-day Institute with renowned literacy expert Regie Routman.

4 Recently she keynoted at Michigan Reading, Georgia Reading, presented at the 51st Annual IRA conference, Chicago, and was a Featured Speaker at Literacy 2006: Bridging the Divide, Washington DC Public Schools and the IRA Urban Diversity Commission. She has published in several professional journals and is senior author of a series of professional books published in both Canada and the United States: The Comprehensive Literacy Resource for Kindergarten Teachers (ETA Cuisenaire); the award winning Comprehensive Literacy Resource for Grade 1-2 Teachers (ETA Cuisenaire); and The Comprehensive Literacy Resource for Preschool Teachers (ETA Cuisenaire).

5 The sequel, for Grade 3-6 teachers, was published in 2006. Miriam has been honored as a Canada Post 2001 Educator Award Finalist. List of Related Citations Beck, Isabel L., Margaret McKeown and Linda Kucan. Bringing Words to Life Robust Vocabulary Instruction . New York, NY: The Guilford Press 2002. Dickinson, David C. and Patton O, Tabors. Fostering Language and Literacy in Classrooms and Homes. In Spotlight on Young Children and Language , pages 4-12, Derry Koralek, editor. Washington, : The National Association for the Education of Young Children, 2004. Dickinson, and Tabors, eds.

6 Beginning literacy with Language : Young children learning at home and school. Baltimore, Maryland: Brookes Publishing, 2001. Hart B. and Risley. The Social World of Children Learning to Talk. Baltimore, Maryland: Brookes Publishing, 1999. International Reading Association And The National Association For The Education Of Young Children (1998). Learning To Read And Write: Developmentally Appropriate Practices For Young Children. Young Children. Washington, DC: The National Association for the Education of Young Children. , 30-46 NAEYC Position Statement.

7 Responding to linguistic and cultural diversity: Recommendations for effective early childhood education. Young children 51 (2) Washington, : The National Association for the Education of Young Children, 1996. Neuman, Susan B., and Kathleen A. Roskos, eds. Children Achieving Best Practices in Early Literacy. Newark, DE: International Reading Association, 1998. Roskos, Kathleen, Patton Tabors and Lisa Lenhart. oral Language and Early Literacy in Preschool. Newark, DE: IRA, 2004. Snow, C., M. Susan Burns, and P. Griffin, eds. (1998) Preventing Reading Difficulties in Young Children.

8 Washington, : National Academy Press. Tabors, and Snow. Young bilingual children and early literacy development, in Handbook of Early Literacy Research, eds. Neuman and Dickinson, 159-78. New York, New York:, Guilford Publishing, 2001. Tabors, What Early Childhood Educators Need to Know Developing Effective Programs for Linguistically and Culturally Diverse Children and Families In Spotlight on Young Children and Language , pages 4-12, Derry Koralek, editor. Washington, : The National Association for the Education of Young Children, 2004. Miriam P Trehearne, 2006 Page 2 of 29 ORALLANGUAGE--Thepreschoolchild'slanguag edevelopmentisvitaltothechild' ,butwiththerangeofflexibilityofthepatter nsofsentencesthatthechildis 'sdevelopmentinthisbehavioris criticallydependentonthepreschoolopportu nitiesthechildgetstoconversewithanadult.

9 ~::-* P Trehearne, 2006 Page 3 of 29 BLN 1 : PRWHOOL ASSESWENT oral Language Observation Checklist Name: Date: Teacher: School: Most of these skills will be observed during regular classroom activities throughout the preschool day This form con be used to organize the observotions of oral Language , and the information can be summarized on Blackline Master 2: Preschool Assessment Summary Sheet, on page 64. conflict situations 11 .Asks appropriate questions in response to what was to ask for clarification when he or she does 62 BLACKLINE MASTER 111 Published by ETAIC uisenaire under license from Nelson.

10 Copyright 0 2005 by Thornson Nelson. Miriam P Trehearne, 2006 Page 4 of 29 BLM 1: PRESCHOOL ASSESSMENT I Observation Checklist (cont'd) (see Blackline Master 2: Preschool Assessment Summary Sheet: Phonological Awareness-Checklist, Chapter 2, on page 114) Published by trAKuisenaire@ under license from Nelson. Copyright 0 2005 by Thornson Nelson. - BLACKLINE MASTER 112 63 Miriam P Trehearne, 2006 Page 5 of 29 Table 1 Teacher Rating of oral bnwage and Literacy (TROLL) Language Use 1 .How would you describe this child's willingness to start a conversation with adults and peers and continue trying to communicate when he or she is not understood on the first attempt?


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