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Evidence-Based Practices
for Promoting the Literacy Development
of Infants, Toddlers, and Preschoolers
Classroom-Based Training
Orelena Hawks Puckett Institute
Asheville and Morganton, North Carolina
Implementation of CELL
with Practitioners
Designed to be used with professionals
who train practitioners/teachers.
The following information may be adapted
to build on individual knowledge bases.
Materials have been created as tools to
support the practitioners learning.
Introduction
to the
Learner Objectives
Participants will be able to:
Describe and identify early literacy domains.
Describe and identify everyday early literacy
experiences.
Describe, identify in practice, and implement
the key elements of the CELL Model.
Use CELL tools to support their role in
providing purposeful everyday early literacy
experiences for children.
Introduction
to the
CELL Training Process
PALS
Participatory Adult Learning Strategy
An evidence-based approach to adult
learning
Illustrate
Practice
Evaluate
Everyday
Literacy
Activities
Responsive
Teaching
Introduce
Illustrate
Practice
Evaluate
Reflect
Mastery
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Everyday
Literacy
Activities
Responsive
Teaching
Early
Literacy
Outcomes
Child Interests
10
Introduction to CELL
Video
CELL Overview
Pre-Test
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Illustration:
Listening Comprehension Experiences
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Illustration:
Oral Language Experiences
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Illustration:
Phonological Awareness Experiences
Experiences for infants
Playing with sound through
babbling and talking
Experiences for toddlers
Playing sound, rhyming, and word
games
Experiences for preschoolers
Spelling or writing like it sounds
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Introducing Print-Related:
Print Awareness
Understanding
the purposes
and conventions
of print
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Illustration:
Print Awareness Experiences
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Introducing Print-Related:
Written Language
The ability to communicate
through printed language
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Illustration:
Written Language Experiences
Introducing Print-Related:
Alphabet Knowledge
Understanding
of letter-sound
correspondence;
recognizing and
naming letters of
the alphabet
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Illustration:
Alphabet Knowledge Experiences
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Introducing Print-Related:
Text Comprehension
The ability to
decode and
comprehend
written
language
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Illustration:
Text Comprehension Experiences
Experiences for infants
Handling books while adults point
out words and pictures
Experiences for toddlers
Pointing to pictures in books while
an adult reads
Experiences for preschoolers
Reading print in the environment
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Reflection:
Early Literacy Domains
How have your thoughts
about what literacy means
in the early childhood
classroom changed?
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Responsive
Teaching
Early
Literacy
Outcomes
Child Interests
41
Introduction:
What are literacy-rich environments?
They are the contexts in which children engage
in interest-based everyday literacy activities
with responsive adults.
They stimulate children to participate in
language and literacy activities.
They are interesting, inviting, comfortable, and
well-stocked with easily accessible materials.
They are in classrooms, homes, and many
other places around the community.
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Introduction:
Incorporating Materials in Functional Ways
Focus on incorporating materials throughout
the environment in functional and natural ways.
Functional use of materials means that children
use the materials for a specific purpose.
For example:
Use paper and pencils to write notes to one another.
Place a menu in the dramatic play area.
Provide children with catalogs and magazines in the
reading area.
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Illustration:
Classroom Environments
Video
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Practice:
Setting Up a Literacy-Rich Environment
Create a learning center or area in
the classroom (not a book nook or
library).
Design the learning center or area
so that it is part of a literacy-rich
environment.
When designing your learning center
or area be sure to note the following:
Materials included
Functional uses of materials
Whether materials were high,
medium, or low cost
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Everyday
Literacy
Activities
Responsive
Teaching
Early
Literacy
Outcomes
Child Interests
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Introduction:
Why are child interests important?
A childs interests form the basis of
their learning. This is the basis of
CELL Early Literacy Learning
practices.
Children are more likely to become
engaged in an activity if they are
interested in it, which increases the
opportunity for learning
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Illustration:
The Interest-Based Cycle of Mastery
Interests
Mastery
Literacy
Activities
Engagement
Competence
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Illustration:
The Interest-Based Cycle of Mastery
Interests:
Interests Children need to master new
behaviors if they are interested in the
experiences that promote those behaviors.
Engagement:
Engagement Participating in an activity that
is interesting helps engage the child in the
process. Engagement comes from being an
active participant in the activity both verbally
and physically.
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Illustration:
The Interest-Based Cycle of Mastery
Competence:
Competence Competence develops through
repeated experiences of engagement. The
more frequently a child participates, the more
competent she becomes.
Mastery:
Mastery Once a child has achieved sufficient
competence to have mastered a task, his
success will encourage him to continue
experimenting with similar activities,
generating and expanding further interests.
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Illustration:
The Interest-Based Cycle of Mastery
Joey loves
listening to
music
Music Time
Joey eagerly
participates
during music time
Joey bangs on
drums with
different sticks
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Practice:
Interest-Based Cycle of Mastery
Using the Our Own Errands List vignette in
the A Place for Writing practice guide:
Identify the child interests that the activity is based on.
Identify indicators of the childs engagement in the
activity.
Identify an ability in which the child will begin to gain
competence with repeated participation in this activity.
Now think about what the childs participation in the
activity will look like when s/he has mastered the ability.
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Evaluate:
The Interest-Based Cycle of Mastery
How did the adult in your vignette build on the
childs interests?
What did the adult in your vignette do to
encourage the childs engagement in the
activity?
What did the adult in your vignette do to support
the child to build competence and mastery?
How would you know when the child has moved
from competence to mastery of the ability you
focused on?
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Everyday
Literacy
Activities
Responsive
Teaching
Early
Literacy
Outcomes
Child Interests
62
Introduction:
What are Everyday Literacy Activities?
Everyday literacy activities need to:
Be interest-based
Provide opportunities for literacy and language
learning
Provide opportunities to acquire and use
literacy abilities
Happen frequently (or could happen frequently)
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Illustration:
Everyday Literacy Activities
Interest-based:
A child who loves birds will enjoy drawing,
writing, talking, and reading about birds
Introduction:
Everyday Literacy Activity Continuum
Everyday literacy activities can be informal or
formal, or anywhere in between, depending on
the context in which the activity occurs.
Informal
Literacy
Activities
Formal
Literacy
Activities
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Illustration:
Informal Literacy Activities
Unstructured activities
Primarily directed by child, with adult being
a facilitator (i.e., less adult-directed)
Tend to occur within daily routines rather
than in planned learning situations
For example: car rides, transition times,
diapering, dressing, clean-up time, meal or
snack time
Illustration:
Formal Literacy Activities
Structured activities
Tend to be more adult-directed
Tend to occur in more planned learning
situations
Can occur when an adult organizes or
leads a child in a learning activity with
a specific goal of enhancing literacy
development
Occur in the context of literacy-rich
environments
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Practice:
Everyday Literacy Activities
Think about children in your classroom and complete the
Early Childhood Classroom Interests Tool by writing
each childs initials in each area the child is interested in.
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Evaluate:
Everyday Literacy Activities
What activities were your children
interested in?
Were any new interests revealed?
What are they?
What activities surprised you as being
literacy-based?
How are the activities literacy-based?
What activities were formal? Informal?
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Reflection:
Everyday Literacy Activities
Complete the
Everyday Literacy
Learning Activity
Checklist
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Introduction:
Learning Opportunities
Everyday literacy activities provide
opportunities for early literacy learning at
home, in classrooms, and in a childs
community.
Opportunities for early literacy learning
need to be provided frequently.
Opportunities for early literacy learning
should be increased both across (breadth)
and within (depth) literacy activities.
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Illustration:
Breadth and Depth
Breadthprovide a wide range of activities
based on child interest
For example, if a child is interested in trains,
make available books and songs about trains.
Depthspend time engaging in the activity.
Explore and expand on the childs interest
using many approaches.
For example, when a child is playing with
trains, ask questions about where the train is
going; add people or traffic signs.
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Illustration:
Increasing Breadth and Depth
of Learning Opportunities
Video
Light Table or Animal Book
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Practice:
Everyday Learning Opportunities
Read the vignettes located on the back
of the CELL Act Natural Practice Guide
and describe activities that you would
incorporate to create breadth and
depth which will expand the learning
experience.
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Evaluate:
Everyday Learning Opportunities
Were the everyday literacy activities:
Part of the childs everyday life experiences?
Likely to help the child practice emerging
literacy abilities and develop new ones?
Could the everyday literacy activities:
Provide interest-based literacy learning
opportunities?
Happen often?
Allow the child to try to use language in
different ways?
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Reflection:
Everyday Learning Opportunities
Complete the
Increasing
Everyday Child
Learning
Opportunities
Checklist.
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Everyday
Literacy
Activities
Responsive
Teaching
Early
Literacy
Outcomes
Child Interests
79
Introduction:
What is Responsive Teaching?
In responsive teaching, the adult is tuned
in to the childs interests and participation
in everyday activities.
Responsive teaching supports childrens
engagement and competence within
activities, increasing the opportunity for
early literacy learning (mastery).
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Illustration:
The Interest-Based Cycle of Mastery
Joey loves
listening to
music
Joey learns that
he can make
different
sounds with
different sticks
Music Time
Joey eagerly
participates during
music time
Joey bangs on
drums with
different sticks
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Introduction:
Responsive Teaching Techniques
Pay Attention to the childs actions
and behaviors.
Respond to the childs actions or
behaviors by repeating or imitating her.
Introduce new information that
elaborates on what the child does or
says (labeling, naming).
Support and encourage new child
behavior by asking questions or
making comments.
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Illustration:
Pay Attention
Adults who are paying attention to
the childs interests:
Are aware of the childs activities
and focus
Notice and interpret the childs
cues and signals
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Illustration: Respond
Respond promptly
Respond appropriately
The adult matches his or her reaction
to the childs expressiveness and affect
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Illustration:
Introduce New Information
Responsive adults introduce new information by:
Labeling or naming pictures and objects
Expanding on childrens contributions
Adding new materials or challenges and
encouraging the child to do something
different
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Illustration:
Support & Encourage New Child Behavior
Ask questions.
Comment on the childs behavior
and accomplishments.
Provide opportunities throughout
the day to use new skills.
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Practice:
Responsive Teaching
Watch the video Get In Step With Responsive
Teaching
Write down examples of a caregiver doing each
of the following:
Pay attention
Respond
Introduce new information
Support and encourage new child behavior
Video
Evaluate:
Responsive Teaching
Did you see anything change in
the childs behavior when the
adults supported or elaborated
on what the child was doing?
What aspects of responsive
teaching are you good at? What
aspects of responsive teaching
do you struggle with?
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Reflection:
Responsive Teaching
Cell Tool: Caregiver Responsive Teaching Checklist
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Everyday
Literacy
Activities
Responsive
Teaching
Early
Literacy
Outcomes
Child Interests
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