Head Start Emergent Literacy Project
Facilitator's Guide

Table of Contents: Literacy Resource Coordinator's
Training Session One

Agenda

Project ELIPSS: Program Overview

Module Descriptions

Menu of Support Services

Ideal Characteristics of a Literacy Resource Coordinator

Assisting Participants in Selection, Implementation and Follow-Up Of Emergent Literacy Strategies

Using the Plan for Applying a Selected Emergent Literacy Strategy Form
       Using the Emergent Literacy Strategy Follow-Up Form

Plan for Applying a Selected Emergent Literacy Strategy Form

Emergent Literacy Strategy Follow-Up Form

Pre-Broadcast Activities and Discussion Questions

Module One: Building a Firm Foundation for Early Literacy Development: Language and Literacy

Module Two: From Scribbling to "Real" Writing: Stages in Early Writing Development

Module Three: Developing A Literacy-Rich Environment

Module Four: Making Quality Children's Literature available to Every Child: Choosing and Using Literature

Module Five: The Shared Language Time: Beginning Reading Through Rhymes, Songs, Poems, and Big Books

Module Six: Ongoing Assessment of Emergent Literacy Behaviors

Training For Literacy
Resource Coordinators
Session One

The Literacy Resource Coordinator:
Roles and Responsibilities

Project
ELIPSS

Training Session for Literacy
Resource Coordinators
AGENDA

Video Overview of Project ELIPSS
Dr. Patricia Hutinger & Dr. Kathy Barclay,
Co-Directors of Project ELIPSS

Role & Responsibilities of the Literacy Resource Coordinator
Kathy Barclay, Co-Director, Project ELIPSS

Overview of Emergent Literacy Module One
Kathy Barclay, Co-Director, Project ELIPSS

Closing Remarks
Kathy Barclay, Co-Director, Project ELIPSS

Emergent Literacy Instructional Program and Support
Services Program Overview

Based on the assumption that literacy begins far before formal instruction and continues for a lifetime, Project ELIPSS is a staff development system that includes three major components:

1. six Emergent Literacy Training Modules consisting of 60 minute video taped sessions and accompanying written materials

2. two Literacy Resource Coordinator Training Modules consisting of video tapes of two hour interactive television programs originally broadcast nationally via satellite and accompanying written materials

3. a Menu of Follow-up and Support Services which includes on-site Literacy Resource Coordinators, resource directories of additional professional and classroom resources, as well as a listing of exemplary sites, and independent literacy consultants, planning and follow-up forms.

In general, program content of the six Emergent Literacy Training Modules will include:

1. strategies for supporting emergent literacy in a variety of settings

2. strategies for supporting emergent literacy of children representative of various cultures, with varying levels of language proficiency

3. strategies for supporting emergent literacy of children possessing special needs

4. integration of technology to support emergent literacy with all children.

All modules contain information and strategies that are applicable to a variety of settings and that reflect a multicultural perspective.

ELIPSS seeks to provide a comprehensive emergent literacy training program that can be readily accessed by all Head Start grantees and families nationwide, as well as by other early childhood professionals. We welcome your participation and applaud your willingness to assist participants of this staff development project in reaching higher levels of excellence in preparing children to read and write.

Brief Description of Each Emergent Literacy Module

Module One: Building a Firm Foundation for Early Literacy Development: Language and Literacy Learning

Becoming literate is a process that begins at birth and continues throughout one's lifetime. Although children differ in their rates of literacy acquisition, there are several stages through which most children progress. Language learning that is functional and related to real-life experiences is an important part of learning to read and write. This module provides a framework of ideas about the development of reading and writing that has influenced strategies for emergent literacy. Included are strategies for helping children acquire and develop language pleasantly, productively, and appropriately. Included will be techniques for working with children of diverse language abilities.

Module Two: From Scribbling to "Real" Writing: Stages in Early Writing Development

Given their own writing materials and encouragement from adults, young children convey their curiosity and new ideas through drawing and through writing. Early marks, and scribbles evolve into readable symbols as children express their thoughts through drawings, words and eventually stories. Writing is an area of personal growth that parents, grandparents, teachers and other interested adults can inspire in young children. In this module, the developmental stages of writing will be demonstrated, as will a variety of strategies, including technology, for promoting emergent writing.

Module Three: Developing A Literacy-Rich Environment

Research supports a strong link between the home environment and children's learning to read and write. All family members can be involved in supporting emergent literacy development. Such practices as shared reading, reading aloud, making print materials available, and promoting positive attitudes toward literacy in the home have been found to have a significant effect on children's literacy learning. This module highlights the importance of recognizing and appreciating children's home cultures and demonstrates strategies for building upon the uses of language and literacy through existing home experiences.

Early care and education programs that nourish early literacy require a literacy-rich environment. The literacy center, which includes books and other printed materials, as well as a well-stocked writing area, is an important part of the environment. Each play area should contain appropriate literacy-related "print props" for promoting real-life reading and writing experiences. This module will include valuable information and resources that will enable teachers to evaluate their learning environments with respect to literacy, and then to enrich those environments to extend literary experiences across the curriculum.

Module Four. Making Quality Children's Literature Available to Every Child: Choosing and Using Literature

Children's literature is central to the literacy environment. Literature serves as a model for language learning and provides a strong motivation for learning to read and write. It is a springboard for many kinds of literacy-related activities. Included in this module are suggestions for selecting a variety of multicultural literature—fiction, non-fiction, poetry, strategies for sharing this literature with children, and ways to promote family storybook reading in the home.

Module Five: The Shared Language Time: Beginning Reading Through Rhymes, Songs, Poems, and Big Books

Using familiar stories, songs, rhymes and poems gives young children a sense of control and confidence as they are developing important understandings about how print works. The Shared Language Time, or "rug time," is an excellent vehicle for helping young children develop the basic concepts about books and print that serve as the foundation for future literacy learning. Big Books have become an important part of early literacy instruction. Because of their enlarged print and pictures, these books help young children develop basic concepts about books and print. Procedures for conducting the Shared Language Time will be modeled, as will the use of Big Books, charts, pocket charts and other materials designed to acquaint young children with the functions, forms and conventions of print. This module will also provide many strategies for encouraging children to respond to literature through a variety of hands-on activities, including computer technology, art, music, drama, and writing.

Module Six: Ongoing Assessment of Emergent Literacy Behaviors

Ideally, assessment and instruction operate as continuous and simultaneous processes—each serving to inform and shape the curriculum experienced by the children. Accurate records are used by teachers in program planning and in communicating with parents about their children's growth and progress. In this module are examples of how individual teachers might create and implement developmentally appropriate assessment procedures, and how the information gained might be conveyed to parents and other appropriate individuals.

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