Community Literacy

Literacy inside the classroom is an area of focus that many teachers zone in on. We focus on how to bridge the gap between home and school life by sending books home, talking with parents and focusing on skills they can work on with their student(s), and helping children with their literacy in the classroom with interventionists and other supports. However, understanding and know what literacy looks like outside the classroom is also important. Bloomington is a very diverse place in which literacy is a part of every day life and every one from young children to adults can participate in these events.

Living in a community in which there are several diverse cultures present, our public library has many opportunities for children to engage with these cultures through the form of events catered to families, read aloud stories, and/or culturally diverse books. Our public library also has several events throughout the year in which families and teachers can learn about numerous subject areas. Literacy in Bloomington is also informal. The community has several artists and artistic citizens who paint murals, put on performances, or write books that anyone can access and partake in.

The Ivy Tech John Waldron Art Center also offers several art and painting classes in which members of the community can participate in throughout the year. Literacy can take the form of expression through these mediums. Literacy can also take the form of musical arts. Several events throughout the year have artists of several genres present and both children and adults can engage with these experiences.

I think it's important to understand what literacy looks like in the community I'm a part of not only to understand the make up of the community, in terms of culture and practices, but also in order to better provide my students access to these opportunities. Displaying and fostering a love for literacy can positively influence students to be passionate about these opportunities. 

What chidren CAN do

As children enter kindergarten and are working on developing their literacy skills, it's important that as teachers we focus on how each child is learning, growing, and progressing. Each child comes into the classroom with their own personal experiences with literacy, whether they be derived from teachings at home or their cultural backgrounds. Using each child's strengths is valuable when we are focusing on their literacy skills. In her article, "Sounding Out: A Pervasive Cultural Model of Reading", Catherine Compton-Lily states how teacher and family practices should focus beyond the "sounding it out" approach when helping young and struggling readers learn to read. Compton-Lily explains that ""sounding out" draws through a reliance on letter sound association" (2005, p.442) and is giving students the idea that reading is just a form of breaking down sounds, therefore, children are not engaging with what they are reading. Compton-Lily, along with others mentioned in the article, suggest that there are other strategies that draw upon children's knowledge that can be used to help students read. Students and parents who took part in the Compton-Lily's research showed that instead of just "sounding it out" students were looking for context within the reading. For some, that context was looking at the picture and from then drawing on their previous knowledge and being able to work through the word they were reading. While this strategy may vary from student to student, it's a strategy that children are already using when they are making meaning of the stories they read through during independent reading time. Children are constructing their own meaning and stories if they are not yet able to read all or most of the words. It only makes sense that we apply this same approach when they are learning to read and come across words that may seem unfamiliar to them.

For readers who seem to struggle with comprehension it's important that we also look at their strengths instead of focusing on their inability to understand. Modeling strategies for understanding can aid children in using these strategies. It's also important to keep in mind that children may be already using their own strategies when engaging with a text. In their book Catching Readers before They Fall Pat Johnson and Katie Keier talk about the different ways that readers use their previous knowledge and skills to understand or comprehend a text. While some strategies can be taught it's important to understand that not all children use them in a sequential order. The child will use these strategies "when he or she deems necessary to understand a text or solve a problem while reading" (2010, p. 136).  Some of these strategies may include children taping into their previous background knowledge to make connections with the text. Using this in order to help children comprehend can be very powerful. Children may also be able to visualize what they are reading in order to comprehend and that's another way in which teachers can use what children already know in order to connect with the text.

Focusing on students' strengths allows students to be able to tap into their literacy skills in a much more positive and engaging manner. Using the skills they already have and bring into the classroom allows for children to create strategies that helps them with their reading and comprehension.

Second Language Learners

Many times we focus on providing different accommodations and experiences to different types of students. We draw them in with hands on activities, read aloud books, dramatic play, etc. but we forget the second language learner that may be sitting right in our classroom.These types of learners may be students whose home language is not the same language that is spoken at school and therefore, they may struggle to keep up with the classrooms activities.

In a simulated activity, our classroom was put through the experience that many students may go through. We were not told that the language in the classroom would be switched to something other than English. A book was read in Spanish and then instructions to complete an activity were also given in Spanish. We were then given slips of paper that told us what our roles as "students" would be. Some were still able to speak in English, but "it would be frowned upon" while others could only speak, write, and communicate in Spanish. Several people quickly became frustrated as they do not know nor are familiar with Spanish. Given that Spanish was the first language I learned, I was able to understand everything and even be a resource for other people During our activity, I saw how several people became frustrated, angry, annoyed and this let to them feeling incompetent, dumb, like learning was out of their control. Because I was able to help both students who could speak English AND Spanish, I took on sort of a teacher role.

However, I felt that just one person helping everyone out was a bit overwhelming. As a future teacher who is bilingual I felt what it must be like to have students who speak both English and Spanish and how to best help each set of students. I was also able to be in a situation where I could understand each person's frustration with the language barrier so that I'm even more sensitive to students in my classroom who speak a language that I don't. While I don't need to necessarily know ALL languages I DO need to be sensitive to each students' needs. I need to provide opportunities for them to be just as engaged in classroom activities. As a future teacher I need to be sensitive in understanding that being in a classroom with people who don't speak the same language may be difficult, however, this does not mean that a child is any less capable or different than other students.

Authentic Communication

When talking about "authentic" communication we're talking about communication that serves a purpose. The purpose may be to understand what we are reading, saying, or writing or it may be that our purpose is to be able to have an experience or moment. In her book, "Children's Language: Connecting reading, writing, and talk", Judith Wells Lindfors talks about how important it is for parents and teachers to introduce children to authentic experiences through text.  When children are exposed to these types of texts then authentic responses are evoked.  When children are able to identify with a book or story then they get so much more out of the learning process. Lindfors states that children are able to relate prior knowledge when being read to and they in turn apply this knowledge to the text, this may be done so by sharing how they also have a pet dog if the book being read is about a dog. Children are also able to relate to characters and project beyond what is in the text. When authentic texts are used children make logical connections and use their inquiry skills to go beyond the story. Authentic texts also help children who are not yet readers to be able to "read" the story by the illustrations that are on the pages. This creates an experience for each individual child and allows for them to live through that reading experience.

It's also important to note that these authentic literary experiences do not only refer to reading or story telling. Children are also having authentic experiences with text. Lindfors states that if a child's writing (whether it be early stages, incorrectly spelling words, etc.) is communicating some sort of message then it is authentic. Children are learning that words are social tools and that text is another way that we can communicate with the world and those around us. At times we may think that children who are just copying down words or repeating words are not really engaging in an authentic experience; however, if that child's purpose is to communicate by repeating or copying then they are trully experiencing authenticity through writing an reading. Lindfors also points that there are three guiding principles to the authenticy process:
1. ownership - child writes when they want, how they want, and for the purposes that they want.
2. community - child has support from parents, teachers, peers when learning and sharing
3. guidance - teachers and parents help child write and read more effectively and diversely

Communication cannot be classified solely as written or spoken language, therefore, it's important to keep in mind the that both of these things come together when children are engaged in literacy. Authentic communication becomes a tool that brings these two things together.

#KinderChat Archives 6.1.14 - Documenting Learning Using Photographs

Technology and social media sites have enhanced the way in which teachers can connect and collaborate with others. Kinderchat is an example of that! Their goal is to be able to connect early childhood educators, professionals, parents, and policy makers and create a space in which collaboration, learning, discussion, and a sense of community are valued. Each Monday night, at 9:00 PM (EST), Kinderchat meets on twitter and addresses specific topics related to the Early Childhood field( for a list of upcoming topics click here).

While looking through the archives, I chose to browse through the chat on documenting children's learning through photographs. As technology becomes more advanced, documenting children's learning in photos makes it easier for teachers to create a classroom site where parents can log in and view what their child learned that day, what activities they were most interested in, and how the week has gone so far. One of the contributors mentioned how she "was surprised at how few teachers used photos" as a way of documenting learning. Other collaborators posted images of how they have photographically documented in their classroom; for example, the user @teachermeg took pictures of children's artwork, took photos of the children working on said artwork, typed up phrases children said during their work and took a photo of that. She then put the images together to create a collage that displayed the entire process from beginning to end. For her, incorporating the story of the artwork as well as the artwork itself was important. She also mentions that while this type of documenting may work for some others may find it too overwhelming so as "long as you are documenting...it's all good." The conversation also shifted into talking about the different types of resources available online for teachers who DO choose to document learning through photos. such as EverNote and 2Simple. These are sites that have certain free capabilities and can help with classroom organization.

What I found most interesting is that several people mentioned that documenting is a way for us to advocate for our students. The more and more I dwell on that I find this to be true. If we have documentation of a child's progress or lack of progress in certain areas this can be a useful tool in advocating for assistive technologies that may help that child or for funding for other materials that may be lacking in the classroom. 

Regardless of the means that we use, it is important to know that documentation is key for assessment, to help with being a reflective practitioner and as a way to see a child's progress. 

Literacy Centers

As teachers, when planning lessons or activities, we must always keep in mind ways in which we can extend learning and ways in which we can incorporate literacy. Literacy Centers are a great way to do both! In chapter ten of her book, Make Way for Literacy, Owocki talks about the importance of having literacy centers in the classroom and how teachers can implement them into different subject areas while giving children open ended choices.  She provides samples of how learning centers that are already present in most classrooms can be turned into literacy centers. 

Library Center - children are engaged in reading a book but are also

 getting the phonemic awareness as the book is also being read to them on the CD.

Most early childhood classes already contain centers such as art, dramatic play, music and library/reading. Owocki goes on to say that these centers can all benefit a child's literacy by using certain strategies or by adding materials that promote literacy. In her samples of these centers she writes how it is important to keep background knowledge in mind; what have the children done in previous guided activities that will extend the learning through each of these centers? It's also important to have the right kinds of materials and to be aware of what role the children will play and what role, if any, the teacher will play. 

In order to make any learning center work as a literacy center as well, we as teachers must also understand that literacy is not simply just writing or reading. Children can engage in literacy through different ways. The dramatic play area allows children to be engaged with books either in a shared reading format where as the teacher reads children  can act out the story or by allowing them to create their own alternate endings or interpret the story by the images that they see; this is as much a reading of a book as if a child were to sit down and just read it. An art center can also serve as a literacy center. Children become aware of their surroundings and create images/products according to what they see, hear or feel. Environmental print is a big part of literacy and is often times expressed through the art center.

Children learn literacy through different ways and by providing literacy related materials in each classroom center we are further extending their learning and encouraging their literacy skills. 

Dramatic Play & Written Stories

When reading children's stories, as educators and parents, we must keep in mind that the way that a child sees that story is one part their own imagination and one part how we present the story. Presenting the story in a shared reading experience is very important as it allows children to connect with the story as well as engage in dramatic play. A shared reading experience is when both story teller and audience are actively involved in reading the story together. This could mean that stories that have rhyming words or repeating phrases can be used as entry points for students to engage with the book. For example, Sadie and the Snowman by Allen Morgan is a great example of a book that can be used for shared reading. The story revolves around Sadie making a snowman and decorating it with different types of foods for the face. Every day the snowman melts but she's able to rebuild it again and put on new foods for his face, and the same animals come and take the food away. This story uses repetition as well as predictability to engage young children. As teachers we can use this predictability and repetition to further engage them by having objects from the story present in the classroom (like foods or snowy weather clothes) and pausing at times in which the story repeats itself so that the children can say the words all together. Those who can't read will feel confident in their early literacy skills and those who are starting to learn to read will be able to also follow along, not only with the repetitive sections but the rest of the story!

Dramatic play of a story should not only be available for the time that the story is read. Teachers can create various opportunities for students to engage with that particular story in a dramatic play setting. After a shared reading, students will most likely still be interested in the story, therefore, teachers provide the same kinds of materials to be available to all. Several child sized copies of the book can be made available for students in the dramatic play area so that children can use the objects from the story to re-tell the story to their peers. Students may also choose to "read" a different story from that same book, using the dramatic play area materials, and by looking at the images that they see. By allowing them to freely interact with the book we are providing them with opportunities to further develop their literacy skills. 

Along with developing their reading literacy skills, children will also be developing their writing literacy skills. In their article Let me tell you a secret: Kindergartners can write, Amanda R. VanNess, Timothy J. Murnen and Cynthia D. Bertelsen, talk about how even before children have formally been taught writing skills that they are able to express themselves or their stories through written works. The author talks about how when children in kindergarten are told that they can write, they are amazed and immediately embrace the fact that they are able to put shapes, lines, scribbles, etc. on paper and are able to convey what they are feeling. This early literacy skill can also be used with story telling. Teachers and parents can incorporate writing about a story or creating an alternate ending of that story into children's lives. Children start to incorporate elements of story telling into their own writing like creating a beginning, a middle, and an ending as well as incorporating their own experiences into their stories. The author uses the example of a young girl, Alaysia, who uses both elements she's seen in stories as well as her own made up words to tell a story about her tooth falling out. Encouraging children to take part in writing their own stories allows them to engage in literacy in a written way! As educators and parents we must provide our students with the opportunities to engage in shared reading experiences that allow them to take those stories one step further into their literacy journey.