L I T E R A C Y P L A N 2 0 1 5

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THE NEVADA STATE LITERACY PLAN Essential 2: Data-Driven Standards-Based Instruction & Intervention This is a Page Header This is an Alternate Chapter Header: D. Early Writing: Beginning of Every Chapter Head Start’s framework for 3-5 aged Pre-K students provides a description of early writing objectives. It defines early writing as: “the familiarity with writing instruments, conventions, and emerging skills to communicate through written representations, symbols, and letters” (2010). Specific instructional strategies include: This is a body paragraph. Lorem ipsum dolor sit amet, harum maluisset et est, brute luptatum intellegat qui at. Pri cu clita legere •• Experimenting with writing tools and materials luptatum, pri erant expetenda ne. Sit omnes complectitur ex, accusata honestatis omittantur ad qui, dictas delectus pertinacia id duo. Falli impetus euripidis an his, eu commodo voluptaria his. Has in homero iisque •• Recognizing that writing is a way of communication ullamcorper, nam for a etiam variety sonet of purposes ut. Pro at solet atomorum. Quo ad eros libris honestatis, ex quo everti habemus aliquando, quot platonem appellantur quo ea. Ex populo urbanitas interpretaris pri. Tempor convenire ad vis, laudem verterem • consulatu • Using scribbles, shapes, pictures, and letters to represent cum objects, ei. Minimum stories, splendide experiences at cum, or ideas nam ut tale veniam, doming eruditi iudicabit an vim. Eu esse admodum salutatus sed, eam in appetere invidunt, unum imperdiet usu ea. Quo ad eros libris honestatis, ex quo everti habemus aliquando, quot platonem appellantur •• Copying, tracing, or independently writing letters or words quo ea. Ex populo urbanitas interpretaris pri. Tempor convenire ad vis, laudem verterem consulatu cum ei. Minimum splendide at cum, nam ut tale veniam, doming eruditi iudicabit an vim. Eu esse admodum salutatus sed, eam in appetere invidunt, unum imperdiet usu ea. Per in brute soleat quaerendum, nec ex detraxit consetetur, in numquam atomorum his. Ius quidam conclusionemque no. Populo impedit probatus usu ne, option bonorum nec ei. Modo cetero vel et, nec modus vivendo lucilius te. Et has omnis fugit, aliquip aliquam adolescens pro ne, ad facete bonorum facilis per. This is Digital a Sub and Header Multi-Media: This is The another role of body digital paragraph, and multi-media but with tools an for image enhancing flush right. early Harum literacy is becoming more prevalent in Early Childhood maluisset classrooms. et est, brute The luptatum reality is intellegat that today’s qui at. young Pri cu children clita legere interact luptatum, with modern-day pri technology on a daily basis. In order to assist ECE erant expetenda educators, ne. the Sit National omnes complectitur Association ex, for accusata the Young honestatis Child (NAEYC) omittantur and the ad Fred Rogers Center (2015) have created the following list qui, dictas of recommendations delectus pertinacia for id integrating duo. Falli impetus these tools euripidis into an literacy his, eu instruction: commodo voluptaria his. Has in homero iisque ullamcorper, nam etiam sonet ut. Pro at solet Select, atomorum. use, integrate, Quo ad eros and libris evaluate honestatis, technology ex quo and everti interactive habemus media tools in intentional and developmentally appropriate ways, appellantur giving careful quo ea. attention Ex populo to urbanitas the appropriateness interpretaris and pri. the quality of the content, the child’s experience, and aliquando, quot platonem Tempor convenire the ad vis, opportunities laudem verterem for co-engagement. consulatu cum ei. Minimum splendide at cum, nam ut tale veniam, doming eruditi iudicabit an vim. Eu esse admodum salutatus sed, eam Provide in appetere a balance invidunt, of activities unum imperdiet in programs usu for ea. young Quo ad children, eros libris recognizing that technology and interactive media can honestatis, ex quo be everti valuable habemus tools aliquando, when used quot intentionally platonem with appellantur children quo to extend ea. Ex and support active, hands-on, creative, and authentic engagement with those around them and with their world. populo urbanitas interpretaris pri. Tempor convenire ad vis, laudem verterem consulatu cum ei. Minimum Prohibit the splendide passive use at cum, of television, nam ut tale videos, veniam, DVDs, doming and other eruditi non-interactive technologies and media in early childhood iudicabit an vim. Eu programs esse admodum for children salutatus younger sed, than eam 2, and in appetere discourage invidunt, passive unum and non-interactive uses with children ages 2 through 5. imperdiet usu ea. fig 1: This is an image caption Limit any use of technology and interactive media in programs for children younger than 2 to those that appropriately support responsive interactions between caregivers and children and that strengthen adult-child relationships. Carefully consider the screen time recommendations from public health organizations for children from birth through This is age a 5 Sub when determining Header appropriate limits on technology and media use in early childhood settings. Screen time estimates should include time spent in front of a screen at the early childhood program and, with input from parents and families, at home This and is another elsewhere. body paragraph, but with an image flush left. Harum maluisset et est, brute luptatum intellegat qui at. Pri cu clita legere luptatum, pri erant expetenda ne. Sit omnes complectitur ex, Provide leadership accusata in honestatis ensuring omittantur equitable access ad qui, to dictas technology delectus and pertinacia interactive id duo. media Falli experiences impetus euripidis for the children an his, eu in their care commodo and for parents voluptaria and families. his. Has in homero iisque ullamcorper, nam etiam sonet ut. Pro at solet atomorum. Quo ad eros libris honestatis, ex quo everti habemus aliquando, quot platonem appellantur quo ea. Ex populo urbanitas interpretaris pri. Tempor convenire ad vis, laudem verterem consulatu Birth to Pre-K Literacy cum ei. Minimum Plan splendide at cum, nam ut tale veniam, doming eruditi iudicabit an vim. Eu esse admodum (BOARD OF REGENTS 12/03/15 & 12/04/15) Ref. BOR-25, Page 34 of 241 33
THE NEVADA STATE LITERACY PLAN Essential 2: Data-Driven Standards-Based Instruction & Intervention Additional Recommendations for Differentiating Best Practices: A. English Language Learners: “Currently, ELL’s represent approximately 20% of the nation’s young learners . . . they are particularly vulnerable to low literacy levels at the end of third grade” (Espinosa, 2010). This representative national data demonstrates how critical ELL literacy achievement has become across the nation. It also demonstrates the critical role that ELL Early Childhood literacy instruction plays in helping to prevent a continuation of these daunting gaps in student achievement. In a review of current literature, Espinosa (2010) has identified effective ECE strategies for the ELL learner. These strategies are listed in Table 2 below. Table 4. RESEARCH-BASED STRATEGIES THAT PROMOTE READING COMPREHENSION FOR EARLY CHILDHOOD ENGLISH LANGUAGE LEARNERS (Espinosa, 2010) Oral Language: Listening & Speaking Decoding: Word Level Skills Language of Instruction Engaging Families •• Strategic use of home language to build comprehension •• Use gestures, visual cues to communicate meaning •• Frequent opportunities for extended conversations •• Systematically teach high priority vocabulary words •• Model and teach academic language Build narrative skills •• Provide multiple opportunities across contexts for ELLS to use and practice all emerging oral language skills •• Expand time available for language learning •• Use meaningful print connected to child’s background to build print knowledge •• Explicitly teach names and sounds of alphabet letters •• Promote phonological awareness through songs, chants, rhymes, fingerplays, and skilled story-book reading •• Encourage daily writing •• Incorporate home language to the extent possible through books, tapes, native speakers, etc. during specified times of day (ideally 50%) •• Introduce English at least 25%-30% of day •• Complete family languages and interest surveys •• Use family primary language for all communications •• Encouraged family literacy activities in home language •• Invite families into schools and classrooms •• Incorporate family “funds of knowledge” •• Provide parent education, advocacy, and empowerment activities 34 Birth to Pre-K Literacy Plan (BOARD OF REGENTS 12/03/15 & 12/04/15) Ref. BOR-25, Page 35 of 241
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