From katie.anderson at state.or.us Mon Jun 6 14:34:26 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Mon, 6 Jun 2016 21:34:26 +0000 Subject: [RFHF] Oregon Association for the Education of Young Children's Fall Conference Message-ID: <640435851FD7CB4AB3C4BE0D1963BA24648DC457@OSLEXCHANGE.osl.state.or.us.local> Oregon Association for the Education of Young Children's (OAEYC) Fall Conference is on October 14-15, 2016 at Clackamas High School (West Campus). This is an opportunity to learn about the development, care, and education of young children that may help you improve or expand your early literacy programs. If you are interested in presenting a session at the Fall Conference, applications are due July 11th. Learn more on the OAEYC's Fall Conference webpage-you can download presentation applications there too. Questions? Email OAEYC at oregonaeyc.org or call 7-800-452-3610. Thanks, Katie Katie Anderson, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image001.png Type: image/png Size: 923 bytes Desc: image001.png URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image002.jpg Type: image/jpeg Size: 859 bytes Desc: image002.jpg URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image003.gif Type: image/gif Size: 794 bytes Desc: image003.gif URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: image004.jpg Type: image/jpeg Size: 2098 bytes Desc: image004.jpg URL: From katie.anderson at state.or.us Fri Jun 24 09:26:28 2016 From: katie.anderson at state.or.us (Katie Anderson) Date: Fri, 24 Jun 2016 16:26:28 +0000 Subject: [RFHF] Article and information about language and literacy development Message-ID: <640435851FD7CB4AB3C4BE0D1963BA2464920C1C@OSLEXCHANGE.osl.state.or.us.local> I just read an excellent article by Abbie Lieberman on the New America blog that I thought many of you might be interested in. You can read the full article What Does "Transforming the Workforce" Say About Developing Young Children's Language and Literacy Skills online. Below are my takeaways that apply to public library early literacy programs, especially storytime that include activities. The problem as stated in the article: * Many pre-K programs and elementary schools do not engage children in the high-quality interactions they need to develop their language and literacy skills. According to Transforming the Workforce, early grade teachers do not focus enough on vocabulary, reading comprehension, or conceptual and content knowledge. * the National Council on Teacher Quality (NCTQ) finds that only 59 percent of programs preparing pre-K teachers require candidates to take courses on developing children's language skills. * while it's known that read alouds are highly important for building children's language and literacy, only 20 percent expect prospective pre-K teachers to practice reading aloud to children. The solution as stated in the article is essentially a public library's storytime with intentional post-storytime activities and a language and literacy rich children's area: * Creating an environment that supports young children's language and literacy skills is crucial to children's success * By reading aloud to her students, the teacher is modeling fluent reading, introducing them to new concepts, and building their vocabulary. * She asks her students questions related to the story and encourages them to think beyond what is happening in the book, which can build their ability to represent ideas out of context and discuss past, future, and fictional events. * Most of the children in this class are not likely to be reading words on their own yet, but that doesn't mean they aren't strengthening their reading skills. * Conversation builds children's vocabulary and background knowledge and teaches them how words work together to form phrases and sentences. Children understand more words by listening and speaking, which eventually translates to reading. A few things that may be helpful to know: * The Child Care Division at the Oregon Department of Education has a cross-sector professional development committee (I'm on it!), that is reading the book this article is drawing on, "Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation", together and discussing it chapter by chapter in our meetings-wouldn't if be nice if all our meetings could be more like book clubs! * It is likely that the information in this book will become how the early childhood and education people talk about early learning. Oregon's standards for educating early childhood professionals, the Core Body Knowledge, are aligned with the information in the book-we checked! * Talking about your storytime and other early learning programs and resources with stakeholders using the language under the "solution" section above and other language in this book make help you get their attention, it may increase the perceived value of your early literacy programs and services in the eyes of early childhood and education stakeholders in particular. * This book is already beginning to impact how we in the library community talk about early literacy . For example, the term "background knowledge" is now being used by librarians instead of "narrative skills" when we talk about early literacy skills. Don't worry, that doesn't make Every Child Ready to Read 1st Ed. obsolete or incorrect! Background knowledge is a broader term that includes narrative skills, but it also includes culture, race, life/real world experiences, and everything else that makes up the story a child has to tell about themselves and uses as a lens to understand other stories and the world around them. This will be discussed more after summer reading-this just the soft-launch of the discussion. Thanks, Katie Katie Anderson, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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Message-ID: <640435851FD7CB4AB3C4BE0D1963BA2464921B06@OSLEXCHANGE.osl.state.or.us.local> Earlier this month the White House announced a new federal policy statement from the US Departments of Education and Health and Human Resources about better supporting dual language learners (DLLs) in early childhood programs. The policy statement includes recommendations to state-level agencies and organizations as well as recommendations to early childhood programs-like library storytimes. In conjunction with this policy announcement, the federal government launched a dual language learner toolkit to help programs implement the recommendations. Here are the recommendations for early childhood programs, much more information and some suggestions about how to implement these recommendations are included in the federal policy statement: * Create a climate that is strength-based and embraces diversity * Partner with families * Identify and implement intentional approaches to language use in [the children's area and during early literacy programs, like storytimes,] to provide a rich language environment * Establish a culturally responsive learning environment * Ensure that [staff and volunteers have] the competencies to support dual language learners * Ensure [program content] is appropriate * Promote positive [staff]-child relationships * Support monolingual English speaking staff in serving children who are dual language learners * ...support children with disabilities who are dual language learners * Facilitate smooth transitions I highly recommend looking at the "Support Learning English" subsection within the "Teachers, Caregivers, and Family Service Staff" section in the dual language learner toolkit. There are about a dozen useful tips sheets on the topic of dual language learners. You will see a lot of what libraries have been promoting for years about related to language development in these tips sheets. Reading them made me feel less overwhelmed about this new policy statement-you'll probably realize you're already doing some of these things and identify some simple, no-cost and low-cost things you can do to start doing more. Most, if not all of these tips also help support monolingual English language development! Here are just a few things from the tips sheets that I think may be particular good for libraries: * How to identify and screen volunteers to be cultural guides and/or home language models and why these types of volunteers are important * Including children's home languages and cultures o Ask a parent to teach you a song or rhyme from their culture/home language and sing/say it in storytimes o Ask parents how they use language and writing in their home and find a way to incorporate a few of those practices in your storytime or children's area o Choose themes that could be relevant to many cultures, like dance or music, and have families share their traditional dances/music * Creating environments that include children's home languages and cultures o Use photos or pictures along with labels in English and the other major language in your community (don't do too many labels or too many different languages because it becomes overwhelming) o Ask parents to suggest toys, books, music, storytime props, clean empty food containers for toy kitchens, etc. * Selecting bilingual books, using bilingual books, and selecting and using culturally responsive books Don't forget, the State Library also has books specifically for libraries about supporting diversity. For example, we just got the following book which you can check out via interlibrary loan. [https://2.bp.blogspot.com/-96NGxt_Fk9k/V2h2bNONvII/AAAAAAAAAus/W-5iqjwcuw4-6AcHQJgqRgaMarKW0N8TQCKgB/s1600/cuento.jpg] Naidoo, Jaime Campbell & Scherrer, Katie. (2016). Once Upon a Cuento: Bilingual Storytimes in English and Spanish. Chicago, IL: ALA Editions. 978-0-8389-1411-3. Katie Anderson, Youth Services Consultant Library Support and Development Services Oregon State Library, 250 Winter St. NE, Salem, OR 97301 katie.anderson at state.or.us, 503-378-2528 [cid:image004.png at 01D0358C.4523C4D0] [http://www.thewwwblog.com/images/blogger-logo.jpg] [http://www.aethlonmedical.com/assets/001/5130.png] [Picture] -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... 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