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IS Lausanne Session 1 Symbolic Expression & Exploration (2)

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IS Lausanne Session 2 Storytelling & Story Workshop (1)

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IS Lausanne Session 3 Balanced Literacy in the EY (1)

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IS Lausanne Session 1 Symbolic Expression & Exploration (1)

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What are the components of Balanced Literacy?

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What are the components of Balanced Literacy?

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Reading and Writing Workshop in International Schools FB Group

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Reading and Writing Workshop in International Schools FB Group

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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fay@erinkentconsulting.com

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@literacylala

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Story Workshop in Kindergarten- provocation video

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Story Workshop in Kindergarten- provocation video

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Let's Play!_ IS Lausanne Interactive Session 1 (1)

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Let's Play!_ IS Lausanne Interactive Session 1

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Inquiring into Story Workshop - Preparation

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Inquiring into Story Workshop - Preparation

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Provocations are meaningful and reflect their interests.
They are valued and respected

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They are listened to and our feedback is specific, personal and sincere.

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They are listened to and our feedback is specific, personal and sincere.

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The environment is safe,fun and purposeful

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The children will feel safe, secure and happy. That their interests are deepened and help to engage them.

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The children will feel safe, secure and happy. That their interests are deepened and help to engage them.

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to play in  a safe environment. respect them as individuals and their home cultures. give them agency and take account of their interests.

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to play in  a safe environment. respect them as individuals and their home cultures. give them agency and take account of their interests.

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Their varying needs are met or helped to develop and grow.

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Their varying needs are met or helped to develop and grow.

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Gots
Wants

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Gots
More understanding of the workshop model
wants
How to support using shared writing strategies

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Gots- connecting the experience of being a writer to the stories within their play, better understanding of the process- setting up provocations, experimenting, play before capturing it on paper or through different media
Wants-

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Gots
That play is the bridge to the development of oral and written stories. The importance of the environment and intentional provocations.
Wants
How we can ensure the time, space and environment that will allow these story writing, telling skills to develop.

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gots: you respect the stories when we acknowledge them / honour them.
wants: How to set a provocation. It's a big issue with time as R3 is a large group.

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Gots
Connections between what we have in place (loose parts pay etc) and story workshop
Wants
Examples of how to document/display the writing process to encourage reflection

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Gots
Using play observation to create stories
wants
How to balance the time to incorporate it in our setting

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Session 1

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Let's Play!_ IS Lausanne Interactive Session 1 (2)

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Let's Play!_ IS Lausanne Interactive Session 2

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Let's Play!_ IS Lausanne Interactive Session 2 (2)

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Reflect: What are you thinking? What are you wondering?                          Action: What action might you take?

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Reflect: What are you thinking? What are you wondering?                          Action: What action might you take?

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Add your name, please

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Heidi Anne Mesmer - Print Concepts Shared Reading Example

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Heidi Anne Mesmer - Print Concepts Shared Reading Example

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How to Do a Shared Reading With Print Referencing

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Session 2

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Let's Play!_ IS Lausanne Interactive Session 2 (3)

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Symbolic Expression & Exploration Chart - PYP

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Symbolic Expression & Exploration Chart - PYP

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EY PYP Symbolic Expression & Exploration Chart

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Symbolic Expression & Exploration Jamboard

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Symbolic Expression & Exploration Jamboard

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ISLausanne EY Symbolic Expression & Exploration - Google Jamboard

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ISLausanne EY Symbolic Expression & Exploration

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NAEYC Emergent Writing Through Exploration

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NAEYC Emergent Writing Through Exploration

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IS Lausanne Session 1 Symbolic Expression & Exploration

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Thinking in terms of symbolic representation. That their symbols are valued and are a vehicle for further learning or exploration.

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Thinking in terms of symbolic representation. That their symbols are valued and are a vehicle for further learning or exploration.

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I think that we are together as a team and that it is nice to know that yr1 is part of the Early Years. Kim

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I think that we are together as a team and that it is nice to know that yr1 is part of the Early Years. Kim

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Documentation for learning journey
Co constructing as well please

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Gots:
- we feel reassured that we are on the right track and already doing some of the things mentioned.
- showcasing student's learning

Wants:
- further exploration on translanguaging.

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Gots
Clarification on provocation and invitation
Ideas to continue the learning generally
Wants
More examples and clarification on the different types of documentation etc.

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To work on: Document: in a useful and streamlined manner, for individuals, a group and the unit
Leaving items around for children to return to

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Wants:
Utilising the outdoor learning space as an effective extension of our learning space to further language acquisition, especially as it is a dual use space. (being used for recess at lunchtime)
Language learning needs to be active, how can we not get anxious about the sound level when children need to use their language.

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IS Lausanne Session 2 Storytelling & Story Workshop

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Inquiring into Story Workshop - Preparation

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Inquiring into Story Workshop - Preparation

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Story Workshop in Kindergarten- provocation video

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Story Workshop in Kindergarten- provocation video

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Gots: discovery of story workshop

Wants: being able to observe a teacher doing story workshop to concretely see what it looks like

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documentation: effective use of documentation.

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GOTS
- Permission to stand back and observe, listen, understand where to go next
- Using photos of students' work to provoke/continue a story - "what happens next"
- In EC, the beginning of literacy = oral language development (links to French)

WANTS
- Translanguaging, using language profiles for storytelling

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Gots
- Clarification of what story workshop can look like in Reception 4 (4 to 5 years)
- clarification of the importance of oral storytelling to the process
-how to document the oral storytelling process so the children have more agency within it.
Wants
-continued discussion as an EC of what it looks like in the different years for us.

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ready for stories outside

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The Power of Documentation in the Early Childhood Classroom, by Hilary Seitz

https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/pubs/seitz.pdf

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IS Lausanne Session 3 Balanced Literacy in the EY

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What will you carry with you?
How will you take action based on our time together?

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EKC Purpose of Text Types for Shared Reading

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Having conversations with children who are learning English in addition to their home languages-referred to in this article as multilingual children -is an essential skill for early childhood educators. Such engagement has implications for multilingual children's developing identities as valued and knowledgeable members of their communities as well as for their language learning. Discussions between educators and children have been shown to facilitate language learning by providing children with models for use of language and responsive communication and by offering teachers frequent opportunities to check for comprehension (e.g., Mashburn et al. 2008; Ruston & Schwanenflugel 2010; Chapman de Sousa 2017). Conversations also contextualize topics, making topics relevant to multilingual children and potentially motivating them to practice using their new language just beyond their independent level-a practice that facilitates language development (Swain 2005).

Instructional conversations, which are small group discussions among children and teachers that focus on a learning goal (Tharp & Entz 2003), promote the language development of multilingual children (Institute of Educational Sciences 2006; Portes et al. 2017). Yet, to be effective, these conversations must engage multilingual children as active participants. Unfortunately, research indicates that in preschool classrooms serving culturally and linguistically diverse learners, interactions between educators and children are often in the form of giving and receiving directions, with limited opportunities for children to practice producing multiword sentences (Justice et al. 2008). Multilingual students who attended public schools in the United States have reported feeling "tongue-tied" and "silenced" (Santa Ana 2004). Early childhood educators can address these concerns by using pedagogy that facilitates and values all children's contributions and voices.

As an instructional coach, I have often been asked for tips on encouraging multilingual children to join classroom conversations. In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms: use children's home languages as a resource; pair conversations with joint activities; coparticipate in activities; use small groups; and respond to children's contributions.

The research behind these tips is grounded in the work of the Center for Research on Education, Diversity, and Excellence (CREDE). Instructional conversations are a central aspect of the CREDE pedagogy, which has been shown to promote diverse learners' academic achievement (Tharp 1982; Hilberg, Tharp, & DeGeest 2000; Doherty et al. 2003; Portes et al. 2017). This model emphasizes building relationships, and it supports teachers in helping children develop their complex thinking (Yamauchi et al. 2012) as well as their language and literacy skills (Saunders & Goldenberg 2007; Chapman de Sousa 2017).

The CREDE Hawaiʻi project partnered with the University of Hawaiʻi at Mānoa Children's Center, a culturally and linguistically diverse preschool on O'ahu. Administrators and teachers at the center helped refine the CREDE model for teaching in early childhood (for a full description, see Yamauchi, Im, & Schonleber 2012). The center serves an international community whose members speak over 30 distinct languages. While the primary language of instruction is English, the educators encourage inclusion of Hawaiian and the children's various home languages. The following engagement ideas include examples from observing and interviewing educators who have developed expertise in engaging diverse and multilingual children.

1. Use children's home languages as a resource

Even if you do not speak the home languages of children in your program, you can still include their languages in conversations. Get help from family members by inviting them to come teach you and the class important words; also ask them for recommendations on literature and songs written and recorded in their languages. Additionally, remember that it is always possible to respond to children's communications, regardless of whether or not you speak the same language. You can do so with body language and other ways to communicate, such as using pictures and objects. Responding to children's multilingual contributions sends the message that diversity is valued in your classroom. It shows multilingual children that they have important ideas and questions to contribute, and that all forms of communication are of value.

Responding to children's multilingual contributions sends the message that diversity is valued in your classroom.

To emphasize how deeply connected multilingual children's forms of communication are, scholars have introduced the idea of translanguaging- using children's full language abilities to encourage learning (García & Wei 2014). This is a conscious effort to alter the widespread concept of multilingualism as fluency in separate languages and instead emphasize that multilingual people have "one linguistic repertoire" (García & Wei 2014, 2). For early childhood educators, this concept may help reinforce the importance of encouraging children to communicate using their complete linguistic repertoires, including multimodal communication such as gesturing and drawing.

If you or other educators at your center speak additional languages, use those as another resource for creating a classroom ecology that celebrates diverse contributions. During my classroom observations in the center, I saw several examples of teachers capitalizing on their own and children's multilingualism during instructional conversations. The children consistently responded with increased engagement.

During one observation, Kisho, a 4-year-old boy who had recently moved with his family from Japan to Hawaiʻi, was painting using mashed-up berries with his teacher, Ms. Rheta, and 4-year-old Cody. Speaking Japanese, Kisho asked things like, "What is in here?," while pointing at the berry dye, and "Can you eat it?" Ms. Rheta, who understood Japanese, answered his questions in English and Japanese while also gesturing, pointing, and showing pictures on her camera. Later, Cody said, "Don't eat" and repeated the Japanese word for "can't eat" that Kisho had used.

This example shows how inclusive practices can benefit multilingual children and their peers: multilingual children have expanded opportunities to engage in learning, and peers discover there are numerous ways of describing the world. As was the case with Cody, peers are often are excited to hear and learn new words. The translanguaging during their conversation created opportunities for conceptual and linguistic development for both children-but they were particularly important for Kisho. Kisho could ask questions in his home language and engage with the nature and art concepts long before he became proficient in English. His engagement increased, and he heard new vocabulary being used in a meaningful way. Ms. Kristi, another educator at the center, said that translanguaging "helps children be part of the group, and it helps them feel knowledgeable . . . so they can share a piece of themselves and the others can learn from them. It brings up their esteem."

2. Pair conversations with joint activities

There are several reasons why joint activities in small groups promote conversation: a shared activity gives participants a common subject to talk about; the tools or props related to the activity can aid in communication; and educators can tailor the activity and, based on the interests of the children participating, guide the conversation, thereby increasing the children's motivation and the likelihood that they will share their ideas. Such learning, paired with activities, is a central component of the CREDE framework for instruction (Tharp & Entz 2003; Yamauchi, Im, & Schonleber 2012).

Ms. Alyson and children having a conversation as they make
bread pudding together.

The educators I observed consistently used relevant and meaningful objects-such as paintbrushes, puppets, spoons, and pictures-when they invited multilingual children to join activities. While pointing to or holding up an object, teachers often coupled an invitation with a question. During the activity, the children could see the topic of conversation and could contribute nonverbally by pointing to or moving the object (instead of trying to rely solely on words). This supported the children's participation and conceptual development, and their motivation to communicate and complete the task. Because there were multiple members in the group working together, communication was required to accomplish the goals of the activity.

A child pours ingredients to
make bread pudding with his
classmates.

Examples of activities I observed included jointly painting fabric, preparing food and cooking, and acting out pictures from a multilingual text. These types of conversations with activities supported by relevant objects have been shown to facilitate children's comprehension and engagement (Hamilton 2014; DiGiacomo & Gutiérrez 2016).

Relationships with family members are fundamental to the Children's Center's philosophy. Educators welcome family members to join classroom activities. The small group format lends itself to having family volunteers in class, sharing their expertise and aspects of their linguistic and cultural backgrounds. For example, during a multilingual book reading activity I observed, Ms. Kristi asked a child whose family was from Argentina how to say crab in Spanish. The child paused to remember, and Ms. Kristi suggested, pointing, "Ask your mom. She is right there." The child looked to her mom, who said, " Cangrejo," and the child repeated cangrejo, smiling and adding, "I have that music," referring to a song they listened to at home.

3. Coparticipate in activities

The educators participated in activities with the children for an extended period of time (15 minutes or longer). Coparticipating enabled the teachers to provide ongoing and responsive assistance as compared with briefly visiting groups while rotating around the classroom or engaging children in a whole group setting. Joining the activities increases opportunities for educators and children to provide feedback to one another, which is essential to the learning process (DiGiacomo & Gutiérrez 2016). Educators can listen to, assess, and assist children's developing conceptual and linguistic understandings. For example, I observed Ms. WenDee working with a small group of 2-year-olds to make pretzels. A multilingual child in the group confused the words for flour and sugar. In response, Ms. WenDee paused the mixing activity to have the children taste both ingredients and discuss the substances' similarities and differences.

Children's responses when teachers paint, draw, or cook along with them can be surprising. Coparticipating in activities with children naturally leads to modeling. It encourages more participation and helps teachers ask more open-ended and contextualized questions than when overseeing from the sidelines or just dropping in to ask questions. Multilingual children tend to watch their teachers and peers for nonverbal cues about what they are supposed to be doing and saying.

Coparticipating in activities with children encourages more participation and helps teachers ask more open-ended and contextualized questions.

When teachers and multilingual children coconstruct a product, they often also coconstruct a conversation. Such interaction constitutes "language learning in progress" (Swain 2013, 6). Collaborating on a joint product requires the contributors to discuss the steps using all of their language resources to negotiate meaning and arrive at mutual understanding. For example, a reoccurring joint activity at the Center is removing worm castings (to be used later in a classroom garden) from a composting bin. The activity requires separating the worms from the castings and then replacing the worms in the bin with fresh newspaper. I observed Mr. Raymond collaborate on this task with three 4-year-old children. Mr. Raymond started the activity by putting on plastic gloves and laying out newspaper. As he worked, three children came to observe him, and he invited them to help. They put on plastic gloves and listened attentively as Mr. Raymond described how to handle the worms gently and put them back in the bin with moist paper. While the children worked, they asked questions about the worms' habitat, the moistness of the paper, and how to care for living things. By being a part of the action instead of just observing from the sidelines, educators can serve as a bridge to the activity for multilingual children and promote their interaction with other children.

4. Use small groups

Encourage other children to join in activities, but limit group sizes to no more than six. Small group settings help make an activity more conversational, relieving some of the performance pressure children may feel when in a whole group setting or one-on-one with an educator. Also, peer modeling and support can promote multilingual children's language development and engagement (Ohta 2000). In the painting interaction described previously, Cody provided conceptual assistance to Kisho by making statements like, "That's how you dye colors." Small groups encourage multilingual children to take risks, such as verbalizing more often and asking questions, as was the case with Kisho while painting with Cody and Ms. Rheta. Language is learned through use, so children need ample opportunities to practice speaking and negotiating meaning (Gibbons 2015). Kisho was motivated to ask questions and to talk about the berries the dye was made from because he was curious and wanted to know if they were edible. He was comfortable verbalizing in this setting, and the group size allowed Ms. Rheta time to hear and respond to his questions. Multilingual children are likely to watch how you interact with others, and your responsiveness can help them feel valued.

Consider the seating arrangement when designing small group activities. Experiment with different arrangements and notice how the children respond. Some may contribute more to the conversation when they are right next to you. Other children may prefer direct eye contact from you to cue them to contribute, so having them across from you may promote their participation. Things like culture, family norms, personal preferences, and gender can influence how children engage in conversation. This is a great time to be a teacher-researcher and notice ways you can adjust the seating to encourage multilingual children's engagement.

At the center, the children are free to join and leave small group activities as they wish; however, the teachers will invite some children to join groups based on the teachers' learning goals. For example, it may be advantageous to have multiple children in the group who speak the same home language so they can support one another's conceptual understanding through use of their familiar language. At other times, it may be helpful to include peers with more advanced English.

All of the educators I interviewed emphasized the importance of establishing classroom values with the children at the beginning of the year that are reinforced daily. These values emphasize helping one another, accepting mistakes, and being kind. The educators embody respect through their use of an inclusive pedagogy that actively elicits children's contributions and builds on their interests and backgrounds; this promotes positive interactions and respectful behavior from the children.

5. Respond to children's contributions

The educators at the center were masterful at responding to the multilingual children's attempts to communicate. The table below summarizes the verbal and nonverbal responses to the children that teachers used frequently.

Responding to children's contributions promotes engagement and learning. For example, recasting during educator-child interactions can benefit multilingual children's language learning (Tsybina et al. 2006). During a pretzel-making activity, Dominic said as he rolled out his pretzel dough, "I rolling round." Ms. WenDee responded by recasting his comment as a question, "Are you rolling it?" That was helpful because it modeled a grammatically correct question; an even more helpful recasting would have also included the vocabulary word dough, as in "Are you rolling the dough?" Ms. WenDee also mirrored the children's gestures, communicating a shared understanding of the concepts in a nonverbal way. At one point, Dominic was counting the three ingredients on his hand; Ms. WenDee mirrored the gesture by holding up the same three fingers, touching them to the child's, and saying, "I have the same as you."

"Language learning is not just a cognitive struggle, it is a cognitive and emotional struggle" (Swain 2013, 11). Being responsive ensures that teachers build on children's thinking and communicates that the teachers value children's ideas, questions, and concerns. One way to study your responsiveness to multilingual children, including how you are communicating verbally and nonverbally, is to have a colleague videotape your interactions. Notice your facial expressions, gestures, eye contact, and tone of voice as you engage with the multilingual children.

Multilingual families and children should have opportunities to serve as experts and contribute to all of the children's learning.

Responding to the children's comments, questions, and body language (such as puzzled looks or gestures) will enable you to make links between the activity and what was interesting to the children. Being responsive helps make instruction relevant and meaningful. For example, during the painting activity referenced earlier, Kisho asked Ms. Rheta, "Kore nani ireta?," which means "What did you put in this?," regarding the paint. Ms. Rheta stopped and responded by gesturing and repeating the word "berries." She then elaborated, gesturing in a picking motion while telling Kisho that a group of children picked the berries from a nearby tree. Ms. Rheta brought out her camera and showed Kisho photos from the berry picking to support his understanding. During our interview, Ms. Rheta told me that the learning goal for the activity was to help the children understand how certain things, like dye, can come directly from nature. Ms. Rheta responsively used Kisho's questions as an opportunity to address the learning goal.

Conclusion

Research and observations of effective educators indicate that coparticipating with multilingual children in small group conversations centered on a joint activity, responding verbally and nonverbally to children's contributions, and using the children's home languages as a tool for understanding are ways to promote their engagement and learning. Instructional conversations give multilingual children opportunities to share their expertise and thoughts, promoting language development (Institute of Educational Sciences 2006; Chapman de Sousa 2017; Portes et al. 2017). Central to these strategies is creating opportunities for children to speak and share their ideas, solve problems together, and value diversity.

Bonus Strategy: Engaging Multilingual Families

To encourage the engagement of families from diverse backgrounds, educators at the center conduct home visits and have meetings with family members throughout the year. The initial family meeting is essential to relationship building. Educators ask important questions about the children and their preferences, and learn key words in the children's home languages. From that first meeting onward, the center communicates to families that family members have expertise and that the program welcomes their contributions. Teachers use families' unique knowledge and skills to develop the curriculum for the year. In addition to issuing in-person invitations, teachers send notes home asking families to come into the classroom and host activities.

During one of my visits, Ms. Amy, an educator at the center who worked with 2-year-olds, was having a conversation about butterflies with several multilingual children. She reminded a child that her mom would be coming into classroom to teach them songs in Japanese about butterflies. The child then said in English, "Mom is gonna bring us a song about butterflies," an important multiword utterance for a 2-year-old who is just starting to learn English.

This type of meaningful engagement of families from diverse backgrounds has been shown to positively influence educational outcomes (O'Donnell & Kirkner 2014). Effective engagement efforts go beyond the traditional methods of having back-to-school nights and communicating only during parent-teacher conferences or when a behavior issue arises. At the center, multilingual families and children have opportunities to serve as experts and contribute to all of the children's learning.

References

Chapman de Sousa, E.B. 2017. "Promoting the Contributions of Multilingual Preschoolers." Linguistics and Education 39: 1-13.

DiGiacomo, D.K., & K.D. Gutiérrez. 2016. "Relational Equity as a Design Tool within Making and Tinkering Activities." Mind, Culture, and Activity 23 (2): 141-53.

Doherty, R.W., R.S. Hilberg, A. Pinal, & R.G. Tharp. 2003. "Five Standards and Student Achievement." NABE Journal of Research and Practice 1 (1): 1-24.

García, O., & L. Wei. 2014. Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.

Gibbons, P. 2015. Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. 2nd ed. Portsmouth, NH: Heinemann.

Hamilton, R. 2014. "Bedtime Stories in English: Field-Testing Comprehensible Input Materials for Natural Second-Language Acquisition in Japanese Pre-School Children." Journal of International Education Research 10 (3): 249-54.

Hilberg, R.S., R.G. Tharp, & L. DeGeest. 2000. "The Efficacy of CREDE's Standards-Based Instruction in American Indian Mathematics Classes." Equity and Excellence in Education
33 (2): 32-40.

Institute of Educational Sciences. 2006. "Instructional Conversation and Literature Logs." What Works Clearinghouse (WWC) Intervention Report. Rockville, MD: WWC. https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/WWC_ICLL_102606.pdf.

Justice, L.M., A.J. Mashburn, B.K. Hamre, & R.C. Pianta. 2008. "Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils." Early Childhood Research Quarterly 23 (1): 51-68.

Mashburn, A.J., R.C. Pianta, B.K. Hamre, R.T. Downer, O.A. Barbarin, D. Bryant, M. Burchinal, R. Clifford, D.M. Early, & C. Howes. 2008. "Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills." Child Development 79 (3): 732-49.

O'Donnell, J., & S.L. Kirkner. 2014. "The Impact of a Collaborative Family Involvement Program on Latino Families and Children's Educational Performance." School Community Journal 24 (1): 211-34.

Ohta, A.S. 2000. "Rethinking Interaction in SLA: Developmentally Appropriate Assistance in the Zone of Proximal Development and the Acquisition of L2 Grammar." Chap. 2 in Sociocultural Theory and Second Language Learning, ed. J.P. Lantolf, 51-78. New York: Oxford University Press.

Portes, P.R., M. González Canché, D. Boada, & M.E. Whatley. 2017. "Early Evaluation Findings from the Instructional Conversation Study: Culturally Responsive Teaching Outcomes for Diverse Learners in Elementary School." American Educational Research Journal 55 (3): 488-531.

Ruston, H., & P.J. Schwanenflugel. 2010. "Effects of a Conversation Intervention on the Expressive Vocabulary Development of Prekindergarten Children." Language, Speech, and Hearing Services in Schools 41 (3): 303-13.

Santa Ana, O. 2004. Tongue-Tied: The Lives of Multilingual Children in Public Education. Lanham, MD: Rowman & Littlefield.

Saunders, W., & C. Goldenberg. 2007. "The Effects of an Instructional Conversation on English Language Learners' Concepts of Friendship and Story Comprehension." In Talking Text: How Speech and Writing Interact in School Learning, ed.R. Horowitz, 221-52. Mahwah, NJ: Erlbaum.

Swain, M. 2005. "The Output Hypothesis: Theory and Research." In Handbook of Research in Second Language Teaching and Learning, ed.E. Hinkel, 471-84. Mahwah, NJ: Erlbaum.

Swain, M. 2013. "The Inseparability of Cognition and Emotion in Second Language Learning." Language Teaching 46 (2): 195-207.

Tharp, R. 1982. "The Effective Instruction of Comprehension: Results and Description of the Kamehameha Early Education Program." Reading Research Quarterly 17 (4): 503-27.

Tharp, R., & S. Entz. 2003. "From High Chair to High School: Research-Based Principles for Teaching Complex Thinking." Young Children 58 (5): 38-44.

Tsybina, I., L.E. Girolametto, E. Weitzman, & J. Greenberg. 2006. "Recasts Used with Preschoolers Learning English as Their Second Language." Early Childhood Education Journal 34(2): 177-85.

Yamauchi, L.A., S. Im, & N.S. Schonleber. 2012. "Adapting Strategies of Effective Instruction for Culturally Diverse Preschoolers." Journal of Early Childhood Teacher Education 33 (1):54-72.

Yamauchi, L.A., S. Im, C.-J. Lin, & N.S. Schonleber. 2012. "The Influence of Professional Development on Changes in Educators' Facilitation of Complex Thinking in Preschool Classrooms." Early Child Development and Care 183 (5): 689-706.

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Five Tips for Engaging Multilingual Children in Conversation

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In this article, I offer five strategies that take into account the unique aspects of learning an additional language and capitalize on the social and interactive nature of early childhood classrooms.

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- Making co-collaborative learning stories
- Working with colleagues to define an EC French phonemic awareness approach

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I have learned so much but the one thing I would like to work more on is the documentation. I would appreciate any other resources, readings etc to continue the learning. Thank you Fay

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Documentation: an efficient system, child appropriate and at child level
Continuum for phonological awareness

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What you mentioned about encouraging dramatisation really resonated with me: "play is the safest way to try out the language ." I would like to try more of that with my beginner students.
I will also have a go at shared reading with my different French groups.
Thanks again for a great workshop :) Definitely learnt a lot!

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IS Lausanne Session 3 Balanced Literacy in the EY (1)

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Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom)

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Amazon.com: Letter Lessons and First Words: Phonics Foundations That Work (The Research-informed Classroom): 9780325105444: Mesmer, Heidi Anne, Duke, Nell K: Books

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"Finally, a book that has the power to stop the literacy pendulum swings! In Shifting the Balance, Burkins and Yates skillfully explore 'balanced literacy' and 'the science of reading' to find the sweet spots where they overlap, connect, and actually complement one another. The result is a resource that raises our level of instruction while helping children discover and reap the joyful rewards of reading."

"What are the research-based, critical elements for teaching reading? In Shifting the Balance, Jan and Kari give you the information, classroom examples, and tools to help you make the best decisions around six key shifts for instruction. After reviewing the misunderstandings, the science, and the needs of your students, you will be able to audit your current practices (individually, in a PLC, or system-wide) to provide responsive and effective literacy learning for all your students."

"In Shifting the Balance, Jan and Kari invite us to reflect and reexamine our beliefs about teaching reading. They gently nudge us to rethink and possibly adjust our early literacy practices. Jan and Kari have taken on this controversial topic by embracing vulnerability and modeling what it means to be truly reflective practitioners. This book is a must read for new and veteran teachers!"

"In Shifting the Balance, Kari and Jan have masterfully dispelled many of the myths and misunderstandings associated with reading instruction. Additionally, they offer classroom teachers and coaches six simple, practical shifts that have the power to transform the way we teach children how to read. Indeed, balanced literacy and science do exist in harmony, and we practitioners can offer our children both concurrently. Thank you, Kari and Jan, for this important work that is sure to change lives!"

"In Shifting the Balance, Jan Burkins and Kari Yates provide a safe space for teachers to courageously examine some long-held balanced literacy practices and turn a critical eye to where those practices have gotten out of balance. If you're willing to be vulnerable and move towards resolving the gap between research and practice, this book provides actionable steps you can take to shift your thinking and bring instruction into alignment with the scientific evidence."

"Shifting the Balance is a welcoming opportunity to reexamine our familiar teaching practices. Without judgment, Burkins and Yates invigorate these practices by inviting educators to make scientific shifts in the systems that have been in place for years. This book will revolutionize reading instruction and in turn, the lives of countless students."

"This book speaks to teachers. It is overwhelmingly clear that Jan Burkins and Kari Yates have been and are immersed in the world of today's classrooms. Shifting the Balance will help many rethink instruction in ways that will support all students. In the current version of the Reading Wars, it is difficult for any of us to say we were wrong about some of our beliefs or practices. And thus, few do. However, Jan Burkins and Kari Yates have done just that. This is as commendable as it is unusual."

"This book found me at just the right time! Shifting the Balance gives voice to the questions I've had in my mind about Balanced Literacy and the Science of Reading and provides clear insights on how to connect the best parts of both to benefit early readers. Throughout the book, Jan and Kari confirm practices worth holding onto while providing actionable next steps I can't wait to implement with students to strengthen my reading instruction."

Dr. Jan Burkins was an elementary classroom teacher for seven years and a literacy coach for seven years. She has worked as a part-time assistant professor, a district literacy leader, and is currently a fulltime writer and consultant.

Kari Yates is an author, speaker, consultant and staff developer with a passion for helping busy literacy educators thrive. Her experiences include classroom teacher, special education, Reading Recovery teacher, elementary principal and district literacy coordinator.

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom

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Learning Stories: Constructing Learner Identities in Early Education 

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Learning Stories: Constructing Learner Identities in Early Education 

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Margaret Carr (Author), Wendy Lee (Author)

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Learning Stories: Constructing Learner Identities in Early Education

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Buy Learning Stories: Constructing Learner Identities in Early Education 1 by Margaret Carr, Wendy Lee (ISBN: 9780857020932) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Story Workshop: New Possibilities for Young Writers

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Story Workshop: New Possibilities for Young Writers

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Even our youngest students have lots of stories to tell, whether real or imagined. How can we create entry points for writing, so that all writers feel confident and motivated to share their stories? How can we establish a classroom community of beginning writers where equity, empathy, and compassion become part of the process and vital by-products of story writing?

Enter story workshop, a structure for early literacy that amplifies the relationship between play, art, and writing. Children develop ideas and stories through choices of art materials. By creating images through play, story workshop invites children to explore the amazingness (Nisa, age 10) of their ideas in a variety of art forms. Through their stories, Susan writes, students share the meaning they make of their experiences in the world. Children in every classroom environment feel empowered to transition from play to pencil as they add words to their stories.

Story Workshop includes an abundance of classroom videos, photos, and student samples that illustrate what is possible when children use words, colors, textures, shapes and all kinds of materials to create the stories they want to tell. Watch how students' imaginations soar, their love of writing blossoms, and their connections with one another become the focal point of your classroom.

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Story Workshop: New Possibilities for Young Writers

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Buy Story Workshop: New Possibilities for Young Writers by MacKay, Susan Harris (ISBN: 9780325120348) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day 

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day 

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Play is serious business.

Whether it's reenacting a favorite book (comprehension and close reading), negotiating the rules for a game (speaking and listening), or collaborating over building blocks (college and career readiness and STEM), Kristi Mraz, Alison Porcelli, and Cheryl Tyler see every day how play helps students reach standards and goals in ways that in-their-seat instruction alone can't do. And not just during playtimes. We believe there is play in work and work in play, they write. It helps to have practical ways to carry that mindset into all aspects of the curriculum. In Purposeful Play, they share ways to:

optimize and balance different types of play to deepen regular classroom learning

teach into play to foster social-emotional skills and a growth mindset

bring the impact of play into all your lessons across the day.

We believe that play is one type of environment where children can be rigorous in their learning, Kristi, Alison, and Cheryl write. So they provide a host of lessons, suggestions for classroom setups, helpful tools and charts, curriculum connections, teaching points, and teaching language to help you foster mature play that makes every moment in your classroom instructional.

Play doesn't only happen when work is over. Children show us time and time again that play is the way they work. In Purposeful Play, you'll find research-driven methods for making play an engine for rigorous learning in your classroom.

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Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day

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Buy Purposeful Play: A Teacher's Guide to Igniting Deep and Joyful Learning Across the Day Illustrated by Mraz, Kristine, Porcelli, Alison, Tyler, Cheryl (ISBN: 9780325077888) from Amazon's Book Store. Everyday low prices and free delivery on eligible orders.