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Program content

Scaffolding Early Literacy (SEL) builds teacher content knowledge and skills in two areas:

• How early literacy skills develop
• How to scaffold children’s emerging Self Regulation skills

Generally, professional development is rolled out in Early Reading First programs over three years; however, the scope and sequence of SEL professional development can be adjusted for shorter periods. During this time, teachers learn about, practice, and refine their knowledge and skills, ultimately deepening their understanding and expertise in instructional strategies.

1. Program scope and content
2. Student's Typical Day
3. Map and site description
   
   

Topics	Early Childhood Learning and Development: Teacher Outcomes
	Year 1	Year 2	Year 3
Brain Research	Understand major developmental trajectories of brain development in early childhood	Recognize universal developmental accomplishments and use instruction to support them	Recognize individual variations in development and appropriately adapt teaching strategies
Vygotskian Theory of Learning and Development	Understand the zone of proximal development (ZPD)	Recognize sources of assistance that allow children to function at high levels of ZPD	Recognize how children’s learning impacts development and teachers’ roles in this
Foundational Skills	Recognize how cognitive and self-regulation skills develop and teachers’ roles Know early learning standards in cognitive, physical, and social-emotional development	Use specific teaching strategies to support development of foundational skills	Recognize individual variations and adapt teaching strategies to these variations
Research on Specific Populations	Understand how specific factors (e.g., poverty, bilingualism) affect learning and development of young children	Recognize specific characteristics of the population and identify areas of learning and development to emphasize	Recognize individual and group characteristics of children and adapt teaching strategies to these characteristics
Early Learning in Content Areas	Know early learning standards in mathematics, science, social studies, and art	Apply general teaching strategies to support early learning in content areas	Integrate opportunities for early learning in content areas in various activities
Topics	Early Literacy Development: Teacher Outcomes
	Year 1	Year 2	Year 3
Oral Language	Understand elements of oral language and vocabulary development and implications for classroom instruction Recognize dramatic play as a key strategy for oral language development	Use general teaching strategies to support oral language development	Use specific teaching strategies to support oral language development and integrate them in various classroom activities
Phonological Awareness	Understand elements of phonological awareness (e.g., rhymes, phonemic awareness, syllables, blending) and implications for classroom instruction	Use general teaching strategies to support phonological awareness development	Use specific teaching strategies to support phonological awareness development and integrate them in various classroom activities
Alphabet Knowledge	Understand elements of alphabet knowledge and implications for classroom instruction	Use general teaching strategies to support alphabet knowledge development	Use specific teaching strategies to support alphabet knowledge and integrate them in activities
Early Reading	Understand prerequisites for beginning reading and implications for classroom instruction	Use general teaching strategies to support early reading development	Use specific teaching strategies to support early reading development and integrate them in activities
Beginning Writing	Recognize prerequisites for beginning writing (e.g., phonological awareness, visual letter recognition) and implications for instruction	Use general teaching strategies to support beginning writing development	Use specific teaching strategies to support beginning writing development and integrate them in various classroom activities
Topics	Classroom Elements for Early Literacy Development: Teacher Outcomes
	Year 1	Year 2	Year 3
Classroom Environment	Use general strategies for creating an effective language-, literacy-, and print-rich environment Identify how environment can support learning	Use specific strategies for creating an effective language-, literacy-, and print-rich environment Integrate language and literacy across learning centers	Adapt the classroom environment to growing language and literacy competencies of young children
Instruction	Use direct instruction with young children Recognize independent learning in ECE classroom Use make-believe play as the context for learning and development	Use large and small group format for instruction Use centers for instruction Use specific strategies to develop and support mature play (e.g., adult intervention, play plans)	Design and implement multi-level activities to support various levels of children’s competencies Use specific strategies to scaffold children’s learning in large groups, small groups, centers, and play
Assessment	Understand the types and purposes of major assessments in ECE	Align assessments to literacy standards	Use assessment results in instruction
Lesson Design	Understand the major elements and objectives of lesson design	Integrate curriculum materials in lesson design Use prototypical lesson plans Align classroom activities with literacy standards	Integrate content area and foundational skills standards with early literacy in classroom activities Develop specific lesson plans for different times of the year
Mentoring	Participate in structured shared learning in study groups	Use facilitated visits to model classrooms	Use individualized mentoring to address the specific needs of teachers and their classrooms

 

A Student’s Typical Day in an SEL Program

This schedule is based on a classroom that offers a minimum of 200 minutes of language and literacy learning opportunities in a 6.5 hour day. Such intensity is critical, as research suggests that young children who engage in targeted language activities demonstrate knowledge of the forms and functions of print and enter school ready to learn. When teachers combine SEL strategies with an appropriate literacy curriculum, they are better able to support children’s literacy and vocabulary development, encourage increasingly complex talk, and promote self-regulation and cognitive development.

Sample Daily Schedule

*ELL strategies, including role playing, interactive read alouds, partner activities, use of realia, and so on, are integrated into activities with a focus on English language acquisition.

Making every minute count

As shown in the sample schedule, teaching language, literacy, and cognitive skills is not limited to the times designated for large group or small group instruction. Instead, teachers take advantage of “teachable moments” throughout the day by using transition times or classroom routines, such as taking attendance or snack time, to incorporate language and literacy activities or to teach self-regulation.

Another way of increasing intensity of language and literacy instruction within a set amount of time is by addressing multiple domains within one activity. For example, during a small group math activity, teachers will introduce new math vocabulary; or during Freeze Game, children will practice control of their bodies while attending to symbolic representations of the positions in which they “freeze.” Similarly, during center or dramatic play time, teachers will scaffold child-initiated, hands-on learning by integrating language and literacy skills into mathematics, science, social studies, and the arts using cross-curricular contexts.

Arnold, D. H., Lonigan, C. J., Whitehurst, G. J., & Epstein, J. N. (1994). Accelerating language development through picture book reading replication and extension to a videotape training format. Journal of Educational Psychology, 86(2), 235–243.

Barnett, S., Jung, K., Yarosz, D., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (in press) Educational effects of the Tools of the Mind curriculum: A randomized control trial. Early Childhood Research Quarterly.

Barnett, S., Yarosz, D., Thomas, J. & Hornbeck, A. (2006). Educational effectiveness of a Vygotskian approach to preschool education: A randomized control trial. Rutgers: National Institute for Early Education Research.

Bowman, B. T., Donovan, S., & Burns, M. S. (Eds). (2001). Eager to learn: Educating our preschoolers. Washington, DC: National Academy Press.

Byrne, B. and Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85(1), 104-111.

Diamond, A., Barnett, S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science, 318, 1387-1388.

Dickinson, D. K. (2001a). Putting the pieces together: Impact of preschool on children’s language and literacy development in kindergarten. In D. K. Dickinson, & P. O. Tabors (Eds.), Young children learning at home and school: Beginning literacy with language (pp. 257–288). Baltimore, MD: Paul H. Brookes Publishing.

Purcell-Gates, V. (1998). Growing successful readers: Homes, communities and schools. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 51–72). New York: Guilford Press.

Snow, C., Burns, S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Whitehurst, Grover J., Angell, A. L., Arnold, D. S., Epstein, J. N., Fischel, J. E., Smith, M. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679-689.

Scaffolding Early Literacy sites

The Scaffolding Early Literacy program is being implemented in Early Reading First sites in Iowa, Montana, North Dakota, and Florida. The program has been aligned with early childhood curricula and standards in each of these sites.

The Rocky Boy Preschool Literacy Acquisition Coalition (RB Coalition), Rocky Boy, MT

The RB Coalition is a partnership among local education agencies (Rocky Boy and Box Elder School Districts) and the local Head Start provider (Rocky Boy Head Start). The coalition supports 10 preschool classrooms throughout rural communities of the Chippewa Cree Indian Nation. It aims to improve the school readiness of 167 low-income, ethnically and language-diverse children by preparing them to enter kindergarten with the cognitive, early language, and literacy skills they need as a foundation for success in school.

The Minot, North Dakota, Preschool Literacy Acquisition Collaborative for Education (MiND PLACE), Minot, ND

MiND PLACE aims to improve the school readiness of 310 low-income, ethnically and language-diverse children by preparing them to enter kindergarten with the cognitive, early language, and literacy skills needed for success in school: oral language, phonological awareness, alphabet knowledge, and print awareness. The collaborative is composed of five preschool centers, including one tribal center, located within a 50-mile radius of Minot.

The Early Learning Initiative (ELI), Des Moines, IA

Des Moines Public Schools has implemented the Early Learning Initiative, a project that focuses on five early childhood centers that serve low-income, English-language learner (ELL), and special needs students. These five centers currently enroll 299 children, 75 percent or more of whom qualify for Free/Reduced Priced Lunch. ELI incorporates research and best practice in the areas of quality early childhood programs, early literacy, language acquisition for English-language learners, family literacy and parent involvement, and professional development.

The Literacy Enhancement for Early Readers project (LEER), Miami, FL

The Literacy Enhancement for Early Readers (LEER) project is a partnership among the United Way Center for Excellence in Early Education, a community-based organization with Head Start funding, and. five preschool centers located in the Miami-Dade metropolitan area in south Florida. LEER, meaning “to read” in Spanish, aims to improve the school readiness of 244 low-income, ethnically and language-diverse children by preparing them to enter kindergarten with the cognitive, early language, and literacy skills to be successful in school.

To learn more about implementing the curriculum in your school or program, contact us at 303-632-5582.