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Prefill your email content below, and then select your email client to send the message. Recipient e-mail address:. Deborah Mazzeo: Hello, and welcome.

Thank you all for joining us today for the first Planned Language Approach Big 5 webinar with a focus on alphabet knowledge and early writing. The Big 5 is one of the five components of the Planned Language Approach, and alphabet knowledge and early writing is one of the topics under the Big 5 for All. They are the key skills that are critical for later school success, including grade-level reading. This webinar is the first in a five-part series where you'll be able to hear in-depth content on each of the Big 5 skills.

So, be sure to join us again in February on the 21st at the same time for the second one. I'd like to go ahead and introduce myself.

And I'll ask my colleagues to say hello, too. Jan Greenberg: Hi, everyone. My name is Jan Greenberg. I'm a senior subject matter expert, child development.

And I'm calling in remotely from the Philadelphia area. Deborah: Thank you, both. So, before we begin, I'd just like to go over some information regarding the webinar. We'll be using some of the features of this webinar platform to help us interact, so at the bottom of your screen you'll notice these widgets. We'll try to answer these during the webcast, and please know that we do capture all questions.

Our dear colleague, Jen Crandell, is also on and responding to those questions and contributed greatly to this presentation, so we thank her for that.

If you have any tech questions, please enter them here as well, as we have Noelle on who will be able to answer those. A copy of today's slide deck and additional resources are available in the Resource List, which is the green widget. We encourage you to download any resources or links that you may find useful. Throughout this session, we'll be using the blue Group Chat widget to engage with each other, and I thank you all for entering your favorite alphabet books already in there.

You can also find additional answers to some common technical issues located in the yellow Help widget at the bottom of your screen. Each of these widgets are resizable and movable for a customized experience; simply click on the widget, move it by dragging and dropping, and resize using the arrows at the top corners.

Finally, if you have any trouble, try refreshing your browser by pressing F5. Be sure to log off of your VPN and exit out of any other browsers.

That will be useful. So, here is what we're covering today. We'll be sharing the research on alphabet knowledge and early writing, including some important information around language and culture. We'll be talking about the developmental progression from infants and toddlers up to preschool age. There will be information on effective practices that support alphabet knowledge and early writing throughout the different stages of development from birth to 5.

And then we'll show examples of alphabet knowledge and early writing in various early learning settings. So, these topics are going to be interwoven and connected throughout the course of the hour that we're together.

By the end of the presentation, we're hoping you'll be able to understand the connections to a Planned Language Approach, coordinated approaches, and the Early Learning Outcomes Framework, or the ELOF for short; that you'll be able to explain what the research says about alphabet knowledge and early writing.

Hopefully you'll be able to describe the developmental trajectory from birth to age 5, identify strategies to support children who are dual language learners, and identify effective practices for supporting each skill and different early learning settings. So, when we talk about alphabet knowledge and early writing, we include the points that you see on the slide. These are the skills and concepts that we want young children to understand and be able to do as a result of the support and teaching practices that we provide in our programs, and the nature of that support and those teaching practices will, of course, depend on the children's ages and abilities.

For instance, infants and toddlers will begin to recognize pictures and some symbols before they begin to use them purposefully. So, we'll be talking about the developmental progressions and practices later in this webinar. Just for now, here's what we want to include and discuss — is that alphabet knowledge and early writing include communicating through print, so that's from the little scribbles through first letters and words. It includes understanding that letters are symbols used to read and write in English and in other alphabetic languages, like Spanish and Arabic and Portuguese, and these languages also use letters and sounds to form words.

So, that's really what the definition of an alphabetic language is, and I think it's important to note here, too, that some languages are not alphabetic.

For example, Mandarin uses pictorial characters that represent a word or a phrase, so that's really important to note. Understanding that writing is purposeful. Those purposes include communicating with others, writing to remember, documenting — so like, for example, when an adult might mark the height of a child on a growth chart — and then writing for pleasure or entertainment, when children receive just a large blank page of paper and they begin making strokes with different colors.

So, those are the different purposes. And then there's recognizing upper and lowercase letters in English and other alphabetic languages; and here too, I want to also point out that not all alphabetic languages have upper or lowercase letters.

So an example of that might be, like, Arabic, which — when you see the Arabic language written, it's like a cursive script, so that's important to note.

And then lastly here, associating individual letters of the English alphabet and other alphabetic languages with their specific sound correspondences. So, that's really what we're talking about with alphabet knowledge and early writing.

Next, I'd like to talk briefly about how alphabet knowledge and early writing fit into an coordinated approach. So, hopefully, education staff are supporting alphabet knowledge and early writing every day throughout the day as part of your curriculum, that you're assessing children's learning of the skills in order to know what to teach, and that you're supporting families to develop children's alphabet knowledge and early writing.

All of these activities involve implementing a coordinated approach, and a coordinated approach should be built into your program's systems and services. Head Start requires a coordinated approach for the full and effective participation of children who are dual language learners and their families, as well as some other areas, and you can read about that further on. There's a one-pager that is provided for you on coordinated approaches in the resource list, so I recommend you checking that out.

I want to mention a new tool. It's called the Dual Language Learners Program Assessment, and you see the link on the slide there, but it's also in the resource list. This is a great way to assess where you or your program is at implementing a coordinated approach for dual language learners.

In this tool, there are three sections that are very applicable to our topic on alphabet knowledge and early writing that are found within the education services portion, and those are teaching and the learning environments, curricula, and child screenings and assessments. And once you have the opportunity to dig into that tool, as you read the items in those sections, you'll want to think about the degree to which you're implementing them.

The Big 5 for All, of which alphabet knowledge and early writing is one of those Big 5s, is only a slice of that pie for a Planned Language Approach. So again, the Big 5 for All addresses the five key elements of early language and literacy development, and that ties to the curriculum section of the DLLPA.

These are the skills that are supported by research and connected to the language and literacy domain of the Early Learning Outcomes Framework. I also want to make some explicit connection between the other pieces of the PLA pie and the DLLPA; so you'll see that there's the Research Base as another slice of that pie, and there is research that is available on brain development that is applicable to all children.

The next piece of the pie is the Home Language Support, which serves as a foundation for learning English language skills. And then lastly are the Policies, Practices, and Systems slice of the pie, and these are important to sustain language and literacy development throughout all aspects of your program. If you're implementing a Planned Language Approach, then you're implementing a coordinated approach to serving dual language learners, so I just want to be sure to state that.

All right. So, here on this slide, I want to state that Early Head Start and Head Start must align their practices with the Early Learning Outcomes Framework, and since alphabet knowledge and early writing are key literacy skills, they will also align with states' early learning and development standards.

So, the image you see here on the screen is from the interactive ELOF online, and these are the goals for infants and toddlers as it relates to alphabet knowledge and early writing, and they appear in the Language and Communication domain and the Emergent Literacy sub-domain. These goals that address alphabet knowledge and early writing are number 13, which states that the child recognizes pictures and some symbols, signs, or words, and number And you'll see the two little red arrows there identifying those.

Number 13 is that the child makes marks and uses them to represent objects or actions. And then on the next slide here, these are the goals for preschoolers, and the alphabet knowledge and early writing goals for preschool are in the Literacy domain and two sub-domains: the Print and Alphabet Knowledge and Writing. The primary goals that address these skills are number two: Child demonstrates an understanding of how print is used, functions of print, and how the rules that govern how prints works or the convention of print.

Goal number three: The child identifies letters of the alphabet and produces correct sounds associated with letters. And goal number six: The child writes for a variety of purposes using increasingly sophisticated marks.

And I just want to state, too, that these goals are relevant for children in classrooms, family child care, and home visiting settings. So, with that, I think I will turn it over to my colleague, Karen. Karen: Thank you, Deb. Now that you've sort of set the stage for what we need to do to support children, it's my turn to talk a little bit about why. Why do we say those strategies will work?

What do we know about how to make those transitions through the developmental progressions work? And the research — boy, there's a lot of research about early literacy and early learning, and so a lot of work has gone into reviewing the top research and pulling together the most useful and the most prominent research to support the recommendations that you get in the ELOF and the recommendations that you get in the Dual Language Learners Program Assessment.

So, I'm going to talk a little bit about where this all comes from, but some of the key points that we come across again and again are that alphabet knowledge helps children understand the letter-sound connection, which is key to reading and writing in English and for other languages that use alphabets, right? So, it's not just about recognizing what the letters look like but about understanding how an alphabet works. That's what the research really has shown us, that recognizing what the letter looks like and the name of the letter is only one small part of alphabet knowledge.

The real key is, can we help children understand what's the point of an alphabet? That it's not just a bunch of swiggles; it's a bunch of swiggles that help us communicate, right? And that is the big task of alphabet learning, and so writing is an important part of that. Like, sometimes we think of, "Well, if I could just keep saying the alphabet or pointing to the alphabet letters, I'll be teaching the alphabet.

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