Att.H_Oregon's Community Early Literacy Framework.pdf

Oregon’s Community

Early Literacy Framework

A Guide to Fostering Joyful Literacy Learning in the Home and Community

Attachment H

Table of Contents ` Centering Joy in Literacy Learning for Children 3

` Section One: Bringing All Children to the Literacy Table 6

` Section Two: Literacy Beyond the Bell 12

` Section Three: Early Literacy, Language and the Nine Federally Recognized Tribes of Oregon 14

` Section Four: Key Practices to Honor the Literary Genius of Oregon’s Children 16

Key Practice #1: Honor cultural identity and multilingualism for literacy acceleration Key Practice #2: Engage in home-based literacy activities Key practice #3: Unlock the power of books Key Practice #4: Partner with your child’s school Key Practice #5: Access community literacy resources Key Practice #6: Build healthy digital literacy habits at home

` Section Five: Literacy Landmarks 23

` Section Six: Strengthening Literacy-based Partnerships 26

` Appendix A: Resources 28

` Appendix B: Grantee Information 29

` Appendix C: References 30

Centering Joy in Literacy Learning for Children 3

Centering Joy in Literacy Learning for Children

“Centering joy means valuing the humanity of children by inviting the fullness of their being into their educational experiences so that they can come alive through their learning and lean into their innate wisdom and inclinations. To put it simply, when we choose to center joy, we ensure that what we are doing allows children to be more free.”

-Zakiya Jackson, Educator and Advocate

Developing a child’s lifelong love of literacy (reading, writing, speaking and listening) begins by centering joy.

Joy is a natural component of early childhood literacy as families interact with their child(ren) by singing songs, narrating actions, making silly faces, mimicking their children and more.

While our work in schools, communities and homes often focuses on specific practices and methods, it is vital that we center joy in literacy learning. Joy, literacy and freedom are intertwined: “the freedom promised by literacy is both freedom from—from ignorance, oppression, poverty—and freedom to—to do new things, to make choices, to learn.” (Matsuura, 2001)

The Community Early Literacy Framework prioritizes infusing joy into literacy learning for children. This idea is based on Dr. Gholdy Muhammad’s work in Cultivating Genius. Dr. Muhammad (an Associate Professor of Language and Literacy at the University of Illinois -Chicago) uses a comprehensive approach that nurtures the whole child by centering joy in learning.

In Cultivating Genius, Gholdy Muhammad explains how to make learning fun and meaningful for children by including their cultural backgrounds and histories in their reading and activities at home. When children see their own stories and experiences in the books they read and the activities they do, they feel more excited and happy about learning. Families can choose books and activities that relate to their child’s life, making learning more interesting and enjoyable. By creating a home environment where kids feel proud of who they are and where they come from, families can help them be more curious and eager to learn. This approach not only makes learning at home more fun but also helps children grow and succeed.

https://www.nonformality.org/wp-content/uploads/2007/12/25-text.pdf

Introduction & Purpose 4

Introduction & Purpose Oregon’s children are a vibrant tapestry of cultures, languages and strengths. The Community Early Literacy Framework (CELF) celebrates this rich diversity and empowers communities to build upon the existing foundation of literacy already thriving within families and neighborhoods.

The CELF is intended for use by families and communities of Oregon students in Pre-K to grade 3. In this context, we intentionally use the word families to include parents, grandparents, extended family members, chosen family and any caregiver and/or meaningful adult in a child’s life. Our audiences also include community-based organizations (CBOs), public libraries, early learning hubs, providers of early learning and post-secondary institutions of education in order for these entities to understand the early literacy learning already occurring in homes. Harnessing students’ and families’ rich funds of knowledge and utilizing the best practices outlined in this framework, will help programs build upon the foundation students bring while also supporting the alignment of current services being provided.

The CELF harnesses the collective wisdom and resources to nurture a lifelong love of reading and writing in every child. This framework complements the Oregon Early Literacy Framework by focusing on the essential literacy learning that happens outside of the school day. Together, these frameworks describe a comprehensive system of support that ensures all children have the opportunity to reach their full literacy potential.

In addition to the CELF, the Community Early Literacy Guidebook will serve as a foundational resource to those organizations implementing early literacy programs throughout the state of Oregon. It outlines the specific domains and indicators that programs should have in place to best support the communities and families they serve.

FAMILY

COMMUNITYSCHOOL

https://www.oregon.gov/ode/educator-resources/standards/ELA/Documents/Literacy%20Framework_2023.pdf https://www.oregon.gov/ode/EarlyLiteracySuccessInitiative/Documents/Community_Early_Literacy_Guidebook_2024.pdf

Introduction, Purpose and Use 5

THE CORE PURPOSES OF THIS FRAMEWORK ARE TO:

as the foundation to all learning.

outside of school.

An Invitation for community, by community The CELF was developed in partnership with the community, designed to serve as a foundational resource to accelerate literacy rates in Oregon; to signal the essential relationship between communities, students and schools, and to deepen Oregon’s collective commitment to lifting literacy in Oregon for every child.

Throughout spring of 2024, Oregon Department of Education (ODE) partnered with Oregon’s Kitchen Table (OKT) to hear from community groups and families of young children throughout Oregon about what guidance, tools and resources would be helpful for growing and developing early literacy supports for children. Nearly 1,000 people from across Oregon participated in the different forms of engagement activities, and eleven languages were represented in these various engagement opportunities.

THIS FRAMEWORK IS GROUNDED IN FOUR GUIDING PRINCIPLES:

When children’s learning experiences reflect their identities, literacy learning soars.

Section One: Bringing All Children to the Literacy Table 6

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Section One: Bringing All Children to the Literacy Table All students are full of literary promise and deserve the opportunity to actively engage in their learning.

This section emphasizes research-aligned strategies and practices to support literacy learning in early elementary grades, particularly for students who have historically experienced academic disparities. It advocates for literacy practices that recognize and affirm key aspects of students’ intersectional identities, cultures, backgrounds, lived experience and funds of knowledge (Moll et al., 1992).

Students in each of the identity and experience groups below have expansive funds of knowledge and nuanced histories that reach far beyond the scope of this framework. This framework includes strategies to support students in the below sections in order to increase awareness of their unique needs and to connect families and communities with strategies to increase support, exactly where they are right now. These ideas build upon the recommendations that are woven throughout subsequent sections of the framework, and are best implemented when students are empowered with voice and choice in a learning experience that reflects the cultures, identities and assets that they hold.

The Oregon Department of Education acknowledges that each of the student groups outlined in this section represent multiple expansive diaspora of cultures and identities. The content provided in this section is intended to serve as an initial curation of research-aligned strategies and practices. Future additions to the Community Early Literacy Framework will represent a more complete representation of the student groups outlined below that are designed to meet the strengths and needs of students who hold these specific identities.

Sources for this section: Culturally Responsive Teaching: A Guide to Evidence-Based Practices for Teaching All Students Equitably https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching-508.pdf https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching-508.pdf

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Racially diverse students Families support their children by cultivating home environments that: (1) affirm their racial and cultural identities, (2) harness intersectional cultural perspectives and (3) expose children to appropriate and responsive concepts that promote thriving and surviving in contemporary socio-political contexts that are unique to each community. This involves open discussions about race, cultural heritage and advocating for inclusive and equitable educational practices that go beyond celebrating diversity. Fostering and deepening networks of support within communities ensures that children understand the beauty, power and potential of their racial identities.

In school and learning environments, students benefit from culturally relevant and responsive teaching practices that comprehensively reflect their identities and experiences. Incorporating diverse texts and materials that accurately and respectfully represent their cultures and histories can enhance engagement and literacy outcomes. Addressing systemic inequities through inclusive curricula, anti-bias education and equitable access to culturally affirming resources is critical. Building strong, affirming relationships between educators, families, and students helps foster a positive learning environment that supports academic success.

Note: It is imperative to understand that the racially diverse student groups are not a monolith. Implementing strategies and practices to support racially diverse student groups requires nuance and understanding of unique and intersectional identities.

Sources for this section: Resource Pages for Families and Educators (Learning for Justice), National Equity Project Leading for Equity Framework, National Equity Project Equity Tools, Building Equitable Learning Environments (BELE) Framework, and Why We Use BIPOC

Multilingual students Multilingual students thrive in learning environments that value and incorporate their linguistic and cultural backgrounds. Instructional strategies should include scaffolding, visual supports and opportunities for native language use alongside English instruction. Promoting biliteracy and leveraging students’ home languages as assets can accelerate literacy development. Providing culturally responsive teaching and ensuring access to bilingual resources and materials are also essential practices.

Multilingual families can enhance their children’s literacy by embracing and using their home language(s) in everyday interactions. Key strategies include: (1) reading books in both the home language and English, (2) discussing stories to build vocabulary and comprehension and (3) encouraging writing in both languages.

Families can integrate cultural stories and traditions, use bilingual resources and communicate regularly with teachers to support their child(ren)’s bilingual development. Creating a language-rich environment where literacy activities are fun and engaging is crucial. (See Key Practice #5 for more information.)

Sources for this section: For Families | Colorín Colorado and Oregon Grade 1 English Language Proficiency (ELP) Standards

Students experiencing reading difficulties It is common for children, especially young children, to develop at different rates. There is a range of typical development that we can all expect to see in our children. If families notice that their child’s reading development is significantly discrepant from siblings or peers, their child may need some additional support to establish their foundational reading skills.

https://www.learningforjustice.org/magazine-publications/resource-pages-for-families-and-educators https://www.nationalequityproject.org/framework/leading-for-equity-framework https://www.nationalequityproject.org/framework/leading-for-equity-framework https://www.nationalequityproject.org/resources/tools https://belenetwork.org/library_resources/the-bele-framework/ https://www.ywcaworks.org/blogs/ywca/tue-03122024-1000/why-we-use-bipoc https://www.colorincolorado.org/families https://www.oregon.gov/ode/students-and-family/equity/EngLearners/Documents/ELPStandardsGrade1Final.pdf

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Families can support children with reading difficulties by engaging in structured literacy programs that emphasize explicit, systematic teaching of phonemic awareness, phonics, vocabulary, fluency and comprehension. Incorporating activities that tap into multiple senses such as sight, hearing and touch can enhance learning. Providing a supportive and patient home environment, where reading is fun and stress-free is essential. It is beneficial to break reading tasks into manageable steps and use aids like audio books and assistive technologies. Reading aloud to children and involving them in discussions about stories can improve comprehension and vocabulary. Ensuring regular communication with educators and being proactive in seeking resources and interventions tailored to their child’s needs are essential.

If families observe their child experiencing difficulties reading, it is important to share concerns with their child’s teacher and/or pediatrician. It is a misconception that signs of dyslexia (or other reading difficulties) can only be seen after two or three years of reading instruction. Early indicators (prior to age 5) may include:

• Difficulty learning common nursery rhymes

• Difficulty learning to sing or recite the alphabet

• Slow speech development

• Difficulty recognizing letters of their name

• Muddles/mixes words (e.g. hekalopter, flutterby)

• Forgets names of friends, teachers, colors, etc.

• Confusion between directional words (e.g. up/down)

• Family history of dyslexia/reading difficulties

Early screening and screening done by a professional is key. A child’s school or pediatrician can provide expert advice and, if needed, information around testing to determine what the causes of the difficulties are.

It is imperative to note that unless there is something specific affecting cognitive development, most children that have difficulties with reading have the same cognitive abilities as their peers. This is important because even if they need tailored instruction, they still very much need the instruction all students receive and to be challenged intellectually.

Understanding how schools are supporting children with reading difficulties and partnering with them is also important. As appropriate, families may request an academic evaluation to determine if a formal support document is appropriate. Individualized education plans (IEPs) and/or 504 plans are the two school-based legally required plans that support students who experience disabilities that impact their academic performance. These plans are based on a comprehensive evaluation of a student’s strengths, needs, and aspirations. They are developed by a team of individuals, that include a parent or family member, and implemented by a school. 504 plans are less intensive, and are appropriate for students who can access their education with the support of accommodations. Individualized education plans (IEPs) are more substantial. They outline the accommodations, modifications, services and specially designed instruction that a student requires to access the curriculum and instruction provided in the classroom.

Schools and public libraries may also offer tools like audio books and reading software. Any student with visual, physical, perceptual or reading difficulties should be referred to Oregon’s Talking Book and Braille Library where they can access free audio books and magazines, players and accessories free through the mail or online.

Sources for this section: Effective Reading Instruction (International Dyslexia Association), What is dyslexia?, It’s a Myth that Young Children Cannot Be Screened for Dyslexia! and National Library Service for the Blind and Print Disabled https://www.oregon.gov/library/print-disabilities/pages/default.aspx https://www.oregon.gov/library/print-disabilities/pages/default.aspx https://dyslexiaida.org/effective-reading-instruction/ https://www.understood.org/en/articles/what-is-dyslexia https://dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/#:~:text=MYTH%201%3A%20Signs%20of%20dyslexia,preschool%20(or%20possibly%20earlier) https://dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/#:~:text=MYTH%201%3A%20Signs%20of%20dyslexia,preschool%20(or%20possibly%20earlier) https://www.loc.gov/nls/

Implementation: Domains, Indicators, and Components 9 ct io n

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Students with IEPs and/or 504 plans Students with Individualized Education Plans (IEPs) are entitled to tailored instructional strategies and supports as outlined in their individual plans. Differentiated instruction, personalized learning goals and regular progress monitoring are effective practices for all students, including those with IEPs. Collaboration among educators, families and specialists is crucial to ensure students who require individualized education plans (IEPs) and/or 504 plans receive appropriate accommodations and modifications. Integrating assistive technologies and adaptive tools can also facilitate access to the general curriculum and enhance their literacy skills.

As experts in the unique needs of individual students, parents/caregivers are critical members of the IEP team and IEP process. Harnessing the deep knowledge and understanding families have of their children ensures IEPs address their child’s unique needs. Robust and open lines of communication between families and educators enhance the efficacy and quality of the services, accommodations and modifications documented in the IEP. At home, creating a structured and supportive learning environment helps reinforce the goals set in the IEP. Utilizing resources like assistive technologies and seeking additional support outside of school can further aid a child’s learning. Further, FACT Oregon has community resources to empower families in advocating for their child(ren) and their education.

Sources for this section: About IDEA (Individuals with Disabilities Education Act) and Learn the Law Individuals with Disabilities Education Act

Students experiencing housing insecurity For students experiencing housing insecurity, maintaining routines and ensuring a connection to community, cultural and school resources can have significant positive impacts on literacy development.

Local resources can be leveraged to support meeting critical needs within this community. Local libraries and community organizations often provide free access to books, computers and literacy programs which can be crucial resources for students experiencing housing insecurity. Families can also benefit from participating in community-based literacy programs that offer tutoring and educational activities. Portable “reading kits” with books and writing materials can help maintain literacy activities in any location. Utilizing free online resources and educational apps available through public Wi-Fi can also support ongoing learning.

Schools can provide essential services such as meals, clothing, academic support and access to healthcare services. School counselors can also be a powerful resource in supporting families with education stability and accessing McKinney-Vento Act protections, which help ensure consistent school attendance and access to educational resources. Local McKinney-Vento liaisons, which schools are required to have, are also great access points to receive support. Families can find their district liaison on the contact list found here or through their school.

https://factoregon.org/ https://sites.ed.gov/idea/about-idea/ https://ncld.org/wp-content/uploads/2024/05/240502-Learn-the-Law-Individuals-with-Disabilities-Education-Act.pdf https://ncld.org/wp-content/uploads/2024/05/240502-Learn-the-Law-Individuals-with-Disabilities-Education-Act.pdf https://www.oregon.gov/ode/schools-and-districts/grants/esea/mckinney-vento/pages/default.aspx

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Below are some relevant connection points between the McKinney-Vento Act and early childhood programs (Moore, 2018):

• State McKinney-Vento plans must describe procedures to ensure that preschoolers experiencing homelessness have equal access to public preschool programs administered by the SEA or LEA as provided to other children in the state (42 U.S.C. § 11432(g)(1)(F)(i)).”

SEA: State Education Agency, which in Oregon is Oregon Department of Education (ODE) LEA: Local Education Agency, which is the local school district

• Local McKinney-Vento liaisons should identify preschool-aged children experiencing homelessness through outreach and coordination activities with outside agencies (42 U.S.C. § 11432(g)(6)(A)).

• Local educational agencies (LEAs) that offer a public preschool education must ensure that homeless children have the same access to that education as is provided to non-homeless children (42 U.S.C. § 11432(g) (4)).

• Local McKinney-Vento liaisons must ensure that homeless children and their families receive educational services for which they are eligible, including Head Start, Even Start, and other preschool programs administered by the LEA; and referrals to health care, dental, mental health, and other appropriate services (42 U.S.C. § 11432(g)(6)(A)(iii)).

• LEAs may use McKinney-Vento subgrant funds to provide preschool-aged children with developmentally appropriate early childhood education programs not otherwise provided through federal, state, or local funding (42 U.S.C. § 11433(d)(6)).

Sources for this section: National Center for Homeless (NCHE) Education, NCHE Parent Resources, NCHE Preschool Early Childhood, Overcoming Homelessness Through Education, ODE McKinney-Vento Students & Families, Strategies for Supporting Student Experiencing Homelessness, and School Help For Homeless Children with Disabilities: Information for Parents

Students in foster care Students in foster care often face unique challenges, including frequent school changes and emotional stress.

Families can support their foster children by creating a stable and nurturing environment that promotes emotional and educational well-being. Establishing consistent routines and open communication helps foster children feel secure and understood.

Engaging with educational and community resources, including individualized tutoring extracurricular activities and identity-affirming or culturally specific activities, can bolster their academic success. Families can also advocate for the child’s needs through close collaboration with caseworkers and educators.

Providing access to trauma-informed care and mental health services is essential to address the unique challenges faced by foster children, and which directly impact their literacy development and academic performance.

Sources for this section: Resources - Foster Care Alumni of America, Child and Family Services Practice Model: A Safe and Permanent Family for Every Youth, Foster Care: The Basics https://nche.ed.gov/topics/ https://nche.ed.gov/parent-resources/ https://nche.ed.gov/preschool-early-childhood/ https://nche.ed.gov/preschool-early-childhood/ https://schoolhouseconnection.org/ https://www.oregon.gov/ode/schools-and-districts/grants/ESEA/McKinney-Vento/Pages/McKinney-Vento-Students-%26-Families.aspx https://schoolhouseconnection.org/wp-content/uploads/imported-files/Strategies-for-Supporting-Immigrant-and-Migrant-Students-Experiencing-Homelessness.pdf https://schoolhouseconnection.org/wp-content/uploads/imported-files/Strategies-for-Supporting-Immigrant-and-Migrant-Students-Experiencing-Homelessness.pdf https://nche.ed.gov/wp-content/uploads/2018/10/idea_parents.pdf https://nche.ed.gov/wp-content/uploads/2018/10/idea_parents.pdf https://fostercarealumni.org/resources/ https://www.casey.org/media/101-Practice-Model-1.pdf https://www.casey.org/media/101-Practice-Model-1.pdf https://www.fc2success.org/knowledge-center/foster-care-the-basics/

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LGBTQ2SIA+ (lesbian, gay, bisexual, pansexual, transgender, nonbinary, queer, questioning, Two Spirit, intersex, and asexual [+]) students and families Inclusive and affirming environments both at home and in educational settings benefit all students and are especially impactful for LGBTQ2SIA+ students. Research has shown there is significant positive impact when families can access diverse books/reading materials that reflect LGBTQ2SIA+ experiences and identities by increasing visibility and fostering a sense of belonging through affirming representation.

Local libraries can be excellent resources for accessing books and reading material that is affirming of LGBTQ2SIA+ identities. Encouraging open dialogue about gender identity, gender expression, sexual orientations and different kinds of families helps validate a child’s experience and increase supportive behaviors among families. Families can work with school staff to advocate for safe and supportive school environments, ensuring that children and families feel accepted and respected. Families can also identify and nurture trust with community-based organizations, other caregivers of LGBTQ2SIA+ children or LGBTQ2SIA+ families and caregivers in order to strengthen advocacy skills needed to request support for their children.

Sources for this section: ODE LGBTQ2SIA+ Student Success Plan, Supporting Gender Expansive Students: Guidance for Schools, Rainbow Book Lists by the American Library Association, Elementary Booklists by Welcoming Schools, PFLAG Support Groups and Resources for Families (PFLAG), and Family Acceptance Project LGBTQ Youth & Family Resources https://www.oregon.gov/ode/students-and-family/equity/Documents/LGBTQ2SIA+%20Student%20Success%20Plan.pdf https://www.oregon.gov/ode/students-and-family/equity/civilrights/Documents/ODE-Supporting-Gender-Expansive-Students.pdf https://www.oregon.gov/ode/students-and-family/equity/civilrights/Documents/ODE-Supporting-Gender-Expansive-Students.pdf https://glbtrt.ala.org/rainbowbooks/ https://welcomingschools.org/resources/elementary-booklists https://www.pflagnyc.org/resources-for-families/ https://lgbtqfamilyacceptance.org/

Section Two: Literacy Beyond the Bell 12 ct io n

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Section Two: Literacy Beyond the Bell Literacy development occurs long before students ever step foot into a classroom. Literacy learning also occurs outside of the school day, after children begin attending school.

“Parents and families are the first, most important teachers in a child’s life. Before a child learns to read and write, they learn to listen and speak. Literacy learning starts at home in a child’s first three years of life - in the lap of a trusted and caring adult.

Brain science tells us that children are developing these skills from birth, which is why support for children to gain early literacy skills is absolutely critical even in the first few years of life – long before they enter preschool or kindergarten.”

-Oregon’s Early Literacy Framework

Community-based organizations and local partnerships can enhance literacy by providing resources and creating literacy-rich environments outside of school. This section underscores the importance of recognizing and utilizing the various ways literacy occurs beyond the bell.

Literacy lives in the home Children first encounter language through everyday interactions with their families in their homes; this is where literacy development begins. Parents, grandparents, guardians and extended family members have significant impacts on a child’s literacy journey. Families play a crucial role in fostering early literacy by engaging in activities such as singing, chanting, rhyming, storytelling, reading aloud and more. These activities joyfully build essential skills such as vocabulary, phonemic awareness and narrative understanding. Homes rich in language experiences and books create an environment where children experience listening, speaking, reading and writing as enjoyable and integral to daily life. Additionally, understanding and harnessing the ways in which literacy learning is embedded in cultural traditions and routines affirms students’ identities and enhances children’s cognitive and emotional connection to learning.

Sources for this section: American Academy of Pediatrics Early Literacy, American Academy of Pediatrics Literacy Promotion: An Essential Component of Primary Care Pediatric Practice, Improving Our Schools, One Family At A Time

Literacy lives in the community Communities are pivotal in reinforcing and expanding literacy skills outside the home. When communities actively promote literacy, they create a culture of learning that supports children’s academic growth and lifelong literacy engagement. Local environments-including tribes, libraries, museums, parks and community centers-provide spaces where children can access diverse reading materials and participate in literacy-enhancing activities and language revitalization outside of the school day. Community events such as story hours, book fairs and cultural festivals offer opportunities for exposure to diverse literacy learning opportunities where children can engage with language in various contexts. Such experiences broaden children’s discovery of different genres, ideas and perspectives, fostering joy and a love for literacy and learning.

Sources for this section: Research on Motivation, Literacy, and Reading Development: A Review of Best Practices, Museums, Libraries, and 21st Century Skills, Growing Young Minds: How Museums and Libraries Create Lifelong Learners https://www.aap.org/en/patient-care/early-childhood/early-childhood-health-and-development/early-literacy/ https://publications.aap.org/pediatrics/article/134/2/404/32944/Literacy-Promotion-An-Essential-Component-of?autologincheck=redirected https://publications.aap.org/pediatrics/article/134/2/404/32944/Literacy-Promotion-An-Essential-Component-of?autologincheck=redirected https://www.gse.harvard.edu/hgse100/story/improving-our-schools-one-family-time https://www.imls.gov/sites/default/files/2024-04/research-motivation-literacy-reading-development-report.pdf https://www.imls.gov/sites/default/files/publications/documents/21stcenturyskills.pdf https://www.imls.gov/sites/default/files/publications/documents/growingyoungminds.pdf

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Literacy lives in community-based organizations Community-based organizations (CBOs), libraries and after-school programs play a crucial role in promoting literacy among children, particularly those who have been historically and persistently marginalized. These organizations may offer indigenous language revitalization and targeted literacy services such as after-school tutoring, summer reading initiatives and family literacy workshops that address the specific needs of unique communities. By extending learning beyond the school day, these programs contribute significantly to academic success and lifelong literacy.

CBOs also often collaborate with schools and libraries to provide comprehensive, integrated literacy services that extend learning opportunities outside of traditional classroom settings. They create supportive environments and provide access to books and educational materials, playing a crucial role in improving literacy outcomes and working toward educational equity.

Sources for this section: Afterschool Achievement: Strengthening Literacy and Other Skills, Effective Out-of-School Time Reading Programs https://www.readingrockets.org/topics/afterschool-and-community-programs/articles/afterschool-achievement-strengthening-literacy https://www.readingrockets.org/topics/afterschool-and-community-programs/articles/effective-out-school-time-reading-programs https://www.readingrockets.org/topics/afterschool-and-community-programs/articles/effective-out-school-time-reading-programs

Section Three: Early Literacy, Language and the Nine Federally Recognized Tribes of Oregon 14 ct io n

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Section Three: Early Literacy, Language and the Nine Federally Recognized Tribes of Oregon

Introduction The nine federally recognized tribes in Oregon have been stewards of their languages, cultures, and lands since time immemorial. House Bill 3198 marks a significant step in supporting early literacy and language revitalization efforts within these tribal communities. This bill establishes the Early Literacy Success Initiative, aiming to enhance early literacy for children from birth to grade three, focusing on culturally responsive and linguistically appropriate practices. As part of this initiative, the state is providing $2 million in grants, divided among the nine tribes, to support early literacy and language in their Tribe(s). As we move forward, we will closely collaborate with the nine federally recognized tribes in Oregon to ensure that their unique perspectives on consultation, communication, and sovereignty are respected and integrated into the framework. This evolving document will be continuously shaped and refined by the voices and leadership of the nine federally recognized tribes in Oregon.

Tribal Consultation and Sovereignty The nine federally recognized tribes in Oregon are sovereign nations, a status that acknowledges their inherent rights to self-governance and self-determination. As sovereign nations, they have unique legal and political relationships with state and federal governments. It is a fundamental requirement and a legal obligation for the Oregon Department of Education (ODE) to engage in timely and meaningful consultation with the nine federally recognized tribes in Oregon on matters that may impact their communities. This consultation process is not merely a courtesy but a critical component of respecting tribal sovereignty and educational sovereignty. Educational sovereignty is the inherent right of tribes to define and reach their own educational goals for their students, families, and communities.

The requirement for consultation arises from the recognition that any action by the ODE can have substantial direct effects on tribal interests, including policies, regulations, and initiatives that influence the educational landscape. The consultation process is designed to facilitate open communication and collaboration, allowing tribes to provide input and guidance on issues that affect their people. This includes actions related to early literacy and language efforts, which are crucial for preserving cultural heritage and fostering a strong sense of identity.

This framework will be continuously shaped and refined through ongoing consultation and collaboration with tribal leaders, ensuring it remains relevant and responsive to the needs of the nine federally recognized tribes in Oregon. By honoring tribal sovereignty and educational sovereignty and maintaining open lines of communication, we aim to create a framework that is not only effective but also respectful of the rich cultural heritage and self-governance of the nine federally recognized tribes in Oregon.

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Cultural Relevance Cultural relevance is a fundamental aspect of both language revitalization and educational practices within tribal communities. Recognizing the unique cultural contexts of each tribe, we commit to developing guidance tailored to the unique needs of each community. The nine federally recognized tribes of Oregon will play a pivotal role in shaping this framework. Their insights and knowledge will be invaluable in ensuring that the guidance is not only accurate but also culturally resonant. These collaborations will focus on developing culturally appropriate resources, educational programs, and community-based activities that promote the use and teaching of tribal languages.

Continuous Improvement To ensure the framework remains relevant and effective, we will establish a continuous feedback loop with tribes. This process will involve regular tribal consultations and other avenues for tribes to provide input on new developments. By maintaining an open line of communication, we will stay attuned to the evolving needs and perspectives of the tribes. We are committed to regularly updating the document, incorporating new insights, and addressing any emerging challenges. This ongoing adaptation will help the framework to continuously reflect the unique cultural and educational goals of the nine federally recognized tribes of Oregon, ensuring that it remains a dynamic and responsive guide.

Conclusion We deeply appreciate the essential contributions of the nine federally recognized tribes in Oregon and their leadership in this initiative. This framework is more than just a document; it is a call to action for all partners to actively support the preservation and revitalization of Indigenous languages. As we move forward, we anticipate a future filled with continued collaboration, shared learning, and collective growth. Together, we will work to honor and sustain the rich cultural heritage of the nine federally recognized tribes in Oregon, ensuring it thrives for generations to come.

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Section Four: Key Practices to Honor the Literary Genius of Oregon’s Children This section emphasizes the value of recognizing and nurturing the inherent literary capabilities in children.

It advocates for: (1) respecting the literacy learning that occurs in homes, tribes, and communities and

(2) stressing the importance of increasing access to tools, services and literacy materials that reflect the identities of children and their families and (3) fostering partnerships between families and schools.

The focus is on celebrating the diverse cultural identities and languages children bring to their literacy journey, thereby enhancing their learning experiences. Research (cited at the end of Key Practice #1) is clear about how multilingualism and ongoing literacy development activities at home in a child’s first language(s) are assets that support cognitive growth as well as English language development.

Sources for this section: Key Concepts in Intercultural Dialogue: Cultural Identity

Key Practice #1: Honor cultural identity and multilingualism for literacy acceleration Families’ cultural and linguistic identities are assets which provide rich sources of knowledge, traditions and histories that bring immense value when systems acknowledge, reflect and honor them. Heritage language and languages spoken at home are fundamental to a child’s literacy and overall educational success.

Research indicates that maintaining and developing a child’s home language, alongside learning a second language, enhances cognitive abilities and literacy skills. Dual language programs and reading in a child’s first language provide a strong foundation for literacy development and are linked to higher academic achievement. Encouraging children to speak, read and write in their home language supports their identities and accelerates their ability to acquire new languages and literacy skills.

https://centerforinterculturaldialogue.org/wp-content/uploads/2014/07/key-concept-cultural-identity.pdf

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Culture, identities and language play a pivotal role in children’s lives and their communities. Cultural identity refers to a feeling of belonging and identification with a certain group that often reflects a person’s religion, nationality, ethnicity, gender identity, sexual orientation and race. Cultural identity is developed and preserved through sharing and honoring traditions, heritage, language, customs and beliefs (Chen, 2014). The identities that a child holds and the language(s) they speak shape the way they perceive and access the world around them and their journey to developing early literacy skills.

“Families and caregivers–often childrens’ first teachers at home and in the community–bridge the development of a child’s identity to their development as readers and scholars within and outside of the PK-3 school setting.”

-Oregon’s Early Literacy Framework

WHAT THIS CAN LOOK LIKE:

• Engage in cultural traditions: Participate in family traditions, celebrations and rituals to strengthen cultural connections.

• Share stories and heritage: Tell stories about your family’s history and cultural heritage to enrich children’s understanding of their background.

• Encourage bilingualism: Support the use of both the home language and English through conversation, reading and writing activities.

• Expose children to multicultural books: Provide books and reading materials that reflect diverse cultures, languages, gender identities and sexual orientations.

• Celebrate cultural diversity: Participate in community events and cultural festivals that highlight different traditions and languages.

Sources for this section: The Benefits of Multilingualism to the Personal and Professional Development of Residents of The US, Benefits of Multilingualism in Education, Benefits of Multilingualism, Reading the Rainbow: LGBTQ-inclusive literacy instruction in the elementary classroom, Multicultural Inclusion of Lesbian and Gay Literature Themes in Elementary Classrooms, and LGBTQ-inclusive curricula: why supportive curricula matter

Key Practice #2: Engage in home-based literacy activities There are a variety of literacy activities at home that are crucial for a child’s literacy development. These activities not only enhance vocabulary and comprehension skills, but also foster a love for reading.

Encouraging reading and providing a language-rich environment in home and heritage language(s), as well as English, contribute significantly to a child’s early literacy skills. Research shows that children who are exposed to diverse literacy experiences at home are better prepared for academic success and have stronger literacy foundations.

https://centerforinterculturaldialogue.org/wp-content/uploads/2014/07/key-concept-cultural-identity.pdf https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5662126/ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5662126/ https://files.eric.ed.gov/fulltext/EJ1053855.pdf https://www.elac.edu/academic-services/academic-labs/language-lab/benefits https://books.google.com/books?id=UVJVDwAAQBAJ&lpg=PP1&ots=bW2xQ1F46P&dq=lgbtq%20inclusion%20in%20early%20childhood%20literacy&lr&pg=PA5#v=onepage&q=lgbtq%20inclusion%20in%20early%20childhood%20literacy&f=false https://books.google.com/books?id=UVJVDwAAQBAJ&lpg=PP1&ots=bW2xQ1F46P&dq=lgbtq%20inclusion%20in%20early%20childhood%20literacy&lr&pg=PA5#v=onepage&q=lgbtq%20inclusion%20in%20early%20childhood%20literacy&f=false https://www.tandfonline.com/doi/full/10.1080/10665684.2016.1194239 https://www.tandfonline.com/doi/full/10.1080/10665684.2016.1194239 https://www.tandfonline.com/doi/full/10.1080/14681811.2015.1042573

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WHAT THIS CAN LOOK LIKE:

• Read together regularly: Reading helps children improve cognitive skills, enlightens them to new ideas and develops their critical thinking skills.

• Engage in storytelling: Tell stories that involve your family’s culture and history, or encourage your child to create their own imaginative stories.

• Narrate what you are doing aloud: While engaging in daily activities, narrate aloud what you are experiencing, using sensory descriptive rich language. (i.e. while cooking, you can say, “First, we need to dice 3 green jalapenos” or “I am going to saute this onion. What kind of sound do you hear?”)

• Discuss books and stories: Talk about the books you read together, asking questions about the plot, characters and what might happen next.

• Practice inclusive language together: Try reading a book or singing a song with different gender pronouns to model use of inclusive and affirming language together.

• Create a language-rich environment: Fill your home with books, magazines and other reading materials accessible to your child.

• Incorporate reading into daily activities: Read recipes, signs and instructions together to show how reading is part of everyday life.

• Encourage writing: Provide opportunities for your child to write, such as keeping a journal, writing letters or creating stories.

• Visit libraries and bookstores: Make regular trips to places where they can explore new books and participate in reading activities.

interactive.

• Sing songs with your child: Listening to and singing songs is one of the best ways for children to build their phonological awareness because often each syllable of a word connects to a note. In addition, many songs have rhyming words. Both pieces help children hear the individual parts of each word.

• Play oral literacy games on the road: Short drives can lead to high impact results when you play simple games that involve sounds and letters (ex: I spy signs that begin with the letter L, rhyming games/activities).

while waiting in lines at the grocery store, playing at the park, etc.

• Drawing: Ask your child to tell you about their drawing provides an opportunity to connect and practice storytelling.

Sources for this section: Family Involvement Makes a Difference in School Success, Nurturing the reading brain: home literacy practices are associated with children’s neural response to printed words through vocabulary skills, Family Involvement and Children’s Literacy, Differential Effects of the Home Language and Literacy Environment, and Teaching in Early Childhood Education as a Non-binary Trans Person https://archive.globalfrp.org/family-involvement/publications-resources/family-involvement-makes-a-difference-in-school-success https://www.nature.com/articles/s41539-021-00112-9 https://www.nature.com/articles/s41539-021-00112-9 https://www.gse.harvard.edu/ideas/usable-knowledge/08/05/family-involvement-and-childrens-literacy#:~:text=For%20example%2C%20we%20found%20that,relatively%20higher%20levels%20of%20education.

https://www.gse.harvard.edu/ideas/usable-knowledge/08/05/family-involvement-and-childrens-literacy#:~:text=For%20example%2C%20we%20found%20that,relatively%20higher%20levels%20of%20education.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7658343/ https://www.glsen.org/blog/teaching-early-childhood-education-non-binary-trans-person https://www.glsen.org/blog/teaching-early-childhood-education-non-binary-trans-person

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Key practice #3: Unlock the power of books There is a strong correlation between the number of books (in any language) a child has at home and their literacy achievements. Studies have found that access to books significantly boosts children’s reading skills, comprehension and academic performance. Children living in print-rich environments develop stronger literacy skills and perform better in school compared to their peers with limited access to books. Having a variety of print materials throughout homes encourages frequent reading, which is a key factor in improving literacy outcomes and fostering a lifelong love of reading.

“In the world of early literacy, there’s a powerful tool that transcends language barriers and cultivates young minds—children’s literature.