Part 3 The pre-K years are important time for children’s literacy growth Children who engage in...
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Part 3
The pre-K years are important time for children’s literacy growth Children who engage in meaningful, knowledge-building experiences with print gain the foundational skills for becoming skilled readers and writers
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Part 3: Literacy Compare and contrast early literacy
experiences between children of poverty and children from typical middle-class families
Discuss what effective teachers provide in early childhood literacy
Identify phonological awareness activities that will help pre-school children
Explain how teachers encourage children’s developmental writing
Illustrate the importance of shared reading Differentiate between the instructional
strategies used for different types of books Describe what a print-rich/literacy rich pre-
school environment looks like
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Literacy learning begins early in life and is ongoing. It does not wait for kindergarten or first grade. Starting from infancy, the informal and playful things that adults do to promote children’s language and literacy really count.“Literacies in Early Childhood: The Interface of Policy, Research, and Practice”Dorothy S. Strickland
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Begins at birth Encouraged through children’s participation
with adults in literacy activities Early experiences have lasting effects as
children develop attitudes, knowledge, and skills that prepare them to become readers and writers
Children should develop the belief that reading and writing are useful and enjoyable They demonstrate this positive
attitude when they ask adults to reread favorite books and when they imitate adult reading and writing behaviors
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In addition to motivation, children: Need solid oral language foundation and
understanding of the alphabetic code (including phonological awareness and alphabet knowledge) as well as print awareness
Must develop a rich vocabulary and a variety of background knowledge to help them comprehend books
Must learn how to hear and manipulate sounds in oral language (phonological awareness)
Must learn to name and recognize letters
Eventually, should gain understanding of the conventions of print How to turn pages, which direction to read,
etc.
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Children of povertyFewer experiences with print in
their homesFewer available print resources
in their neighborhoods Children from typical middle-
class families experience 1,000 hours of book-reading before entering 1st gradeChildren from low-income families may only
experience 25 hours
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Effective pre-K teachers:Can provide rich language and literacy instruction
for allMust provide intentional instruction in key areas of
early childhood literacy When early literacy experiences are
integrated with engaging opportunities to discover new information about the world, all children develop towards becoming readers and writers
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Children learn about literacy as they make use of reading and writing to further their investigation of interesting new concepts and information
Teachers should integrate literacy instruction into all subject areas (including math, science, social studies, and the arts) in the preschool classroom rather than teach a set of isolated skills
In this way, children gain: Foundational knowledge Vocabulary Print skills
Prepares them to read and comprehend text
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Engaging for pre-K children Teaches that reading and writing are
meaningful and purposeful activities Example:
In classroom where children are learning about insects, teachers can: Read informational books and storybooks about
insects to develop background knowledge and relevant vocabulary as well as comprehension and book-use skills
Engage children in songs and chants about insects to develop phonological awareness while reinforcing content knowledge
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Encourage children to draw and “write” about insects that they find outdoors or that they investigate in the science center As children attempt to write, they practice
letters/sound knowledge and develop understanding of the connection between oral language and print
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In order to learn to read:Children must understand that there is a
relationship between the sounds in oral language and the letters of the alphabet This fundamental understanding of the
connection between sounds and letters is called the alphabetic principle
Children who arrive at kindergarten knowing letter names and sound-letter matches are on their way to learning to decode (sound out) and spell words
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Pre-K teachersCan help children gain understanding of the
alphabetic principle through phonological awareness songs and games as well as alphabet activities
Phonological activities include:RhymingSingingChanting
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Phonological awareness activities help children hear sounds in oral language, with ultimate goal of helping children to develop phonemic awarenessAbility to hear individual phonemes (the
smallest sounds in language that can be represented by letters)
Children learn to hear phonemes when teachers say words slowly, stretching out the word so that children learn to isolate each sound
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Teachers can help children learn about the alphabet by: Providing opportunities to practice recognizing,
naming, and producing letters Systematically introducing children to letters of
the alphabet and their sounds Providing a variety of multi-sensory activities
Play with alphabet manipulatives (e.g., puzzles, magnetic letters
Providing opportunity to form letters and write their names using variety of materials (e.g., with play dough, finger paint, stencils, letter stamps)
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Teachers can help children make connections between sounds and letters byReading alphabet booksModeling and encouraging developmental
writing and phonetic (invented) spelling
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Engages children in actively making connection between print and oral language
Children who understand that writing is used to communicate ideas and information are interested in attempting to write At first, children draw pictures to express their ideas on
paper As they learn differences between print and illustrations,
their writing attempts look more like symbols As children learn to write their own names, they develop
understanding that writing is made up of letters of the alphabet
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Begin to incorporate letters into their writing attempts
Over time, children learn to use letters to represent specific sounds in wordsE.g., writing home as h or hmThis phonetic (invented)
spelling encourages children to connect their phonemic awareness (ability to hear sounds in words) and their alphabet knowledge
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Write and read back children’s dictated words, pointing to each word as they read aloud
Model phonetic (invented) spelling during shared writing experiences E.g., morning message or a thank you note Teachers say the word slowly
exaggerating key sounds and then match letters to each sound
Create a writing center with variety of papers and writing tools Include writing materials in
play areas throughout classroom
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Encourage children to draw a picture and then to write words about their picture Picture helps children focus on what
to write Accept and encourage all writing attempts Ask children to “read” their story when they are
finished Write children’s words on bottom or back of page
and read story back to the child to reinforce connection between oral and written language
Formal handwriting practice and focus on correct spelling are not useful instructional techniques for pre-K children
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Reading aloud to children – also called shared reading Important way for children to learn about literacy
Shared reading shows children that: Print carries a message Repeated readings of familiar books help children to
learn that this message is consistent and doesn’t change over time
Reading is valuable and enjoyable as they listen to and discuss books
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Teachers Must schedule times to read to children individually and
in small groups Young children better at focusing and engaging in discussion
in these smaller situations Provide exposure to variety of books so children develop
their vocabulary and background knowledge Helps them to comprehend more and more complex books
Should purposefully expose children to challenging books that contain engaging subject matter and sophisticated vocabulary Reading variety of books on similar topic helps to deepen
children’s understanding by reinforcing new vocabulary words and key concepts
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Children gain specific knowledge from different genres of booksTeachers should tailor instruction
to type of book being read
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Instructional strategies for different types of books
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Explain new and sophisticated vocabulary
Engage children in discussions about narrative structure E.g., characters, setting, conflict
or problem, resolution Help children to see connections between
their own lives and characters in the book Ask children to make predictions about
what will happen next based on illustrations and storyline
Encourage children to retell the story
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Introduce and explain new vocabulary related to the topic
Discuss new concepts and ideas Model “looking up” the answer to
children’s questions
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Encourage children to name the next letter
Makes connections between letters and sounds
Discuss words and pictures that start with a particular letter/sound
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Read rapidly so children hear the pattern
Encourage children to listen for rhyming sounds
Pause and let children fill in the rhyming word
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Children learn about print by watching adults model its use
As teachers read aloud, they can help children to understand how text works by intentionally demonstrating concepts of print These demonstrations work best when teachers
read from a big book or lap book with simple print that is large enough for children to see
Book is faced toward children so they can observe the print as teacher reads and “thinks aloud” to explain how print works
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Children should learn: How to hold a book correctly Where to find the title and author
of a book Where to begin reading How to turn pages correctly Directionality
Line of text is read from left to right, then down to the left of the line below
Different purposes of text and illustrations Visual difference between single letter, word, and a sentence That there are spaces between words One-to-one correspondence
Each word said aloud is represented by one printed word on the page
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When classroom environments include appropriate literacy materials organized in accessible manner, children engage in many literacy behaviors and use complex language
Children learn : That print appears in different forms
E.g., books, letters, labels That print is used for a variety of purposes
E.g., to inform, to tell a story To identify familiar labels and signs in their
classroom environment That print carries meaning and that it is practically
useful
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In print-rich classrooms, children demonstrate this understanding by attempting to read and write during their playThese “pretend”
efforts should be encouraged, as they demonstrate children’s interest in and engagementof print
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Dedicated reading area or library with books stored in orderly and inviting way
Books in variety of genres and formats Fiction, nonfiction, alphabet books, big books
Books related to curriculum themes or topics that children are studying
A dedicated writing area that includes a variety of papers and writing tools
Books and writing materials throughout the classroom Science books in the science area, paper and crayons in
dramatic play area
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The alphabet displayed and visible at children’s eye view, with children having access to alphabet toys and manipulatives E.g., alphabet puzzles,
magnetic letters Functional signs that are
visible around the class-room E.g., class schedules, labels
for toy storage, names on cubbies Children’s drawing and writing attempts are
displayed around the room as well as products from group writing experiences E.g., charts, homemade books
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Useful curriculum should support literacy teaching and learning in pre-K classroom
In addition to curriculum features already mentioned, the following aspects are particularly important in high-quality literacy curricula: Integrated curriculum Developmentally appropriate literacy practices Scope and sequence Ongoing informal assessment
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Literacy instruction should be integrated into knowledge-building experiences
Children of pre-K age learn best when their literacy experiences are tied to interesting and engaging study of topics in math, science, social studies, and the arts
Curricula should provide opportunities to learn about print while children are engaged in learning new concepts and information
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Build on children’s prior learning to provide meaningful, engaging, and knowledge-building experiences with print
Useful curriculum will help teachers structure: Children’s learning of the
alphabet Conventions of print Broad vocabulary All of the other elements
that have been addressed so far in an age-appropriate fashion
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Provides teachers with information about which areas are covered and in what order instruction should occur
Instruction should build from the simple to the more challenging over the school year E.g., phonological awareness
activities may start with rhyme, then move to syllables, then move to phonemes, with many opportunities for practice and review
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Provides a means for teachers to monitor and document children’s progress over time
Assessment should be linked to instruction, enabling teachers to respond to children’s needs and to identify children who might need additional instruction
Enables teachers to keep parents informed and involved
Ongoing assessments may include: Note-taking Portfolios of children’s work Checklists Other observation activities
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Enjoy listening and discussing storybooks Develop new background knowledge and
vocabulary Understand that print carries a message Engage in reading and writing attempts Hear and manipulate sounds in language
Recognize rhymes, alliteration, syllables, and individual phonemes
Identify letters of the alphabet and make letter-sound matches
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Identify labels and signs in the environment and know some familiar words in print, such as own name
Use known letters or approximations of letters to represent written language
Use knowledge of letters to write or copy familiar words, such as his/her own name
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Children should develop a wealth of knowledge about reading and writing during pre-K
Pre-K teachers promote children’s literacy development by embedding reading and writing into content-rich learning experiences
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Teachers should: Make connections between
phonemic awareness and alphabet knowledge
Encourage children’s developmental writing Engage in shared reading Demonstrate concepts of print Provided opportunities for play in a print-rich
classroom Goal is to create engaging experiences
which focus on using literacy to communicate and create meaning as children learn about their world