CHAPTER 6 LANGUAGE AND LITERACY BY: Leslie Martin Sophia arenas Deja

Young development in language and literacy In education today, we now have a understanding that younger children are interested in reading and this the cause of the shift of reading readiness. Emergent Literacy is a gradual progression that begins in in infancy by beginning to talk a language and look at books. Children learn in at different phases some will learn literacy skill quick and others will need more help and time. Children tend to pick up literacy and language as they interact more and more with classmates, staff, family etc.

Four abilities needed to become speakers, readers and writers. The report (NRP 200) says that children must develop: Phonological awareness: Ability to respond to the sounds of language and distinguish them from their meaning. Being aware of speech sounds and rhythms. Rhyme and phonemic awareness Comprehension: understanding the meaning and difference of spoken and written language. Print Awareness: understanding the organization of how the prints are used in readings and writing. Alphabet Language: comprehending the systematic relationship between letters and sounds.

Teaching and Learning in Language and Literacy In a curriculums and curriculums areas it is important that there is a balance of the lesson plans to be child guided and adult guided experiences. Teaching a balance between child guided and adult guided curriculums is essential in early language and literacy development.

Fitting the Learning Experience to the Learning Objective Child-guided experience is especially important for learnings such as: self learning to distinguish noises made by individuals such as tone of voices from care givers, zoo animals, street noises etc. Also, children learning and listening to their own sounds and knowing why they create those sounds to understand and comprehend the meanings of the their sounds.

Teaching Strategies Provide many noisemaking items throughout the classroom. Ex: noisemaking toys, CD’s and CD players, instruments. Exposing children to a variety sounds and asking children to identify the sounds as they hear them outside the classroom. Ex: fire alarms, sirens, bells Making the children aware of noises throughout the day, such as closing a door and sneezing, a telephone ringtone or buzz Include nursery rhymes and finger plays during story times and lessons plans that will play with sounds.

Dual Language Learning stages Stage 1: Children use language at home and they realize they are not being understood so they begin adapt communication strategies. Stage 2: Children listen and observe the new language. Stage 3: Children have mastered rhythm and intonation on English. Stage 4: Children express themselves in their own words using only English.

Adult guided learning is especially important for learning such as:  Phonological awareness A child or persons awareness of the sound structure of words. It includes awareness of speech sounds, rhythm, sound similarities and rhyme awareness. One important type of fun a logical awareness is phonemic awareness. Phonological Awareness Teaching Strategies Point out language sounds. Share songs, poems, stories, chants and nursery rhymes that feature rhyming. Share things that feature alteration. Use rhymes and alterations throughout the day. Books C d's Internet resources contain ideas on make up some on your own. Use letter sounds during transition. Play games that encourage segmenting sounds and words. Play games that encourage blending sounds. Respond to children's requests for help with spelling.

Adult guided learning is especially important for learning such as: Vocabulary The sum of words used by a person. Preschoolers vocabulary depends on the language they have heard growing up and by age 3 this varies widely.  Children grow vocabularies when adults comment on what they say or do, answer questions and read with them. Dual language learners of vocabulary grows happened simultaneously. Vocabulary Teaching Strategies: The best way to grow vocabularies is to build on what children are talking about. To learn new words children need repeated exposure and practice. Talk with children. Use words that build on their interests. Read books that are rich in vocabulary words and interesting idea and that will spark questions and conversation. Provide familiar synonyms and definition when explaining new words. Create experiences to introduce new and unusual words. Organize and relate concepts.

Adult guided learning is especially important for learning such as: Knowledge of Narrative/Comprehension Involves understanding ideas and their connections and spoken or written narrative. Children comprehend things by linking what they are learning to what they already know.  Preschool Comprehension has 4 parts: 1.Understanding 2.Connection 3.Prediction 4. Retelling. Comprehension Teaching Strategies. Favorite stories should be read again and again. Examined/discuss pictures and books. Discuss what happens and books. Engage children by reviewing and predicting what was read. Encourage children to represent story in various ways (art, dramatic play, etc.) Recall and talk about stories at other times other than when the stories are being told. Provide opportunities for children to talk among themselves and look at books together.

Child guided experience is especially important for learning such as: Reading Visual Discrimination skills: Reading depends on the ability to visually distinguish the structural features of letters and punctuation.  Children must recognize the types of marks that make up print (lines, dots, closed shapes) and must be able to distinguish between the types of lines (straight, curved, vertical and horizontal).  They have to perceive how printed marks are arranged in relation to one another. Visual Discrimination Teaching Strategies: Provide a visually rich and raiment that includes many examples of print and non print materials. Use vocabulary were related to print visual features encourage visual description. Play games and plan art activities that focus on visual characteristics.

Child guided experience is especially important for learning such as: Environmental Print Knowledge. Encountered in everyday life (logos, advertisements, menus, street names, etc.).  Even though it's encountered everywhere teachers can still play a significant role in calling it to children's attention.  Environmental Print Knowledge Teaching Strategies: Create a printer inch class world of environment that include environmental print materials (newspapers, photo albums, magazines, calendars, tickets stubs, etc.).    Set up learning centers that incorporate reading/writing materials. Ask families to contribute materials. Place labels on materials throughout the class. Post weekly menus, daily activities and children's names of each small group. Include printed materials and children's home languages. Visit places in the community that feature print (library, grocery store, etc.). Support dual language learners by translating between English and non English words.

Child guided experience is especially important for learning such as Print awareness include general knowledge about the could inventions of print in how books work. Preschool children learn that books have distinctive parts. Through repeated experiences and they master directionality.  Print Awareness Teaching Strategies: Provide a variety of books easily accessible. Provide other types of printed materials. Ask children to hand you a book and accept or reorient as needed. Point out different features while looking at books

Motivation to interact with printed materials This area refers to children interest in engaging with printed materials and the things represented in print such as stories Ex:It includes being positive looking at books as well as listening to recorded books. Interest in reading cannot be forced on children, if they have positive reading experiences with adults, children will be motivated to want to read them selves.

Teaching Strategies Read to children frequently (books that interest them) Create cozy and comfortable areas for the children to look at books. Display books on open shelfs Provide books that children will have success “reading “ to them selves (with predictable word sets) and that includes children home language. Encourage parents to read to children at home.

The relationship between spoken and written language This domain involves connecting what people say with the same words when written.

Teaching strategies While reading to child run a finger along the lines of print, point out individual words, and model. Engage children in speaking and acting out written stories from books of their own creation. Make picture cards and write words (nouns, verbs, short sentences) underneath.

Alphabet knowledge: letter identification and letter- sound knowledge Alphabet learning means knowing the names of letters and letter-sound matches .

Teaching strategies Display alphabet letters where children can see them. (not posted far above heads). Say names of letters and sound them out in words children read, write and dictate. Ex: “Thats B and it sounds like buh” Use technology programs Ex: allowing children to choose the letters and manipulate (move) them around the screen.

Fine Motor Skills Fine motor skills for writing includes being able to grasp writing materials and make certain types of marks in specific locations on the writing surface.

Teaching Strategies Provide manipulative and writing materials in all areas of the classroom. (things to copy, trace ; beads and strings, jigsaw puzzles, small blocks and sets of small toys, dress up doll clothes , art materials such as clay, play dough painting tools ) Encourage children to play simple games Ex: aiming a bean bag or ball Model how to hold writing tools, (scissors) be sensitive to children frustration levels. Refer to children to one another for help , children often learn by watching their peers than from direct instruction by adults.

Awareness of the purpose and functions of written word This area refers to knowing all the ways and reasons people write . Ex: Reading, writing is done for reasons; to communicate, give directions , an idea or to tell a story. Writing helps children share their ideas and accomplishments with others.

Teaching strategies Provide writing tools, appropriate technology use. Provide labeled centers, rules created by children, daily schedule cook books in the house area list of children’s names Encourage journal writing Display children’s writing where children and families can see it.

Letter and word writing Literacy includes the ability to write letters and combine letters into words. Letter writing usually begins with writing ones own name starting with the initial letter. Children get motivated writing their name because of their personal value

Teaching strategies Call attention to how letters are formed Engage children in writing and reading their writing Engage them in name writing each day Ex: write name in a sign -in chart

Awareness of the conventions of spelling, grammar, syntax, and punctuation Children’s writing should not have too much pressure from teacher repeatedly correcting them or insisting that rules must be followed. Strategies help children aware of their spelling without discouraging their writing.

Teaching strategies Spell words aloud as you write them. Respond to children's request for help to spell words correctly. Use punctuation while writing with children. When child make a spoken error in grammar , repeat back their ideas rather than correcting them.

Children’s motivation to learn, read and write comes from communication, but they need adult guidance and support to begin the journey toward full literacy. Thank You!