Chapter 5 Language, Literacy and Literature the development of language is an essential precursor to reading.... Speaking is a natural development, reading is not. Reading is an acquired skill (Nevills & Wolfe, 2009). ©2015 Cengage Learning. All Rights Reserved.

Language  Defined as human speech, written symbols for speech, or any means of communicating  Development follows a predictable sequence  Related to chronological age  Includes both sending and receiving information  Learned through use  Brain sets up circuitry needed to understand and reproduce language  First 5-7 years is sensitive period ©2015 Cengage Learning. All Rights Reserved.

Emergent Literacy  Process of developing awareness about reading and writing before children can actually read or write  Building blocks for later reading, writing, and communicating  Includes phonological awareness and letter recognition ©2015 Cengage Learning. All Rights Reserved.

Literature  All the writings (prose and verse) of a people, country, or period, including those written especially for children  We use books to teach children to read and to teach children about the world, math concepts, science, and social studies ©2015 Cengage Learning. All Rights Reserved.

Language Development of Young Children  Baby’s cry  Cooing  Smiling and laughing  Babbling  Association  One-word usage  Recall  Telegraphic speech  Multiword speech ©2015 Cengage Learning. All Rights Reserved.  Language development follows a predictable sequence and is learned through use

Literacy Development of Young Children  Components  Listening  Speaking  Reading  Writing ©2015 Cengage Learning. All Rights Reserved.

Literacy Development of Young Children  Circular  Through play  Phonics, phonemes, phonological awareness, rhyming, vocabulary, whole language  Ideas for creating a developmentally appropriate language and literacy environment ©2015 Cengage Learning. All Rights Reserved.

National Institute for Literacy  Knowing the names of printed letters  Knowing the sounds associated with printed letters  Manipulating the sounds of spoken language  Rapidly naming a sequence of letters, numbers, objects, or colors  Writing one’s own name or even isolated letters  Remembering the content of spoken language for a short time ©2015 Cengage Learning. All Rights Reserved.

Language and Literacy Environment  The classroom is print-rich  Children have access to listening, reading, and writing materials that are available at all times  The process—not the product—is the emphasis of all activities ©2015 Cengage Learning. All Rights Reserved.

An Integrated Language and Literacy Environment  Listening, speaking, writing and reading are integrated  Create a child-centered space that is developmentally appropriate  Suggestions for an effective language arts center  An environment that is soft ©2015 Cengage Learning. All Rights Reserved.

Setting Up the Writing Environment  Access to listening, reading, and writing materials in every learning center  Emergent forms of writing include drawing, scribbling from left to right, creating letter-like forms, or creating random strings of letters  Activities that provide a wide range of writing activities ©2015 Cengage Learning. All Rights Reserved.

Purposes and Values of Children’s Books  Help children associate that which is new with that which is already known  Give children a greater understanding of the world  Make children excited to know more  Foster enjoyment, imagination, curiosity  Help children develop necessary language and literacy skills  Provide many other values ©2015 Cengage Learning. All Rights Reserved.

Types and Genres of Books for Children Alphabet books Beginning-to-read books Big books Board books Concept books Counting books Folk literature Informational books Interaction books Mother Goose and nursery rhymes Multicultural books Picture books or picture story books Poetry Predictable books Realistic literature Reference books Series books Teacher- and child-made books Wordless picture books ©2015 Cengage Learning. All Rights Reserved.

Some Criteria for Selection of Books for Young Children  Select books for enjoyment, appeal, vocabulary, durability, format and length  Offer variety of writing styles and illustrations  Align with children’s experiences  Involve children’s senses  Read several books on the same topic ©2015 Cengage Learning. All Rights Reserved.

Additional Criteria  A wide variety of multicultural/anti-bias books  Books with well-developed characters  Books that challenge unfairness and prejudice  Illustrations free from stereotyping  Accuracy in stories  Reading Is Fundamental (RIF) organization (2009) guidelines in the selection of books that include children with special needs ©2015 Cengage Learning. All Rights Reserved.

Thematic Selection of Books  Theme based on children’s interests  Choose books that are age and developmentally appropriate  Books should expand the theme  Books with similar characteristics  Can focus on a single item  Can represent the work of a particular genre, author, and/or illustrator ©2015 Cengage Learning. All Rights Reserved.

Integrating Literature into Other Curriculum Areas  Reading aloud  Using informational books  Using drama and art  Encouraging child-dictated writing  Taught around a theme  Can focus on a content area  Reproductions and retellings  Put literature around the room ©2015 Cengage Learning. All Rights Reserved.

Writing Activities  Writing with water  Labeling  Writing to others  Story starters  Birthday celebrations  Journal writing  Dictionaries  Graphic organizers ©2015 Cengage Learning. All Rights Reserved.

Word Wall  An alphabetically arranged display or chart of words that children have experienced  A tool children can use to discover new words while practicing and expanding their language skills  Word walls are ongoing displays of words or parts of words used to teach letter-sound correspondence, spelling, reading ©2015 Cengage Learning. All Rights Reserved.

Encouraging to Become Authors and Illustrators  Why are books authored by children or their teachers valuable?  Looking at both words and illustrations demands a higher cognitive functioning  Children need many opportunities to be illustrators ©2015 Cengage Learning. All Rights Reserved.

Author and Illustrator Activities  Classroom books with contributions from each child  “Book buddies” or “book partners”  Artwork  Book covers  Child-dictated text  Photographs  Binding ©2015 Cengage Learning. All Rights Reserved.

Language and Literacy Activities  Flannel board activities  Retell stories  Interactive  Bridge between real and abstract  Group time activities  Finger plays  Poetry  Songs  Stories  Sensory activities ©2015 Cengage Learning. All Rights Reserved.

Storytelling Techniques  Oral tradition  Vary speech patterns—tone, pitch, rhythm  Select stories with simple plots and small numbers of characters  Drama  Props  Puppets  Toys  Songs  Flannelboard pictures  Finger plays  Drawings of stories ©2015 Cengage Learning. All Rights Reserved.

Poetry  Read poetry to children often  Use snack time as a “poetry break time”  Act out a poem  Draw an illustration for a poem  Include poetry in group time  Pick a theme and  Make an illustrated booklet  Create an exhibit of poems  Create a “poetry line” ©2015 Cengage Learning. All Rights Reserved.

Literacy and Technology  Not just computers  How technology is used is more important than if technology is used at all  Can enhance all aspects of literacy ©2015 Cengage Learning. All Rights Reserved.

Technology and the Literacy Curriculum  Primary-age children need to utilize digital and media technology  Digital story  Mixes still images (photos or artwork), voice narration, and music  Requires computer, digital camera, scanner, printer, and software  All aspects must be developmentally appropriate  Teachers need experience in technology before embarking on this type of literacy learning ©2015 Cengage Learning. All Rights Reserved.

Respecting a Child’s Bilingual, Bicultural World  Increasing numbers of children whose home language is not English  Support native language literacy first (anti-bias approach)  Stages of acquiring a second language  Terms used to describe or characterize children whose second language is English ©2015 Cengage Learning. All Rights Reserved.

Encouraging Family Support  Recognize the value of family efforts  Build relationships and trust  Communicate with families through notes and letters  Respect the language of the home and school  Involve parents in activities  Encourage reading and writing activities in the home ©2015 Cengage Learning. All Rights Reserved.

Family/School Connection  Reading to their child should be a part of every day  Suggestions on how families can involve children with books  Set up a parent-lending library  Read more than books  Encourage parents to limit television time  Have families read books in their first language ©2015 Cengage Learning. All Rights Reserved.

Guidance Tips for Story Time  Encourage the child to stay with group, but do not insist  Begin with books that have only a few pages  Help a child focus by asking about what might happen next  Handle problems as briefly as possible  Be sure children have elbow and knee room and can see ©2015 Cengage Learning. All Rights Reserved.

Guidance Tips for Story Time  To gain attention, insert child’s name as part of the story  Have children retell story using their own words, join in to repeat lines, place flannelboard pieces as you tell the story  Use a puppet to guide children through the story ©2015 Cengage Learning. All Rights Reserved.

Tips for Teachers  Opportunities for reading must be available frequently, not just at circle time  Imbed books, functional print and writing materials throughout the room  Books on construction and blueprints in block center  Phone books, menus and message pads in dramatic play  Non-fiction books in the science center  Graph paper in the math center ©2015 Cengage Learning. All Rights Reserved.