2. 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

3.  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

4. 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

5.  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

6.  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.

7.  Children of poverty  Fewer experiences with print in their homes  Fewer available print resources in their neighborhoods  Children from typical middle- class families experience 1,000 hours of book-reading before entering 1 st grade  Children from low-income families may only experience 25 hours

8.  Effective pre-K teachers:  Can provide rich language and literacy instruction for all  Must 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

9.  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

10.  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

11. 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

12.  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

13.  Pre-K teachers  Can help children gain understanding of the alphabetic principle through phonological awareness songs and games as well as alphabet activities  Phonological activities include:  Rhyming  Singing  Chanting

14.  Phonological awareness activities help children hear sounds in oral language, with ultimate goal of helping children to develop phonemic awareness  Ability 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

15.  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)

16.  Teachers can help children make connections between sounds and letters by  Reading alphabet books  Modeling and encouraging developmental writing and phonetic (invented) spelling

17.  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

18.  Begin to incorporate letters into their writing attempts  Over time, children learn to use letters to represent specific sounds in words  E.g., writing home as h or hm  This phonetic (invented) spelling encourages children to connect their phonemic awareness (ability to hear sounds in words) and their alphabet knowledge

19.  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

20.  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

21.  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

22.  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

23.  Children gain specific knowledge from different genres of books  Teachers should tailor instruction to type of book being read

24. Instructional strategies for different types of books

25.  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

26.  Introduce and explain new vocabulary related to the topic  Discuss new concepts and ideas  Model “looking up” the answer to children’s questions

27.  Encourage children to name the next letter  Makes connections between letters and sounds  Discuss words and pictures that start with a particular letter/sound

28.  Read rapidly so children hear the pattern  Encourage children to listen for rhyming sounds  Pause and let children fill in the rhyming word

29.  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

30.  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

32.  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

33.  In print-rich classrooms, children demonstrate this understanding by attempting to read and write during their play  These “pretend” efforts should be encouraged, as they demonstrate children’s interest in and engagement of print

34.  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

35.  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

36.  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

37.  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

38.  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

39.  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

40.  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

41.  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

42.  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

43.  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

44.  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 Phonemic awareness Alphabet knowledge