Literacy

Literacy:

Teachers understand that literacy is a multifaceted area of development and support children’s development in a variety of ways. Literacy development involves oral language, including vocabulary and listening skills; phonological/phonemic awareness and knowledge of the alphabet; and knowledge and understanding about print and its use. Children are provided many opportunities to engage in conversations with teachers and peers, which in turn develop children’s oral language and listening skills.

 

Teachers expose children to new vocabulary words within the context of meaningful play experiences on a regular basis. Small group time provides opportunities for children to engage in listening activities, such as identifying bird calls or other environmental noises.

 

Teachers provide children opportunities to listen to, as well as create, a variety of stories. Shared stories are delivered using different techniques such as traditional read aloud stories, storytelling with and

without props, and books on tape. Props can include flannel boards and puppets. The free play environment offers opportunities to dramatize or retell a familiar story. Rhyming activities at small group times offer children the opportunity to develop their phonemic awareness.

Books are available throughout the day for children to view independently or with others.

Teachers become aware of children’s level of book knowledge. Aspects of book knowledge include holding the book right side up, turning pages from the front to the back, and the idea that the pictures tell the story as well as the text on the page. Teachers expose children to both fictional and non-fictional books.

 

Children are encouraged to create self-authored or class-authored books. Books can relate to shared experiences.

Tools and opportunities are provided to support children’s engagement in writing experiences.

Teachers are knowledgeable about the emerging levels of writing skills and recognize scribbling as the beginning stages of writing. Teachers take both a passive and active role in supporting children’s writing experiences.

During an active role, teachers take dictations from children and read back their dialogue.

 

Developing Curriculum for Literacy:  

 During an inactive role, teachers make letters and word models available for children to use when engaged in writing experiences.

A literacy rich environment is designed to include functional labeling, a variety of quality literature and non-fictional resource books, and tools and opportunities for writing.

 

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