Early Lit mid term Flashcards
What can you do to encourage and support use of first language at home?
Rapport with parents, encourage and support first language, focus on oral language development, provide things from culture in classroom, provide language and literacy take home activities.
what behaviors do you see toddlers display that demonstrates they are noticing environmental print?
Questions, grabbing things with words, painting
acknowledge home and community language literacy. how do you know this?
using their names as labels, props with print, send home a newsletter, notes to parents
Assist parents in providing literacy materials at home. how do you do this?
Take home book bags with picture books, paper, felt tip markers, personalized caption books.
Signs of emergent literacy in preschoolers
Awareness of sound patterns and individual sounds in words, sound with letters, features of a letter and different of two letters, narratives, “book language”, “how to read” “book related concepts.” “how to write.”
examples of invented spelling
Prephonemic, early phonemic, letter name, phonetic spelling/transitional
examples of prephonemic
Child spelling- sptso, ofacyehthi
Words read as by child- not read, I was walking down to the park
Early phonemic
child’s spelling- SW, ROB
Words read as by child- Snow White, Rowboat
Letter name
Child’s spelling-LADE
Words as read by child- Lady
Phonetic spelling/ transitional
Child’s spelling- spas, RABT, THEED
Words as read by child- space, rabbit, the end
Spelling stages
prephonemic, early phonemic, letter name, phonetic spelling/ transitional.
Invented spelling
children experiment with representing specific speech sounds by using the alphabet
cultural differences in narratives
some cultures only allow true stories, teachers should value them, second language learners may have narratives that reflect different experiences and expectations but also development of second language.
4 developmentally appropriate guidelines for literacy
provide a developmentally appropriate curriculum, utilize staff and volunteer resources to increase support for children’s literacy interactions, provide opportunities for multiple, frequent literacy related experiences, engage in responsive and reflective teaching
valued activities to preschool children in literacy development
informal conversations, procedural activities, art/writing center, library center, creative drama center, concept centers, rhymes, finger plays, and action songs, interactive story book sharing, storytelling, story reenactments, story diction.
informal conversations- relationship to literacy
develops communication skills in listening, vocabulary, and grammar
informal conversations- guidelines
during arrival or departure, outside time, snack time, independent acting time
procedural activities- relationship to literacy
enhance children’s awareness of how oral and written language are used to communicate
procedural activities- guidelines
attendance taking routine, environmental print, learning centers
art/writing center - Relationship to literacy
use of visual symbols that contribute to their later abilities to communicate through writing and illustration
library center- relationship to literacy
influence motivation for reading
creative drama center- relationship to literacy
helps speech, gestures, and symbolic representations
concept centers- relationship to literacy
developing and refining their concepts and vocabulary
rhymes, finger plays, and action songs- relationship to literacy
understand meaning of the words they are saying
interactive story book sharing- relationship to literacy
knowledge of language and literacy, up on vocabulary and developing phonological awareness, syntantic knowledge, and concepts of print
storytelling- relationship to literacy
positive gains in concepts development, vocab, visualization, complexity of syntax and morphemes and story comprehension
story reenactments- relationship to literacy
understanding story better
story diction- relationship to literacy
observe the writing process as well as opportunity to have their story permanently recorded on paper, how speech encoded in print.
art/writing center- guidelines
provide a variety of materials and other media, including print related reference materials
Library center- guidelines
welcoming and easy to use provides developmentally appropriate books
Creative drama center- guidelines
large enough to accomodate several children at once literacy related props
concept centers- guidelines
pick a topic that relates to interest or current theme, reading/writing/ drawing opportunites
Rhymes, finger plays, and action songs-guidelines
use repetition, be enthusiastic
interactive story book sharing- guidelines
select book to share based on knowledge of preschoolers.
storytelling-guidelines
no book used, memory
story reenactments-guidelines
they need to be familiar with the background knowledge
story dictation- guidelines
teacher scribe writes down what the children what to say
Guidelines for teachers of ELL’s preschools
support continued development of children’s home language, focus on developing oral language, activate and build upon children’s prior knowledge, establish predictable routines, focus on children’s strengths, provide a range of language and literacy-related activities embedded in direct experiences, encourage parents to engage their children in conversation and language play.
6 Key signs of emergent literacy among Kindergarteners
oral language competencies, interest in literacy-related events, engaging in reading and writing for personal purposes, focus on print: decoding and encoding, metalinguistic knowledge, phonological awareness.
Oral language competencies
enable kindergarteners to comprehend during story time and participate in a decision. larger listening/ speaking skills = smarter
interest in literacy related events
will be actively constructing their knowledge about written language. make sense of instruction. try to read.
engaging in Reading and Writing for personal purposes
home or school, explore how to write, write out all of the words they know.
Decoding print
focusing on what the print says. independent reading
encoding print
use strategies to put meaning on paper, using more print, invented spelling
metalinguistic knowledge
responding to teacher guided activites bu using letters, sound, and words. carrying on a conversation, verbalization
phonological awareness
awareness that words can be separated into distinct sound units such as syllables, inital sounds, ending sounds. precursor for invented spelling and actual reading.
constants
letters that obstruct stop or divert the flow for air when saying them
vowels
letters that do not obstruct, stop, or divert the flow of air
onsets
the constants that precedes the vowel or vowel cluster in a word or syllable. inital part of word, if a word begins with a vowel it is not a onset
Rimes
the pattern vowel and ant consonats that follows
difference between rimes and rhymes
rime= the pattern begins with vowel sound ends with next vowel sound. Rhyme= sound the same spelled different. Example: Gus, Bus
open ended questions
interpretative of inferential responses, require active mental involvement. many responses
close ended questions
have one right anwser
what are narratives?
stories
3 types of narratives?
script, personal, fictional
scripted narratives
how things happened
personal narratives
written from experience
Fictional narratives
made up
how the brain processes stories
getting the gist, sequencing events, filling the story, telling, amplifying
elements of story structure
plot, characters, setting, point of view, theme
alphabetic principle
using letters to represent sounds.
Concepts of print
book concepts, reading concepts, directionality concepts, words/letters, punctuation
book concepts
front cover, back cover, title
reading concepts
print carry messages, one to one matching
directionality concepts
left to right, top to bottom, return sweep, beginning of the story
words/letters
word, first word, last word, first letter in a word, last letter in a word, one letter/two letters, letter names, capital letter, small letter
punctuations
period, question mark, exclamation mark, quotation mark, comma
