language and literacy areas in a preschool classroom
TRANSCRIPT
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Organizing and Planning for an Integrated
Language and Literacy Environment
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Developmentally
Individually
Creatively
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Developmentally
Individually
Creatively
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Developmentally
Individually
Creatively
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Selection of activities
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Child-centered space
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Infants and
Toddlers
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Setting up the Writing Environment
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Offer pressure-free experimentation with writing and
encourage children to write often.
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Remember that children’s first
writing attempts appear as scribbling.
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Materials should be available at all
times for children to use for writing.
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Early writing experiences should
introduce and reinforce meaningful
opportunities for the children in your
classroom:
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Writing with Water
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Labeling
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Writing to Others
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Story Starters
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Birthday Celebration
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Journal Writing
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Dictionaries
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Observation and Assessment to Support Literacy Learning
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The most powerful outcome of ongoing assessment is the positive relationship teachers can build with each child (Dodge, Heroman &
Maiorca, 2004).
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Literacy and Learning with Technology
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If children come from families in which there is little technology in the home, they will need to develop these skills at home (Deiner, 2010)
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Guidelines for Using and Selecting Technology:
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Guidelines for Using and Selecting Technology:
Provide a computer center as one of many equally valued learning centers in the classroom
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Guidelines for Using and Selecting Technology:
Link technology activities with hands-on classroom materials.
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Guidelines for Using and Selecting Technology:
Encourage children to work on the computer in pairs.
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Guidelines for Using and Selecting Technology:
Allow children lots of time to explore how to use a computer.
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Guidelines for Using and Selecting Technology:
Young children need interactive programs they can gain control over.
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Guidelines for Using and Selecting Technology:
Don’t try to formally “teach” technology skills and competencies.
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Guidelines for Using and Selecting Technology:
Do carefully evaluate all software, both for developmental appropriateness and nonsexist, nonracist and others.
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Guidelines for Using and Selecting Technology:
New software is being developed daily.
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Guidelines for Using and Selecting Technology:
Provide ways for children with special needs to use computer.
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Guidelines for Using and Selecting Technology:
Encourage children to use digital cameras to expand their language and literacy activities.
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Group Time Activities
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Presents an opportunity for listening, speaking, vocabulary development and cognitive and social activities.
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Finger plays Poetry Songs Stories Sensory Activities Flannelboards
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Hop-Hop!: Finger Play
Teacher: Let’s tell a story together. Our hands can help. First, make a fist like this.
(Teacher makes a fist and continues to model for the children all the actions follow)
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Now, hold up two finger (index and middle fingers)
See, we have a bunny! These are his ears. (Wiggle fingers)
Wiggle, wiggle, wiggle, it’s Robby Rabbit! Can he hop?
(Make hopping motions)
Up and down, up and down – good!
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Now, make another bunny with your other hand.
This is Reba Rabbit. Wiggle her ears– wiggle, wiggle, wiggle.
Now we have two bunnies. Can they both hop? Good!
Let them hop behind your back and hide.
Now we can begin our story.
Everyone sing softly: “Ta-dah!”
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Children: Ta-dah!
Teacher: (Bringing one hand forward with hopping motion)
Here comes Robby Rabbit– wiggle, wiggle, wiggle!
And here comes Reba Rabbit (Other hand) Wiggle! Wiggle! Wiggle!
(Bunnies face one another. When they speak, their ears wiggle. Reba’s voice should be pitched higher than Robby’s
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Teacher: Robby Rabbit says, “Hello!”
Reba: Hello Robby! How are you?
Robby: I’m fine
(Both bunnies tremble.)
Teacher: Now they’re both so scared that they hop behind you and hide.
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Do you want to see them again? Sing, “Ta-dah!”
(Repeat the whole procedure through Robby’s line, “Im fine!” This time, only Reba begins to tremble.)
Teacher: Reba is so scared, she hops behind you to hide again. But
Robby Rabbit is not scared. He sings this song:
(Robby hops and sings).
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Using Rebus Charts is another way to integrate
literacy into the curriculum:
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