Grand Canyon University
Dr. Lorry Redditt
WHAT IS EARLY LITERACY?
• Before a child is able to read and write
a child knows everything about
reading and writing (Fairfax, county VA.)
“Reading is the key. Without it, the instructions for playing Monopoly, the recipe for Grandma’s lasagna,
The Cat in the Hat, the directions to the job interview, the Psalms, the lyrics to Stairway to Heaven—all these and a lifetime of other mysteries large and small may never be known.” (Kansas City Star
GOAL OF WORKSHOP
Provide an overview of the components of an early childhood program
Present literacy skills which will engage young children and adults who care for them.
Share appropriate practices and activities for the preschool classroom.
Adults will develop and confidence in their skill to teach and foster early literacy skills
NATIONAL READING PANEL (NRP)
“Research conducted by the National Reading Panel (NRP) found that skills in phonemic awareness, phonics, fluency, vocabulary, and comprehension are essential to literacy development” (NRP, 2001).
Activities done in groups
Fun and age appropriate
Address individual difference
Provide useful information about students
ACTIVITIES FOR CHILDREN TO HELP LEARN ALPHABET
NAMES OF LETTERS AND SOUNDS
show children a mixture of letters and ask them to label them in order as soon as they are able print on paper a combination of upper- and lower-case letters on graph paper and ask the youngster to ring the capital letters.
Show students sounds each letter makes as well as the name of the letter. Sing songs with children and rehearse rhymes that include the sounds related with letters (‘C’ is for cat-/c/. /c/, /c/… cat).
Have children move from documentation to writing letters and making easy words.
ACTIVITIES FOR CHILDREN TO EXERCISE MANIPULATING
To help children with hear repetitive sounds at the beginning and at the end of words start by using poems, rhymes and songs
After easier activities incorporate the drill of sounds to with more compound processes. Start by linking sounds to make words (For example, 'tooth’ plus ‘paste’ makes toothpaste), to influencing sound components that create words (such as syllables, onset-rime, and phonemes), to separating words.
ACTIVITIES FOR REMEMBERING
At the star of the day have children follow directions in preparing for the day. For example, gathering materials, setting up the easel for painting, clean up after snack time and get ready for lunch time.
SUPPORTING ORAL LANGUAGE
Enlighten children to newly mixed vocabulary by reading books and follow up with discussions of the pictures in the books and story sequence.
Have discussion questions ready that will engage children in the discussion of what is up-to-the-minute with what is happening in the story and with what is going on in the pictures.
Prolong deliberations so that the child can applies their new linguistic skills. Encourage collaborating discussions that use new vocabulary words and ideas and work with sounds and letters.
Encourage children to ask questions (For example, what, when, where, why, how, and who). Improve linguistic by making assessments ( For example, these feel fluffy, but these feel rough).
Use expressions as a basis for more difficult skills such as linguistic knowledge, definitional vocabulary, and reading understanding.
Support children to improve a “deep” comprehension of original vocabulary by choosing print that uses the original vocabulary words in perspective, providing a mixture of meanings for similar words, using the similar words in dissimilar types of sentences.
UNDERSTANDING HOW PRINT OPERATES
While reading, make sure children grasp and perceive the print, and use your finger to trail...
The Center for Early Literacy Learning website
Literacy for the 21st Century: A Balanced Approach
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