Transcript The Writing Center

The Development of Literacy
Chapter 11
process of developing awareness about reading and
writing before young children can read or write
Awareness and Exploration
Children can:
 Enjoy listening to and discussing books
 Understand that print carries a message
 Engage in reading and writing attempts
 Identify labels and signs in the environment
 Participate in rhyming games
 Identify some letters and make some letter-sound
matches
 Use known letters to represent written language
Awareness and Exploration
Teachers can:
 Share books with children
 Talk about letters by name and sounds
 Establish a literacy-rich environment
 Reread favorite stories
 Engage children in language games
 Promote literacy-related play activities
 Encourage children to experiment with
writing
Emergent Writing Checklist
 Pretends to write with pictures and scribbles
 Makes horizontal lines of writing scribbles
 Includes letter-like forms in writing
 Makes some letters, prints name or initial
The Writing Center
 journals/books written by
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children in class
language experience
stories
magazines, newspapers
recorded stories
calendars
rebus charts and graphs
alphabet charts
 vocabulary words
 pictures from around the
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world
labels on supplies
lists
children’s names
children’s writing and
drawings
pencils, pens, chalk,
crayons, markers
The Writing Center
 typewriter
 Computer
 paper of various sizes,
colors, textures; lined and
unlined, drawing paper,
construction paper and
scraps
 cardboard, posterboard
 stationery
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note pads
index cards
envelopes
graph paper
post-its
order forms
business forms
chalkboards, dry erase
boards
 carbon paper
 paints
The Writing Center
 pencil sharpener
 maps and globes
 rulers
 pictionaries & dictionaries
 tape glue
 folders
 scissors
 notebooks
 stapler
 Stencils
 stickers
 magnetic letters &
 date stamp and pad
 paper clips
 hole punch
 brads
numbers
Activities to Promote Writing
 Writing Center
 Fill Room with
Environmental Print
 Take a Field Trip to the
Post Office
 Have a Class Mailbox
 Use Sand or Salt Trays
 Post Alphabet Letters
 Be a Writing Model
 Have Children Sign up
for Turns
 Encourage Children to
Write Messages
 Put Up Personal
Mailboxes
 Use Computer
Alphabet Games
 Journals
Handwriting Without Tears
http://www.hwtears.com/
Emergent Reading Checklist
 Holds book right-side up; turns pages right
to left
 Pretends to read using pictures to tell story
 Retells stories from books with increasing
accuracy
 Shows awareness that print in books tells
the story
Literacy Approaches
 Phonics
 emphasizes soundsymbol relationship
 phonemes - smallest
unit of speech
 phonological awareness
- awareness of speech
sounds, such as rhyming
workds
 Whole Language
 introduces literacy by
building on what
children already know
about oral language,
reading and writing
 highlights meaningful
language related to
child’s experiences
DAP Literacy Environment
 Talk to children, use standard language, not baby talk
 Reinforce child’s native language
 Speak clearly and not too fast or soft
 Encourage children to talk to you
 Listen, make eye-contact
 Use children’s names frequently
 Allow time
 Talk about letters by name and sound
 Establish a literacy-rich environment
DAP Literacy Environment
 Play music
 Offer toys that make noise
 Sing songs
 Play finger plays
 Tell stories with props
 Read stories aloud
 Listen to sounds in environment
 Offer pressure-free experimentation
 Provide daily opportunities for children to write
Encourage Family Support
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Read aloud regularly
Expose children to vocabulary of books
Read print in environment
Model reading
Talk to your child
Sing
Encourage children to write and draw
Display children’s work
Write notes to your child
WHAT should I Read Aloud?
 Picture Books
 Nonfiction
 Big Books
 Fantasy
 Fables
 Mysteries
 Folk Tales
 Poetry
 Biographies
 Classics
 Fiction