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early_childhood_guide

early_childhood_guide

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Published by rasia

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Published by: rasia on Feb 12, 2011
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06/26/2013

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Performance Standards

Recognize matching sounds and some printed leters.

Recognize several printed words.

Use leter-like approximations to write words or

ideas.

Print or copy the frst names of children.

Use symbols or drawings to express thoughts,
feelings
and ideas.

One of the very frst words a child learns to read is
his or her name. From this frst word, teachers can
systematically build a familiarity of the leters in the

alphabet. With support and modeling, the child soon

learns that leters represent sounds, have distinctive

“names” and that these symbols, when put together,

create words and stories. Children beneft from

purposeful opportunities. When block constructions
have been carefully created, signs are needed to identify
builders. Children will ask, How do I write my name? or,
How do I write, “Don’t touch my building?” Throughout
the day teachers must take advantage as occasions arise

to single out leters and identify favorite words, as well
as plan direct instruction to foster leter recognition and
sound/leter association. Teachers support children’s
frst atempts at writing, (drawings, scribbles, leter-like
symbols and eventually leters that are recognizable) by

encouraging children to write down their ideas and to
use “writing” to convey messages.

Teacher Strategies

Provide intentional instruction around the leters of

the alphabet.

Create a literacy-rich environment using signs, charts

and word cards.

Support children’s atempts at writing by providing
appropriate tools, models of leters and words, and

reasons to write.

Suggest that children use writing to communicate
emotions and messages to parents and friends.

Find many times throughout the day to talk about

leters.

Suggested Experiences

Read and re-read alphabet books. Play with leters,

discuss their shapes and characteristic features. Make

leters out of play dough, in sand, with water, in

cookies.

Use recipes with children when cooking. Support
developing knowledge of initial sounds and picture
clues.

Encourage and accept all of the children’s eforts at

writing. Create a writing area with pens, markers,
pencils, a typewriter, various types and sizes of paper,

pictures, journals, etc.

Encourage children to label or describe their building

constructions and artwork. Ofer to take dictation or
assist with leter formation.

Encourage children to fnd similarities and diferences

in other children’s names.

Compare the leters in children’s names to other

examples of print in the classroom.

Language And Literacy Development

Chapter 5

Teacher Strategies

Encourage and support children’s atempts at writing.

Suggested Experiences

Make sure areas such as dramatic play, blocks
and science include a variety of writing tools and
paper, clipboards, pads, etc. for representing ideas
and thoughts (shopping lists, phone messages,
appointment books).

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