Preschool Appropriate Practices Environment Curriculum and Development 4th Edition Beaty Sol

Preschool Appropriate Practices Environment

Curriculum and Development 4th Edition Beaty
Solutions Manual

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Chapter 7 Listening Center

OBJECTIVES

After studying this chapter the student should be able to:

• Discuss the role of the Listening Center in an early childhood classroom
• Set up the Listening Center
• Understand the importance of phonological awareness for young children
• Provide games, book CDs, and storytelling experiences
• Integrate book computer programs into other learning centers
• Help dual language learners listen to and speak English words

Listen

Hello, hello! I’m talking to you.

Can you hear me talking? Wave if you do.
Yoo-hoo, yoo-hoo! I’m calling to you.
Can you hear me calling? Clap if you do.
Shhhh! Shhhh! I’m whispering to you.
Can you hear me whispering?
Come here if you do.

ESSENTIAL CONTENTS

1. Role of the Listening Center

• Help listeners take in verbal messages
• Help listeners keep attention on the message
• Help listeners interpret verbal messages
• Identify sound words
• Listen to and record stories

2. Setting up the Listening Center

• Pretend TV station with microphones
• CD/cassette players and read-along books
• Computer with book CD/ROMs
• Puppet theater and puppets
• Sound play books and CDs

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3. Promoting phonological awareness
• Rhyme recognition in written and spoken language
• Alliteration recognition in written and spoken language
• Identifying rhyming words in books, CDs, and oral storytelling

4. Reading aloud sound play books

• Playing sound word games
• Becoming word detectives

5. Listening to and interacting with computer book CD-ROMs

• Teacher’s role with computer book programs
• Using bilingual CD-ROMs with dual language learners
• Integrate computer programs into other learning centers
• Using bilingual books and computer programs with dual language learners

6. Phoning in Listening Center

• Reading book featuring phone calling
• Using old cell phones for pretend play

7. Puppets in the Listening Center

• Puppet theater or hand puppets
• Using puppets as book characters

RECOMMENDED ACTIVITIES

1. Small group presentations of end-of-chapter "Try-It-Yourself" activities. Class

members sign up for one of five small groups and presentation date.

a. Book CDs: Demonstrate to class how children use book CDs. Bring in an
appropriate book, CD, CD player, and headsets. Have several copies of the book.
Have volunteers from class look at the book with and without headsets as the CD
plays. Have them discuss and contrast their experience and how they think young
children might respond.

b. Word game with sound play book: Bring in several sound play books and have
several class volunteers read each book aloud, asking class members to choose a
favorite sound word. Read book again and have class members raise hands when
they hear another word that sound like theirs. Ask each one to write down as
many words as they can think of that sound like their favorite word.

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 c. Computer book CD-ROMs: Bring in one or two book CD-ROMs along with their
books. Project each CD-ROM on a screen for the class to see. Go through the
story afterwards having class members choose and use one of the activities.
Discuss how they think a child would react and what a child might learn.

d. Dual language computer program Just Grandma and Me: Play this program in
English and in Spanish. Have two class volunteers, one being the English speaker
and one the Spanish speaker. Have them choose a page and switch the words back
and forth in both languages. Do the same with other volunteers, projecting the
story in German and French. (Volunteers do not need to speak these languages.)
What words do the class members learn? How do they think children would
respond?

e. Books with sound words: Bring in the same number of picture books with sound
words as there are class members. Divide class into four groups and have each
student pick out a book. Read chosen book to own group. Ask group members to
pick out the sound words. Ask them what activities they could design for children
to use these words.

2. Design a word game: Design some kind of game appropriate for preschool children
that would introduce them to rhyming words. Game can be one using a picture book,
a song CD, a board game, a word matching game, a flash card game. Be creative.
Bring game to class and demonstrate its use.

3. Field trip: Go on a walking field trip around the building or down the street. Record
any sounds you hear: footsteps, talking, wind, cars, trucks, birds, etc. Take photos of
the sound makers. Afterwards, field trip members should illustrate each sound in a
drawing or painting and dictate who or what made the sound. These can be put
together in a book. Bring book to class along with recording of the sounds.

4. Show film: Show storytelling film. Have class respond to: “What new things did you
learn about storytelling?” Make and distribute handout about how storytelling
promotes children’s listening.

5. Storytelling vs. story reading: Two students choose an interesting picture book and
practice: one reading the book aloud, the other telling the story. Present to class.
Distribute prepared handout on advantages of storytelling vs. story reading, and
advantages of story reading vs. storytelling. Have class respond.

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DISCUSSION QUESTIONS

1. How is listening different from hearing?

2. What is phonological awareness and why is it important in young children’s

development?

3. Why have a Listening Center in an early childhood program? What should it contain?
What about television?

4. Should dual language learners be placed in an English only class or one that supports
their home language as well as English? Why?

5. How can puppets best be used to promote listening? What about a puppet theater?

MULTIMEDIA RESOURCES FOR VIEWING AND PRESENTING

Storytelling Themes with Vivian Paley (DVD) from NAEYC (1-800-424-2460). Shows
how stories are used by children to discuss everything from boys in bathtubs to mean
sisters. Demonstrates how children begin to make sense of the world. 24 min.

Vivian Paley and the Boy Who Could Tell Stories (DVD) from NAEYC. Shows
preschoolers’ interaction between storytelling and story acting. Focuses on inclusion,
justice, and empathy in a classroom. 26 min.

English Language Learners (DVD) from Redleaf Press. (1-800-423-8309). Video clips
showing children engaged in learning and problem solving. 77 min.

RECOMMENDED READINGS

Alanis, I. (2011). “Learning from each other: Bilingual pairs in dual-language

classrooms.” Dimensions of Early Childhood, 39(1), 21-27.

Burman, L. (2009). Are you listening? St. Paul, MN: Redleaf Press.

Gillanders, C. & Castro., D.C. (2011). “Storybook reading for young dual language
learners.” Young Children, 66(1), 91-94.

Nemeth, K. N. (2012). Basics of supporting dual language learners. Washington, DC.

NAEYC.

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Jalongo, M. R. (2008). Learning to listen, listening to learn. Washington, DC: NAEYC

Meier, D. R. (2009). Here’s the story: Using narrative to promote young children’s
Language and literacy learning. New York: Teachers College Press.

Moor, M. R. & Hall, S. (2012). “Listening and reading comprehension at story time: How
to build habits of the mind.” Dimensions of Early Childhood, 40(2), 24-31.

Sipe, L.R. (2008). Storytime: Young children’s literacy understanding in the classroom.
New York: Teachers College Press.

Yopp, H. K. & Yopp, R.H. (2009). “Phonology is child’s play.” Young Children, 64(1),
12-21.

Children’s Books

Dewdney, A. (2006). Grumpy Gloria. New York: Viking.

Dewdney, A. (2009). Llama Llama misses mama. New York: Viking.

DiTerlizzi, A. (2011). Say what? New York: Beach Lane Books.

Donaldson, J. (2010). What the ladybug heard. New York: Henry Holt.

Durango, J. (2006). Cha-cha chimps. New York: Simon :& Schuster.

Fleming, D. (2011). SHOUT! Shout it out! New York: Henry Holt.

Edwards, P. (2007). Oliver has something to say. Montreal, Quebec: Lobster Press.

Martin, B. (2006). “Fire, fire!” said Mrs. McGuire. Orlando, FL: Harcourt

Novak, M. (2005). Flip flop bop. Bookfield, CT: Roaring Brook Press.

Page, N. (2008). Do you do a didgeridoo? Hertfordshire, England: Believe Ideas

Park, L.S. (2005). Bee-bim bop! New York: Clarion.

Sadler, M. (2012). Pass it on! Maplewood, NJ: Blue Apple Books

Wheeler, L. (2006). Mammoths on the move. Orlando, FL: Harcourt.

Whybrow, I. (2008). Hello! I this Grandma? New York: Scholastic.

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Preschool Appropriate Practices Environment Curriculum and Development 4th Edition Beaty Sol

CHILDREN’S COMPUTER PROGRAMS

Arthur’s Computer Adventure

Dr. Seuss Cat in the Hat

Dr. Seuss Green Eggs and Ham

Henry and the Haunted House

Just Grandma and Me

Little Monster at School

Ruff’s Bone

Stellaluna

Tortoise and the Hare

Self-Evaluation

Fill out form at end of Chapter 1.

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