Part B (15 points).
1. If you were to design a literacy packet for parents to use over the summer before their child starts kindergarten, what would it include and why? (5 points).
a. First, I would include a letter that explains what is in the packet and provides instructions. This will help the parents know what they should do, when they should do it, and how they should help their child so that they can develop into emergent readers.
b. Next, I would include a list of activities that the child can do in the summer. For example: I would include these activities because they help a child with letter recognition, allows them to work on their writing in fun and care free ways, and helps the child to become more familiar with the components
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www.starfall.com ii. www.literacycenter.net iii. www.janbrett.com
e. I would also include a set of rhyming cards, letter cards, and number cards. These can be used for memory match, and other games. I would include rhyming and letter cards because rhyming and letter recognition are helpful in developing a child’s literacy. This allows them to be able to read, listen, and become more familiar with a variety of words and sounds.
f. Finally, I would include a summer book bingo chart. This can include different types of books the parents could read to the child, different books to be read, or how the book is read. Once it is completed, then the child can color in the square and try to get a bingo. I would include this because it is a fun way to make sure that the parents are reading to their child. It also gives the parents some ideas about what to read if they have run out of ideas on their own.
2. Design a sample letter/newsletter you would send home with parents regarding a summary of what their child did that week at school. Include some suggestions for activities the parent can use at home with their child to help reinforce something the child is learning at school related to early literacy. See the example on page 563 of your Machado textbook (10
I would ask the children to include their feelings of love towards someone who was abandoned by their parents. I would then ask the children to explore and express additional feelings they may have felt while reading the story. Maybe how they could be friends if Gilly attended their classroom in a school. My point in this activity is to help the children understand the main character better. This way they can enjoy the story and how Gilly changes and softens by the end of the book. It is through kinds words and deeds that people, even characters in a book, can find
National Early Literacy Panel, 2008. Developing early literacy. Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
The newsletter is set out to be given out from the beginning of the school year to set goals for the classroom and have the parents be informed. A planned curriculum that sets goals for children’s learning & development plays a huge role on the quality of early childhood settings (Best Start Expert Panel, 2007). The newsletter is a way to set the pace for the classroom and have families be on the same page in terms of what is happening for the rest of the school year. By giving the newsletter out in the beginning, families know what to do and how they can integrate the literacy learning program at home. In addition to the first newsletter, there will be monthly newsletters sent home to parents to keep them updated and informed on what is going on inside the classroom. This is especially important if families aren’t always available due to factors such as income or work, to be in constant communication with the
Melton, David, How to Help Your Preschooler Learn. New York, NY: David McKay Company, Inc. 1976
Literacy embraces reading, writing, listening, and speaking. Integrating all of these into a literacy program is key. Teachers must provide endless and ongoing opportunities for their student to read, write, listen, and speak.
Eliason, C. F., Jenkins, L. (2008). A practical guide to early childhood curriculum (8th edition). New
In doing so I had chosen two activities based on the learning domain literacy, the first resource exposes the child to blocks and the second was an alphabetic sensory table, both of theses resources provided the basic understanding of how literacy can develop from play based learning. Blocks can be placed in any part of the early childhood setting either indoors or outdoor play spaces, however the sensory table can be used in any indoor play space area. As educators we all know that the first few years of any child’s life is essential to their learning, development and growth, and with theses activities we can give new meaning to the interactions young children have towards language, communication and their
Every child deserves a positive, safe, nurturing, and stimulating learning environment where they will grow academically, socially, emotionally, and physically. My role as an educator is to provide my students with this type of environment as well as an education that will help them succeed academically and become life long learners. It is the responsibility of a literacy educator to provide students with this type of environment, but also to provide instruction that will help students become successful readers and writers. There are numerous programs and philosophies about literacy and reading. Through years of experience and research, one begins to develop their own creative approach on teaching these skills. After looking at different programs and seeing the positive and negatives of each, an integrated and balanced approach of literacy seems to be the best way to teach the differing needs of each student.
McDevitt, Teresa M., and Ormrod Jeanne Ellis. Child Development and Curriculum. New York: Pearson, 2009
To allow the children to have opportunities to develop their emergent literacy knowledge while spending time in the writing centre, the educator could add literacy related materials such as different writing materials and different things for the children to write on (Fellowes and Oakley, 2011). To support emergent literacy in this centre the educator could include literacy related materials such as:
Thompson, Wendy Jane, and Jane Gill. “Literacy Learning, Direction and Play in a Pre-School Environment.” International Journal of the Book, vol. 7, no. 1, 2009.
SHANNON LOCKHART (2012) 'Supporting Communication, Language, and Literacy Learning With Infants and Toddlers', 26(3), pp. [Online]. Available at:http://www.highscope.org/file/NewsandInformation/Extensions/ExtVol26No3_low.pdf(Accessed: 18-Mar-2014).
Vukelich, C, Christie, J & Enz, B 2002, Helping Young Children Learn Language and Literacy, Allyn & Bacon, Bosten MA.
Ford, k (2010). 8 Strategies for Preschool English Language Learner’s Language and Literacy Development. http://www.readingrockets.org/article/36679/. Last accessed 5/4/2014.
Language, books, newspapers, subtitles on the television and so much more are available to students at a very early age. Levels of engagement with literacy varies from each student’s home environment. It is also the parent’s responsibility to assist children with literacy skills at an early age, and that children learn on different levels. In addition, students that use of both traditional and twenty-first century strategies together may be an effective approach to improve literacy skills to students struggling in reading and