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Foundations for reading and writing


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Foundations for reading and writing from Language Development and Communication (LDC) domain in NC Foundations for Early Learning and Development

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Foundations for reading and writing

  1. 1. Foundations for Reading and Writing North Carolina Foundations Task Force. (2013). North Carolina foundations for early learning and development. Raleigh: Author.
  2. 2. Foundations for Reading Goals • LDC-8: Children develop interest in books and motivation to read • LDC-9: Children comprehend and use information presented in books and other print media. • LDC-10: Children develop book knowledge and print awareness • LDC-11: Children develop phonological awareness. • LDC-12: Children begin to develop knowledge of the alphabet and the alphabetic principle.
  3. 3. Developmental Indicators • Note the progressive developmental indicators for each goal. • Early skills begin with infants and progress sequentially through preschool aged children. • Some skills related to comprehension and the alphabet are considered emerging for infants; we cannot yet measure or observe behaviors that indicate related skills associated with those goals.
  4. 4. Encouraging Interest in Books • Model reading with a various types of books • Choose appropriate length books, stories, poems, and finger plays for the age and interest level of the child • Provide a variety of books (fiction and non-fiction) and print materials for children to use in all areas of the room • When children want to hear the same book repeatedly, accommodate that interest. This is an indication of their interest.
  5. 5. Cultural Awareness • Note that some cultures have different “print conventions” than our left to right reading and writing. • Phonological sounds may also vary from one language to another. Support dual language learners and their families. • Sound play is more appropriate for phonological awareness than explicit instruction in phonics for preschool and younger aged children.
  6. 6. Strategies for Infants and Toddlers • Provide lap time for individual children daily. Read, play with sounds, and mimic sounds babies make. • Have books available daily. Choose books that can be easily manipulated and may be cleaned as needed. • Make books of children’s families, experiences, and familiar objects • Place pictures, signs, posters, and print at children’s eye level. • Model reading and care for books
  7. 7. Strategies for Preschoolers • Provide both fiction and non-fiction books that reflect children’s interests • Allow children to choose books for you to read • Provide books for children to take home • Share reading and word games ideas with parents • Provide reading skills throughout room using a variety of delivery methods and multiple senses • Provide materials for retelling and acting out stories both indoors and outdoors
  8. 8. Strategies for Preschoolers (2) • Provide books and stories in child’s home language • Reflect home cultures of children • Promote natural opportunities for phonological awareness rather than formal instruction • Increase letter awareness in natural occurrences rather than through formal instruction • Provide opportunities for all children to participate in reading activities at their level
  9. 9. Foundations for Writing Goals • LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes • LDC-14: Children use knowledge of letters in their attempts to write. • LDC -15: Children use writing skills and conventions.
  10. 10. Early Writing • Emerging writing skills may not look like writing as we know it, but lines and squiggles represent those emerging skills. • Random letters will begin to show up, but they may be upside down or backwards. That is typical and does not indicate dysgraphia or other learning disability at this stage. • Provide multiple opportunities to draw and write using a variety of methods, writing materials, and natural experiences. • Avoid worksheets and formal instruction of letter writing! • Some adaptive equipment may be necessary for children with fine motor delays – larger pencils and crayons, special grips, methods for holding paper
  11. 11. Strategies for Infants and Toddlers - Writing • Provide and adapt art materials for infants and toddlers • Model using those materials everyday • Use books, writing, and art materials outside • Provide literacy related materials in all areas of the room and for a variety of play activities • Allow children to tell about their experiences through art and dictation; teacher writes what children say. • Make individual and class books with the children
  12. 12. Strategies for Preschoolers - Writing • Provide multiple opportunities for art, drawing, and writing with a variety of methods, materials, and experiences. • Encourage play activities that make use of literacy related materials • Support children in writing at their request and based on their interest levels; avoid formal instruction in writing • Write what children dictate about their pictures or experiences • Help children make individual and class books • Display children’s writing • Provide unlined paper rather than worksheets or lined paper