Chapter 5 Achieving Language and Literacy Goals through Program Planning

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Chapter 5
Achieving Language and
Literacy Goals through Program
Planning

Chapter Highlights
A. Listening, Speaking, Writing, Reading, Viewing
B. Literacy Goals
C. Early Literacy
D. Historical Roots and Present Practice
E. Philosophies of Instruction
F. Legislation and Standards
G. Portfolios, Observation and Other Assessments
H. Goal Statements
I. Curriculum
a. Thematic Inquiry Approach

Chapter Highlights (cont.)
b. Webs
c. Projects
d. Activity plans

Theme Planning and Construction
A. Choose Topic—Make a Planning Web
B. Identify Key Facts and Ideas
C. Identify Possible Child Activities and
Environments
D. Group and Individual Activities and Centers
E. Schedule Activities and Begin Instruction
F. Summarize and Assess

Objectives
 In this chapter, we will investigate:
What is literacy?
Emerging literacy in early childhood
Program planning for early childhood
language arts activities
Writing a language arts activity plan

What Is Literacy?
 Literacy
Complex cognitive interactions between
readers and their text and between
background knowledge and new information
 Four interrelated areas of language arts
Listening, speaking, writing, and reading
 Interrelating builds literacy development

Literacy is…
 Visual literacy (viewing)
Promotes young children’s visual perception
skills
Improves cognitive, reading, writing, and
creative skills
 Cultural literacy (reflects cultural knowledge)

Early Literacy
 Helps set the stage for future learning
opportunities
Includes: speaking, listening, print awareness
and writing behaviors, exposure to ABCs and
books
Promoting necessary at home and at school

Historical Roots
 17th Century: Descartes & Lock
 18th Century: Pestalozzi & Froebel
 20th Century: Froebel followers, Dewey,
Gesell, Montessori, Piaget, Chomsky,
Vygotsky
 Present: Morrow & Asbury

National Reading Panel
 What skills predict later outcomes?
 What settings contribute to or inhibit literacy
outcomes?
 What characteristics contribute to or inhibit
literacy outcomes?
 What programs contribute to or inhibit
outcomes?

Theory Categories
 Nativists
 Psychosocial theory
 Nurturist
 Behaviorism
 Interactionists
 Constructivist theory
 Social constructivist theory

Philosophies
 Philosophy shapes all literacy programs
 Debates continue as to which is best
 Child-initiated curricula
 Developmentally appropriate practice
(NAEYC)

Federal and State Influences
 Focus on achievement
Federal interest to address concern
 State standards

Concerns
 No Child Left Behind Act
Teachers
 Pressure on teacher to show improvement
 More funding needed
Parents support act

Concerns
 National Education Association and the
American Federation of Teachers say that
there is inadequate funding for NCLB.
 The International Reading Association
expresses concern about NCLB’s narrow
interpretation of research.

State Standards
 Head Start
Prepare preschoolers for kindergarten
Must meet certain accountability requirements
 Head Start Performance Standards
 The Head Start Child Outcomes Framework

Language Is Everywhere
 Every planned preschool activity uses
language in some way.
 Language, taught in all curriculum areas,
helps children to:
 Learn, retain, recall, and transmit information
 Use everyday occurrences to build language skills
Teachers must model use of language daily.

Literacy Portfolios
 For tracking children’s literacy development
 Can be a joint effort between teacher and family
 Includes:
 Work samples
 Dictated text
 Art work
 List of favorite books
 Early writing attempts
 Records of activities in speaking, listening,
prereading, print awareness, etc.

Planning (1 of 2)
 Identifying goals that the school staff plan to
implement
 Including teachers, staff members, consultants,
families, and community representatives
 Offering quality experience that promotes child-
relevant opportunities for growth
 Teacher must stay current of effective practices

Planning (2 of 2)
 Meeting the needs of all children
At-risk preschooler
 Difficulties may impact their ability to achieve in
school
Providing additional supports in an inviting
class
Including culturally diverse musical
experiences
 Song, music, stories, folk songs and ballads,
regional tunes, past and present

Insuring Success
 Use assessment as a guide to build program
effectiveness
Keep assessment ongoing
Focus on all elements of your program
Document findings and evidence of learning
 Literacy portfolios
 Provide actual examples
 Teacher observation

Goal Examples
 Writing goals
Uses of words, print, writing
 Reading goals
Multiple, complex, to build future reading skills
 Early literacy goals
Early exposure to literacy
 Sociocultural language goals
Communicate effectively with all people

Language Arts Curriculum
 Curriculum models: well-defined framework
 Curriculum: overall plan for the content of
instruction to be offered
Thematic inquiry approach
Thematic/literature-based instruction
Curriculum webs/webbing
The project approach

Activity Plans
 Lesson plans: detailed, step-by-step teaching
outline
Foresees needs, time frame of lesson,
setting, objectives, materials, staffing
Prepares teacher—promotes less stress
Evaluation
 Use to analyze lesson outcome

Chapter 5 Achieving Language and Literacy Goals through Program Planning

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