The document outlines literacy development milestones from birth to age 10, organized by age range and developmental stage. It describes key literacy skills and behaviors at each stage, along with goals and recommended adult roles to support development. Adults are encouraged to engage children in interactive reading experiences, ask questions, relate books to their lives, and build a love of language through daily reading and varied print exposure.
This document provides a plan for teaching students about antonyms through reading Dr. Seuss's book "The Foot Book" and having students create "Diamante" poems using opposite words related to dinosaurs. It also includes strategies for getting students to use their own voice in writing and engaging students in writing activities like "Write-Around", "Switcharoo", "Bumper Sticker", and "License Plate" for familiar stories, as well as having students draw pictures of their "plan for writing".
This document provides an overview of Mrs. Arnold's second grade classroom schedule and curriculum. It introduces the students and outlines a typical school day, including arrival, morning meeting, math, reading, writing, science, and dismissal. It also describes the Responsive Classroom approach used to promote social and academic skills. Parents are invited to volunteer and contact the teacher with any questions or concerns.
The document discusses various topics related to school including classes, uniforms, teachers, spelling, friends, and learning the alphabet. Key words include class, pens, nouns, uniforms, teacher, school, alphabet, and friends.
This document provides information about a learning task using finger puppets to retell stories. Students use finger puppets to represent characters as they act out and speak the story. This activity accommodates different learning styles and develops fine motor and language skills. The document describes how to introduce the activity, make finger puppets, assess student performance, and includes extensions such as creating their own puppets or telling stories through animation.
This document is the first issue of a newsletter called YADC Newsletter. It includes an introduction from the editor welcoming readers to the newsletter. The editor discusses their interest in compiling a list of books featuring deaf characters after a former student requested summer reading recommendations. The newsletter features an interview with author Lois Hodge about her book Season of Change. It also provides a list of books the editor plans to read over the summer and a list of 121 books featuring deaf characters in adolescent literature.
B k standards-language_literacy 5-11-2012 finalJean Smith
The document discusses language and literacy standards for young children. It covers three strands: listening and speaking standards, reading, and writing. For each strand it lists topics and provides examples of standard statements and developmental progressions from infants to pre-kindergarten age groups. The standards reflect the growing language, early literacy, and communication skills that are important for children's learning and school readiness.
This book tells the story of a little girl named Mabel who accidentally blows a bubble that picks up a baby. The bubble floats away with the baby inside, drifting over shops and past a chapel steeple. Mabel and the baby's mother chase after them, joined by other townspeople trying to reach the baby. A boy named Abel climbs the steeple and pops the bubble with a pebble, safely catching the baby in a quilt held by the crowd below. The story uses rhyming words and word play to describe the silly adventure.
This document provides a plan for teaching students about antonyms through reading Dr. Seuss's book "The Foot Book" and having students create "Diamante" poems using opposite words related to dinosaurs. It also includes strategies for getting students to use their own voice in writing and engaging students in writing activities like "Write-Around", "Switcharoo", "Bumper Sticker", and "License Plate" for familiar stories, as well as having students draw pictures of their "plan for writing".
This document provides an overview of Mrs. Arnold's second grade classroom schedule and curriculum. It introduces the students and outlines a typical school day, including arrival, morning meeting, math, reading, writing, science, and dismissal. It also describes the Responsive Classroom approach used to promote social and academic skills. Parents are invited to volunteer and contact the teacher with any questions or concerns.
The document discusses various topics related to school including classes, uniforms, teachers, spelling, friends, and learning the alphabet. Key words include class, pens, nouns, uniforms, teacher, school, alphabet, and friends.
This document provides information about a learning task using finger puppets to retell stories. Students use finger puppets to represent characters as they act out and speak the story. This activity accommodates different learning styles and develops fine motor and language skills. The document describes how to introduce the activity, make finger puppets, assess student performance, and includes extensions such as creating their own puppets or telling stories through animation.
This document is the first issue of a newsletter called YADC Newsletter. It includes an introduction from the editor welcoming readers to the newsletter. The editor discusses their interest in compiling a list of books featuring deaf characters after a former student requested summer reading recommendations. The newsletter features an interview with author Lois Hodge about her book Season of Change. It also provides a list of books the editor plans to read over the summer and a list of 121 books featuring deaf characters in adolescent literature.
B k standards-language_literacy 5-11-2012 finalJean Smith
The document discusses language and literacy standards for young children. It covers three strands: listening and speaking standards, reading, and writing. For each strand it lists topics and provides examples of standard statements and developmental progressions from infants to pre-kindergarten age groups. The standards reflect the growing language, early literacy, and communication skills that are important for children's learning and school readiness.
This book tells the story of a little girl named Mabel who accidentally blows a bubble that picks up a baby. The bubble floats away with the baby inside, drifting over shops and past a chapel steeple. Mabel and the baby's mother chase after them, joined by other townspeople trying to reach the baby. A boy named Abel climbs the steeple and pops the bubble with a pebble, safely catching the baby in a quilt held by the crowd below. The story uses rhyming words and word play to describe the silly adventure.
The document summarizes reviews of several children's books. It provides lesson plans and activities for teachers to use when reading the books to students. The activities focus on developing language arts and science skills. They include reading comprehension questions, creative writing prompts, acting out stories, and hands-on exploration.
This document provides a summary of apps and resources for Pre-K and Kindergarten students to use on iPads for the 2015-2016 school year. It includes creation apps, learning videos, flash cards, eBooks, teacher/student tools, ABC/phonics apps, and Spanish phonics/ABC apps. The apps focus on developing early literacy and math skills through activities like recording voiceovers, creating drawings and slideshows, watching educational videos, reading eBooks, practicing sight words and letter sounds, and building sentences.
The document describes a lesson plan for teaching a story called "I wish I had a monster" to 4th grade students. The plan includes 7 activities such as reading the story aloud, putting story events in order, describing the monster, and matching pictures to dialogue. The goal is for students to comprehend the story, practice vocabulary, and increase creativity. Discussing stories helps children feel connected to characters and find personal meaning. Literature is an effective way to teach content across generations. The teachers observed that this lesson plan helped students learn the intended structures.
The document provides information about Asa Gervich's 3rd grade classroom for the 2012-13 school year. It includes an agenda for curriculum night, an overview of the classroom's curriculum including a focus on local Native American studies, field studies at Wapato Park, and project-based learning. It also outlines the classroom's approach to reading, writing, spelling and math instruction as well as behavior policies and volunteer opportunities.
The document outlines an English curriculum for 9th grade students that focuses on 3 key areas:
1. Developing language skills like vocabulary, structure, dialogues and comprehension of texts through listening, speaking, reading and writing exercises.
2. Learning about English-speaking cultures and traditions and comparing them to the students' own Mongolian culture.
3. Acquiring learning strategies like using dictionaries, working with partners, self-evaluation and applying knowledge to different situations.
The goal is for students to improve their English communication skills and cultural understanding.
This document outlines a research study on shared eBook reading with vocabulary instruction in elementary classrooms. It will involve 3-4 average ability children reading 4 eBooks over 4 weeks while teaching new vocabulary words. The study aims to engage children in shared reading, teach new words, and assess the effectiveness of shared eBook reading and mobile reading. It provides details on pre-testing vocabulary, doing two readings per week with vocabulary instruction, inviting mobile reading, and submitting weekly lesson plans and time reports.
Anger has been a lifelong struggle for me, but reading books has helped me manage it over time. As I've read more books, I've gained insight into myself and others, which has improved my ability to understand different perspectives and regulate my emotions. Reading has been an important part of my personal growth journey.
The document summarizes a class about the growth and development of children aged 2 to 5 who are in preschool. The class taught aspiring teachers about the different stages of physical, cognitive, emotional, language, and sensory development that young children go through. It also discussed how to deal with and mold children during this exploratory preschool age. The class covered topics to help teachers understand and support each stage of a child's development.
The Impact of a Vision Impairment on sensory, motor, communication and congit...Aimee Peterken
This powerpoint has been created as part of my Postgraduate Diploma in Specialist Teaching. It summarises my research into the impact of vision impairment on children's sensory, motor, communication and cognitive development.
Fostering early language and literacy development in infants is important for future learning. While infants are not born knowing language, they are born with the ability to communicate and acquire language through meaningful interactions with caregivers from birth. Describing daily activities, telling stories, singing songs, asking questions and sharing books can help infants develop important pre-reading skills and lay the foundation for literacy. Engaging infants in dialogue and providing new experiences supports language development and emergent literacy skills that benefit children as they grow.
1) The document discusses early childhood literacy development from birth to age 6. It covers areas like cognitive development, language skills, physical development, social development, and emotional development.
2) It describes an interview with a single mother named Heather who has a 7-year-old daughter and 4-year-old son. Heather emphasizes literacy and ensures her kids have many books at home and in their early learning center.
3) The document discusses reading the book Goodnight Moon to Heather's kids and observing their engagement, with the 7-year-old reading confidently and the 4-year-old more interested in the illustrations.
This document discusses techniques for assessing oral language skills. It lists criteria like fluency, accuracy, and sensitivity. It also provides examples of techniques like oral interviews, role plays, dialogue journals, self-assessment, and presentations. Several activities are described to assess oral language in contexts like social interaction, language and literacy, and language and thinking. The document also discusses techniques for assessing students' written English like portfolios, peer-assessment, journal writing, checklists, rubrics, and anecdotal records.
The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
Stages of children development and the related theoriesIllyana Nazri
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
School Age Speech and Language DevelopmentRosie Amstutz
This document provides an overview of language development and literacy in school-aged children. It discusses that children in this age range are in the initial reading and fluency developmental stages. It outlines key milestones like increasing vocabulary, comprehension skills, and the ability to clarify ambiguities. The document also discusses disorders that can impact language development, strategies to support different learners, and shifts in language input and metalinguistic skills during this period.
LANGUAGE DEVELOPMENT IN PRESCHOOL YEARSAashna Suri
The document discusses the journey of language development in preschoolers from ages 3 to 6 years old. It covers areas like vocabulary growth, grammar skills, receptive and expressive language milestones, social influences on language, and factors affecting language development. By age 6, children typically have a vocabulary of 2,600 words and can tell stories by looking at pictures. Their grammar is mostly correct by this age as well. Social interactions, cognitive readiness, and biological factors all influence a child's language acquisition process during the preschool years.
Story-Based Approach to Teaching Preschool EnglishMargarita Kosior
This document discusses using storytelling to teach English to preschoolers. It explains that the preschool years are important for personal, social, emotional and language development. The benefits of storytelling include boosting mental abilities like creativity, arousing curiosity, teaching social and cultural lessons, and promoting active learning. An action plan is provided for using stories in the classroom, including selecting stories, preparing vocabulary, telling the story engagingly, and doing follow-up activities like roleplaying or drawing. Examples discussed are The Rainbow Fish and The Very Hungry Caterpillar, including messages and suggested follow-up lessons.
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Children acquire language in stages from birth through age 6. They progress from babbling to producing single words, then two word sentences and eventually complex multi-word sentences. Children learn language by listening to those around them and practicing. By age 3 children can use descriptive words and opposites, count to 10, and follow simple commands. By age 6 children have mastered most consonant sounds and can tell connected stories about pictures.
The document summarizes reviews of several children's books. It provides lesson plans and activities for teachers to use when reading the books to students. The activities focus on developing language arts and science skills. They include reading comprehension questions, creative writing prompts, acting out stories, and hands-on exploration.
This document provides a summary of apps and resources for Pre-K and Kindergarten students to use on iPads for the 2015-2016 school year. It includes creation apps, learning videos, flash cards, eBooks, teacher/student tools, ABC/phonics apps, and Spanish phonics/ABC apps. The apps focus on developing early literacy and math skills through activities like recording voiceovers, creating drawings and slideshows, watching educational videos, reading eBooks, practicing sight words and letter sounds, and building sentences.
The document describes a lesson plan for teaching a story called "I wish I had a monster" to 4th grade students. The plan includes 7 activities such as reading the story aloud, putting story events in order, describing the monster, and matching pictures to dialogue. The goal is for students to comprehend the story, practice vocabulary, and increase creativity. Discussing stories helps children feel connected to characters and find personal meaning. Literature is an effective way to teach content across generations. The teachers observed that this lesson plan helped students learn the intended structures.
The document provides information about Asa Gervich's 3rd grade classroom for the 2012-13 school year. It includes an agenda for curriculum night, an overview of the classroom's curriculum including a focus on local Native American studies, field studies at Wapato Park, and project-based learning. It also outlines the classroom's approach to reading, writing, spelling and math instruction as well as behavior policies and volunteer opportunities.
The document outlines an English curriculum for 9th grade students that focuses on 3 key areas:
1. Developing language skills like vocabulary, structure, dialogues and comprehension of texts through listening, speaking, reading and writing exercises.
2. Learning about English-speaking cultures and traditions and comparing them to the students' own Mongolian culture.
3. Acquiring learning strategies like using dictionaries, working with partners, self-evaluation and applying knowledge to different situations.
The goal is for students to improve their English communication skills and cultural understanding.
This document outlines a research study on shared eBook reading with vocabulary instruction in elementary classrooms. It will involve 3-4 average ability children reading 4 eBooks over 4 weeks while teaching new vocabulary words. The study aims to engage children in shared reading, teach new words, and assess the effectiveness of shared eBook reading and mobile reading. It provides details on pre-testing vocabulary, doing two readings per week with vocabulary instruction, inviting mobile reading, and submitting weekly lesson plans and time reports.
Anger has been a lifelong struggle for me, but reading books has helped me manage it over time. As I've read more books, I've gained insight into myself and others, which has improved my ability to understand different perspectives and regulate my emotions. Reading has been an important part of my personal growth journey.
The document summarizes a class about the growth and development of children aged 2 to 5 who are in preschool. The class taught aspiring teachers about the different stages of physical, cognitive, emotional, language, and sensory development that young children go through. It also discussed how to deal with and mold children during this exploratory preschool age. The class covered topics to help teachers understand and support each stage of a child's development.
The Impact of a Vision Impairment on sensory, motor, communication and congit...Aimee Peterken
This powerpoint has been created as part of my Postgraduate Diploma in Specialist Teaching. It summarises my research into the impact of vision impairment on children's sensory, motor, communication and cognitive development.
Fostering early language and literacy development in infants is important for future learning. While infants are not born knowing language, they are born with the ability to communicate and acquire language through meaningful interactions with caregivers from birth. Describing daily activities, telling stories, singing songs, asking questions and sharing books can help infants develop important pre-reading skills and lay the foundation for literacy. Engaging infants in dialogue and providing new experiences supports language development and emergent literacy skills that benefit children as they grow.
1) The document discusses early childhood literacy development from birth to age 6. It covers areas like cognitive development, language skills, physical development, social development, and emotional development.
2) It describes an interview with a single mother named Heather who has a 7-year-old daughter and 4-year-old son. Heather emphasizes literacy and ensures her kids have many books at home and in their early learning center.
3) The document discusses reading the book Goodnight Moon to Heather's kids and observing their engagement, with the 7-year-old reading confidently and the 4-year-old more interested in the illustrations.
This document discusses techniques for assessing oral language skills. It lists criteria like fluency, accuracy, and sensitivity. It also provides examples of techniques like oral interviews, role plays, dialogue journals, self-assessment, and presentations. Several activities are described to assess oral language in contexts like social interaction, language and literacy, and language and thinking. The document also discusses techniques for assessing students' written English like portfolios, peer-assessment, journal writing, checklists, rubrics, and anecdotal records.
The document provides a checklist of typical language development milestones from birth to 4 years old. It outlines skills in understanding and producing language at various stages, starting with turning towards sounds at birth and advancing to repeating sentences and using pronouns between ages 3-4. The document notes that at ages 3-4, children start repeating what they hear, so parents should be mindful of what they say around children.
Stages of children development and the related theoriesIllyana Nazri
Children develop language skills in stages from infancy through adolescence according to various theories. In infancy, children progress from crying to babbling to first words according to behaviorist, nativist, and interactionist theories. In early childhood, vocabulary and grammar advance through techniques like fast mapping words and learning rules. By preschool, children converse effectively using culturally appropriate language. In adolescence, oral and written language continue maturing through skills like interpreting language in context.
1. A child's language development begins from birth through making sounds and starts to understand speech, with early milestones including cooing and babbling sounds emerging around 6 months and first words appearing around 12 months.
2. The quality of a child's early language is influenced by the language they are exposed to from their caregivers.
3. The first 3 years are critical for language development, which forms the foundation for social, emotional, and educational growth.
School Age Speech and Language DevelopmentRosie Amstutz
This document provides an overview of language development and literacy in school-aged children. It discusses that children in this age range are in the initial reading and fluency developmental stages. It outlines key milestones like increasing vocabulary, comprehension skills, and the ability to clarify ambiguities. The document also discusses disorders that can impact language development, strategies to support different learners, and shifts in language input and metalinguistic skills during this period.
LANGUAGE DEVELOPMENT IN PRESCHOOL YEARSAashna Suri
The document discusses the journey of language development in preschoolers from ages 3 to 6 years old. It covers areas like vocabulary growth, grammar skills, receptive and expressive language milestones, social influences on language, and factors affecting language development. By age 6, children typically have a vocabulary of 2,600 words and can tell stories by looking at pictures. Their grammar is mostly correct by this age as well. Social interactions, cognitive readiness, and biological factors all influence a child's language acquisition process during the preschool years.
Story-Based Approach to Teaching Preschool EnglishMargarita Kosior
This document discusses using storytelling to teach English to preschoolers. It explains that the preschool years are important for personal, social, emotional and language development. The benefits of storytelling include boosting mental abilities like creativity, arousing curiosity, teaching social and cultural lessons, and promoting active learning. An action plan is provided for using stories in the classroom, including selecting stories, preparing vocabulary, telling the story engagingly, and doing follow-up activities like roleplaying or drawing. Examples discussed are The Rainbow Fish and The Very Hungry Caterpillar, including messages and suggested follow-up lessons.
The document discusses theories of language development including behaviorist, innatist, and interactionist views. It also covers the components and stages of early language development from one word to multiword stages. Key aspects of language covered include phonology, semantics, syntax, pragmatics, morphology, and bi-lingualism. Guidelines for second language teaching and important language skills in early childhood are provided.
Children acquire language in stages from birth through age 6. They progress from babbling to producing single words, then two word sentences and eventually complex multi-word sentences. Children learn language by listening to those around them and practicing. By age 3 children can use descriptive words and opposites, count to 10, and follow simple commands. By age 6 children have mastered most consonant sounds and can tell connected stories about pictures.
The document discusses language development and language disorders in children. It describes the stages of language development from birth to age 5. It also discusses several common language disorders, including aphasia, lisps, and autism. The causes of language disorders can include genetic factors, developmental problems, accidents, or damage to parts of the brain involved in language processing. Early intervention and treatment is important to address language delays or disorders in children.
Cognitive development of the preschoolersBSEPhySci14
Early Childhood(Preschooler)
"Childhood is a world of miracle and wonder; as if creation rose,bathed in light, out of darkness, utterly new, fresh and astonishing.the end of childhood is when things cease to astonish us. when the world seems familiar, when one got used to existence, one has become an adult''
This professional development session provides strategies to help prepare preschoolers for reading success. It discusses how parents, teachers, and administrators each play a role. Parents should read to their children starting at a young age. Teachers should provide research-based literacy programming and oral language activities. Administrators should connect home and school through family resources and allowing access to materials. The session equips attendees with strategies like conducting surveys, providing resources to families, and examining curriculum to improve early literacy experiences.
1. The document discusses emergent literacy, which refers to the literacy skills and competencies that children develop from an early age, even before formal schooling begins.
2. Several child development and learning theories are described that support the development of early literacy skills, including theories by Rousseau, Montessori, Dewey, Piaget, Froebel, Pestalozzi, Vygotsky, and the constructivist model.
3. The document then discusses characteristics of emergent readers, noting they range from ages 2-7 and begin to familiarize themselves with print concepts like directionality and the link between spoken and written words.
This document provides techniques for communicating effectively with children of different age groups. For toddlers, it recommends using simple language and vocabulary they understand, speaking in complete sentences, allowing movement when possible, and giving them a sense of control. For preschoolers, it suggests getting down to their eye level, using short sentences, asking open-ended questions, and praising their efforts. For school-aged children, the techniques include explaining procedures in an age-appropriate manner, encouraging them to ask questions, and being honest but reassuring.
This document discusses how early literacy develops in infants and toddlers through real-life experiences like exploring objects and books. It emphasizes the importance of parents' literacy level for children's development and provides ideas for encouraging literacy interactions between caregivers and young children, such as reading books together, singing songs, and telling stories. Activities should reflect children's experiences and cultural backgrounds. Early literacy lays the foundation for future academic success.
Supporting and reinforcing your child's language growthListen Love Learn
This document discusses strategies for supporting a child's language growth through shared reading experiences and vocabulary development. It recommends reading to children from an early age to help build their vocabulary both receptively and expressively. Specific tips include choosing books with interesting words and pictures, asking questions about the story, acting out parts of the story, and making connections to the child's own experiences. Establishing a regular reading routine can help children learn to listen and expand their understanding of language.
This document provides information to help parents ensure their children are ready to learn to read in kindergarten. It discusses four foundational areas for reading readiness: language and vocabulary development, print awareness, knowledge of the alphabet, and phonological awareness. The document explains each area and provides activities parents can do with their children to help develop these skills, such as reading aloud daily, playing word games, learning letter sounds, and practicing rhyming. It also discusses kindergarten readiness assessments like DIBELS that check skills like letter naming, initial sounds, and phoneme segmentation. The overall message is that parents can help prepare their children for learning to read by engaging in these types of literacy activities at home.
This document provides guidance for reading to young deaf or hard of hearing children. It discusses best practices such as using active engagement strategies, visual aids, American Sign Language, role shifting, and wait time. Choosing high quality children's books that connect to the child's experiences and developing activities to expand learning after reading are also covered. Resources for additional activities and developing early literacy skills are recommended.
This document provides information for parents about their child's classroom. It includes details about the classroom schedule, curriculum, assessments, and important notes. Specials include music, computer lab, library, science, and art. English language arts uses the Scott Foresman reading series. Math uses the Houghton Mifflin "Go Math" program. Assessments include DRA testing, spelling tests, STAR tests, chapter math assessments, and reading tests. Report cards are distributed three times a year.
This document discusses early literacy development from birth through elementary school. It outlines stages of literacy development including awareness, experimental reading/writing, early reading/writing, and independent reading/writing. Factors that influence literacy development are also examined, such as exposure to books and print at home, interactions with family, and exposure to literate environments. The document provides recommendations for developmentally appropriate practices to promote literacy, including creating literacy-rich environments, language experience activities, reading aloud, role playing, and building on students' diverse backgrounds.
The presentation introduces early childhood literacy and phonological awareness. It discusses the importance of early literacy skills like letter knowledge, print motivation, vocabulary, and narrative skills. Specific instructional strategies are provided to support the development of phonological awareness skills like rhyming, alliteration, sound discrimination, syllables, onset-rime blending and segmentation. The presentation emphasizes giving children hands-on and engaging learning experiences to develop literacy.
This document outlines the stages of language development from infancy through age 6. It discusses how language is acquired through mimicry and how infants begin to comprehend and vocalize. Toddlers start producing "jargon" and following simple directions. By age 2, children use 50-300 words and ask questions. Between 3-4 years, children use complex sentences and refer to non-present people and objects. By age 5, vocabulary expands to 1,500 words and children can retell stories. Six-year-olds can identify right from left, talk extensively, and carry on adult conversations.
This document provides a teaching sequence for the book "Beegu" by Alexis Deacon. The 3-week long sequence is designed for Year 1 or 2 students. It aims to explore narrative setting, plot, characters and encourage students to write short recounts and narratives. Activities include reading the story, discussing characters and events, drawing pictures to retell parts of the story, roleplaying scenes from the book, and writing from the perspective of characters. The sequence links to areas of the curriculum like reading, writing, speaking and listening, science, computing, art and design.
Help with small groups, projects, parties
Guest Reader: Read to the class or small groups
Field Trip Chaperone: Help supervise on trips
Classroom Helper: Organize materials, laminate, cut
Bake Sale Items: Provide baked goods for fundraisers
Art Supplies: Donate extra supplies for art projects
Please sign up for any opportunities you are interested in!
Thank you for your support!
Questions?
This document outlines objectives and content for a unit on teaching literature to children. The objectives are to explain the importance of teaching literature, identify literary appreciation skills, teach different genres like verses, poetry, fables and legends, and gain skills in storytelling, choral reading, and teaching drama. The content includes sections on teaching literature, literary appreciation skills, different genres, storytelling, choral reading, and drama in the classroom.
These are our children's librarian's picks for the best books to read before Kindergarten. Includes a brief explanation of the six early literacy skills and their relevancy to the selected titles.
Multilingual education k to 12 competencies grades 1 to 3Whiteboard Marker
The document outlines competencies in the mother tongue for grades 1-3 in the Philippines. It covers oral language, phonological skills, book and print knowledge, alphabet knowledge, word recognition, fluency, spelling, handwriting, composing, grammar awareness, and vocabulary. For each competency and grade level, 3-7 specific learning targets are listed. The document provides a detailed breakdown of language arts skills and objectives for elementary students in the Philippines to develop proficiency in their mother tongue.
This document provides information for parents on supporting their child's learning in the GO Reception program. It includes the following key points:
1. It outlines reading expectations such as reading books 3 times up to level 10, reading for accuracy and comprehension, and checking sight words weekly.
2. It discusses practicing sight words and "Magic 100 Words" by writing them in different orders or visually.
3. It covers writing expectations like practicing spelling words at home, encouraging attempts at unknown words, and focusing on recount and narrative genres.
4. It requests parent support in preparing sharing topics each week to drive units of inquiry and role model inquiry.
This document provides an overview of different types of books that are appropriate for developing early literacy skills in children. It discusses picture books, concept books, alphabet books, counting books, nursery rhymes, predictable books, and big books. The key points made are that early exposure to books, repeated readings, and opportunities for participation are important for literacy development in young children. Different genres of books help children develop language skills, concepts of print, and enjoyment of stories.
The document provides guidance on teaching children to read through developing early literacy skills and determining their reading level. It recommends exposing children to a variety of pre-reading activities like reading aloud, teaching letters and sounds, sight words, and comprehension questions. The key is limiting formal learning to short chunks and breaking it up with other engaging activities to maintain interest and attention span. Reading level should be assessed regularly to ensure children are reading material that is not too difficult or easy.
1. LITERACY DEVELOPMENT FRAMEWORK
AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE
Responds to sounds; follows sounds; Hold child comfortably on lap; follow
"reads" gestures and facial expressions; baby's cues for "more" and "stop"; point
responds to and is comforted by being to objects and name pictures; respond to
touched and held; babbles; imitates child's prompting to read; let the child
speech sounds; responds to own name; control the book; get comfortable with
Develop a comfort
squeals with joy or pleasure; responds to toddler's short attention span; ask:
Birth -2 Years PRE-TALKERS "peek-a-boo;" imitates words; names
with and interest in
"Where is the…?"; let the child point;
books
familiar objects; points to familiar objects relate books to child's experiences; use
when named; directs movement of books in routines such as bedtime; ask,
objects as in scribbling; speaks in 4-5 "What's that?" and give the child time to
word sentences; names pictures;begins to answer; pause and let the child complete
help self. the sentence.
Names a color; repeats and imitates
words and phrases; uses spatial and
Use books in routines; read at bedtime;
number concepts; likes rituals; points to
Actively engage in be willing to read the same story over
named objects; pretends to read;
2-3 Years TALKERS understands there are concepts about
interactive storybook again; ask, "What's that?" relate books to
reading the child's experience; provide crayons
print (right to left, top to bottom); knows
and paper.
pictures and words stay the same and
have meaning; recognizes letters.
Minneapolis Public Library
2. LITERACY DEVELOPMENT FRAMEWORK
AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE
Uses questions; understands sequence of
Ask, "What's happening?"; encourage
events; tells simple stories; reads using
writing and drawing; let child tell a story;
pictures; reads and retells familiar
name objects; reinforce letters and
stories;; uses fantasy and imaginative play
numbers; enocurage "sight" reading of
to create meaning; shows preference for Develop basic concepts
4-5 Years PRE-READERS right or left hand; recognizes letters; about print and words
familiar words (STOP, family names, store
names); expose child to a variety of print
connects letters with sounds and makes
experiences and purposeful reading; read
letter-sound matches; shows familiarity
and reread stories; visit library regularly;
with rhyming and beginning sounds;
let child draw and print.
makes line drawings .
Read and talk about a variety of
Uses descriptive language; uses letter- interesting and favorite books; let child
sound associations, word parts, context read aloud; allow child to select her own
to identify new words; matches spoken books; expose child to a range of text
words with written ones; recognizes forms (lists, etc.); encourage child's
Engage and experiment
words by sight; reads orally with attempts at reading and writing, such as
5-8 Years NEW READERS increasing fluency; adds expression;
with reading and
writing letters; allow child to participate
writing
begins to write letters and some words; in activities that involve reading and
uses reading and writing for various writing (cooking, etc.); play games that
purposes; attempts capitalization and have specific directions; have
punctualtion; enjoys being read to. conversations throughout the day; read
daily.
Minneapolis Public Library
3. LITERACY DEVELOPMENT FRAMEWORK
AGE STAGE LITERACY DEVELOPMENT LITERACY GOAL ADULT ROLE
Reads with greater fluency; applies
diverse strategies to identify new words;
identifies more words by sight; uses Continue reading to child and encourage
common letter patterns to spell words; her to read to others; engage child in
begins to read for comprehension and activities requiring reading and writing;
regularly uses varied strategies for show interest in a child's learning by
comprhension; self-corrects and rereads displaying her work; encourage child to
Read independently and
7-10 Years READERS to increase comprehension; reads
with increasing fluency
use and enjoy print for many purposes
independently; makes connections (games, sports, etc.); build a love of
between texts; writes expressively in language in all its forms; engage child in
different forms; uses a rich vocabulary converastions; support child's interests
and sentences appropriate to text forms; or hobbies with reading materials and
uses reading to research topics; references; visit the library regularly.
punctuates and proofreads; likes to be
read to.
Reads with greater fluency; applies
diverse strategies to identify new words;
identifies more words by sight; uses
common letter patterns to spell words;
begins to read for comprehension; Continue to read to child and encourage
ENRICHMENT regularly uses varied strategies for her to read to others; read (and preview)
Read for enrichment
8-12 Years comprhension; reads independently; books the child reads; engage in
READERS and information
makes connections between texts; writes conversation; visit the library regularly
expressively in different forms; uses a rich and book stores.
vocabulary and sentences appropriate to
text forms; uses reading to research
topics; punctuates and proofreads still
likes to be read to.
Minneapolis Public Library