More Related Content
What's hot
What's hot (20)
Viewers also liked
Viewers also liked (11)
Similar to MERCERONMECE7007-06-1
Similar to MERCERONMECE7007-06-1 (20)
MERCERONMECE7007-06-1
- 1. LITERACY CONNECTION Presented by: Maryleen Merceron
- 3. LITERACY CENTERS INDEX READING TENT ABC POCKET CHARTS POCKET CHARTS ALPHABET CENTER LIBRARY SOLO READING CORNER STORY TELLING PHONEMIC AWARENESS USE OF TECHNOLOGY WRITING CENTER SPELLING CENTER LISTENING CENTER TELEVISION STATION
- 4. LITERACY CENTER INDEX (CONT) BOOK FAIR MULTICULTURAL/DIVRSITY CORNER SHARED READING CONCLUSION REFERENCES
- 5. INTRODUCTION Language development is a process by which children learn how to communicate. Language is learned when it is relevant and functional (Morrow, 2009). Children learn by playing, they learn how to communicate, they learn how to write, how to read by using manipulative, software games etc. Language acquisition is a continuous process, Teachers need to use strategies to help children to develop skills in reading, in writing, in language, in spelling. Teachers need to provide to their students an environment rich in literature, in prints materials, rich in letters, in words so children can build literacy skills.
- 6. READING TENT BOOKS SOFT PILLOWS BLANKETS STUFF ANIMALS ACTIVITIES Provide books ( 5) per child that will be changed according to the theme. Six children can be under the tent for this activity that can last thirty to forty five minutes. Books will be displayed on a children age-size shelves where it can be easy for children to reach. Teachers can use books of high interests that are culturally appropriate to engage children and demonstrate the salient features of Print (for example, where a word stops and starts, ordering of print from left to right and top to bottom, connecting words to pictures (Espinosa, 2010). Children will observe children during this activity, and can ask questions to see If they are focus on their reading.
- 7. ABC POCKET CHART PICTURES FLASH CARDS LABELED SIGHT WORDS SENTENCE STARTERS Activity Ask children to sort, and match words beginning by letters and group them in order in the ABC pocket chart. For example “apple, Anna, Andrea” will go in the pocket starting by letter “A”. Children will do the same with sight words, they can also identify the letters that begin a sentence by using the flash cards, once they identify the first letters, they will add the card in the appropriate pocket. This activity will develop writing, reading and spelling skills, they will be able to identify letters that form words and sentences. They will identify sounds of both upper- and lowercase letters of the alphabet. They will also recognize that sentences in print are made of separate words.
- 8. POCKET CHARTS MATCHING /SORTING WORDS OPPOSITES RYMING WORDS NUMBERS WORDS SHAPES WORDS COLORS WORDS FEELING WORDS ACTIVITIES Teachers can have children matching words with pictures, with shapes, with numbers, colors. They can also sort words with feeling such as “sad, “happy”. When they identify the words, they will match them with appropriate pictures in the pocket charts. Two children can use this center at the same time, they can communicate by helping each other to find the words.
- 9. ALPHABET CENTER MOVABLE LETTERS MAGNETS LETTERS SAND LETTERS SIGHT WORDS FLASH BOARDS FLASH CARDS NAME OF STUDENTS PUNCTUATION (MOVABLE-SAND) SHORT SENTENCES ACTIVITY Children will use movable letters, magnet letters, and sand letters to touch, feel so they can be familiar with their shape. They will also use the letters to write their names, they will write words on flash cards, flash cards. They will write short sentences, they will start using punctuation, so they learn that punctuation is important in writing. Two students can be in the activity center, one can be on the floor, one can be sated using flash boards or flash cards. This strategy helps children develop writing skills, spelling, and reading skills. Encouraging a young child’s writing development promotes the child’s positive self- Image as a capable learner (Baskwill, Harkins, 2009)
- 10. LIBRARY BOOKS (DEVELOPMENTALLY AGE APPROPRIATE BIG BOOKS READ ALOUD BOOKS SCIENTIFIC BOOKS STORIES BOOKS BOOKS ABOT DIVERSITY BOOKS FROM DIVERSE COUNTRIES BOOKS IN (SPANISH- FRENSH- GERMAN- CHINESE AND OTHERS) NEWSPAPERS MAGAZINES COMPUTERS CRAYONS/PAPERS Strategies Teacher will help children to select books from the shelves, they will learn about Different parts of a book. They will learn about diverse cultures. They will learn from books around the world.
- 11. SOLO READING CORNER BOOKS THAT NEED TO BE CHANGED BASED ON THEMES 1 CHILD AT A TIME ENOUGH BOOKS THAT ATTRACT CHILDREN’S CHOICES AND INTERESTS ACTIVITY Teachers can have one child using the Solo Reading Corner one at a time, to read a book after completing academic activities. Each child will have to read a book related to the weekly theme. The student will also have to use a dictionary to start looking for the meaning of short words, and to write them in alphabetical order Children will learn the meaning of words, they will Increase their spelling skills. They will increase their writing skills as well.
- 12. STORY TELLING BOOKS PILLOWS OR CHAIRS CARPETS WITH LETTERS ROCKING CHAIR ACTIVITY Ask parent or grand-parent come to the classroom for family involvement to read book with children in the Library Center. This activity can be repeated during the school year by different parents as their participation in their children’s education. Children enjoy when their parents show concerns and are involved in their schools’ activities.
- 13. PHONEMIC AWARENESS COLLECTED PICTURES LETTERS WORDS ALPHABET BOARDS FLASH CARDS ACTIVITIES Use the words on cards to form sentence Spell and read aloud words while writing Play word bingo Play word puzzles Identify and write words by pictures Use magnetic, plastic and sand letters to write words. Identify phoneme on words and highlight them. Group phonemes in words and sentences.
- 14. USE OF TECHNOLOGY IN LITERACY LEAP PAD COMPUTER GAMES ALPHABET AND LITERACY SOFTWARE DIGITAL CAMERA PRINTER AND SCANNER FAX MACHINE Technology can be an exciting tool to help children acquire early literacy skills (Morrison, 2008). Teachers will ensure that children are exposed to cameras, to fax machine, scanners, printers, computers, and they learn how to use them. Students will use software that teach them how to read, how to write And how to spell. ACTIVIIES Children will create their own electronic books, they will tell stories About their families, about their favorite pets. Children from other Cultures can share stories about their countries. Teachers will assist them on how to make templates with authoring software. 2 Children can learn how to prepare and e-mail to send to their friends.
- 15. WRITING CENTER POCKET CHART CLIP BOARD WRITING PAPERS CRAYONS-MARKERS-PENCILS MOVABLE LETTERS/NUMBERS SAND LETTERS AND NUMBERS GREETING CARDS MAGAZINES/NEWSLETTERS ACTIVITY Teachers can have children write on the Chores Board their name for their cleaning time. They can also draw picture of the theme and post it on the flannel board. Children will write notes to send to parents with teacher assistance, they will write greeting cards for Christmas, Mother's day, St Patrick’s Day, Father’s Day , and so forth. Children can begin writing story books with teachers' assistance starting with short sentences , and drawings. Students can learn about the process about writing a letter, how to use stamp, and how to prepare the envelop, such as: who is the sender and who is the recipient .Teachers can plan a field trip at the post office and also have a mailman come to the school for professional day.
- 16. SPELLING CENTER MOVABLE LETTERS MAGNET LETTERS IN A BOX FLASH CARDS/PICTURES FLASH BOARDS SIGHT WORDS/PRINT MATERIALS/NEWSPAPERS/MAGAZINES DIFFERENT NAMES:STUDENTS-COUNTRIES-CITIES COMMON WORDS (CAT-DOG-HOME, ETC). PUNCTUATION MAGNETS FOR SENTENCE ACTIVITY Use pictures, have students to say the name of the Pictures aloud, then they need to figure out the picture, then to write the name under each picture by spelling out the letters on by one. For instance (CAT, DOG). Students will start with short words, then teachers will add short sentences with punctuation.
- 17. LISTENING CENTER TAPE RECORDER DVD PLAYERS DVSs SONGS CHARTS FROM DIFFERENT CULTURES HEAD SETS DAILY NEWS POETRY/JOURNALS MUSIC FROM DIVERSE COUNTRIES BOOKS ACTIVITY Children will listen to story books on CDs, they will listen to different sounds of familiar objects, so they learn how to discriminate. They will listen to diverse types of music. They will write songs and poetries, they will record them and listen to them. Children can develop music skills, they will experience sounds and create own music.
- 18. TELEVISION STATION NEWS ROOM PRETEND PLAY JOURNAL TELEVISION NEWS PAPERS CAMERAS WORLD MAP WHEATER/TEMPERATURE .Children will pretend to present the news, they will read news from country to country, one student will be the cameraman, two can be presenters, and they will alternate the news, by using scripts from magazines, from newspapers. Another student can do the forecast, by reading and pointing the weather board, with temperature, it’s the day will be sunny, rainy, cold or hot. The words will be written on the flannel board with movable letters. Four to five students can play in this center, they will learn to socialize, they will increase their vocabulary skills, they will learn how to communicate in front of a camera, they will develop critical thinking by making comments about news. This strategy is suggested for English Learners Students who will interact with other children, they will develop communication, and reading skills as well.
- 19. BOOK FAIR BOOK NEW, USED, AND BOOKS CREATED BY CHILDREN CRAYONS- MARKERS PAPER ACTIVITY Send notes to parents and to the community asking to donate books to the class, Prepare invitation notes with the children so they can learn and develop writing skills. Invite the community and other children to participate. The money raised during the book fair will be used to buy new books, and story recordings for the classroom library center.
- 20. MULTICULTURAL/DIVERSITY CORNER CHARTS OF SIGN LANGUAGES PICTURES WALL WORDS IN DIFFERENT LANGUAGES(SPANISH- FRENCH-CREOLE-GERMAN-CHINESE) BOOKS IN DIFFERENT LANGUAGES MAPS- HISTORY BOOKS ENCYCLOPEDIA/DICTIONARY ACTIVITY Have students practicing and be familiar with sign language so they can understand that sign language is a type of language that Some students with hearing disorders use to communicate. Teachers will write words in Spanish, French, Japanese, on the Walls for students of other countries to see that they value their Culture in their classroom.
- 21. SHARED READING The shared book experience (Hodaway, 1979) is usually carried out in a whole-class setting, although it may be carried out in a small groups as well. Children and teachers will share stories together. In Kindergarten, teachers and students read at The same time. Sometimes teachers read a majority of the text and students fill the blank or say predictable words. This practice develops and encourages early reading. Play is an important part of childhood and so is literacy (Connery, John-Steiner, & Marjanovic-Shane, 2010). In shared reading, teachers use pictures , or puppets to illustrate characters in the stories with which they already Begin to introduce the story. Children enjoy working with puppets, because they make the story real. Students may listen carefully to the story , they need to identify the words. Shared Stories help children to understand the writing and reading process: left to right, and word by word. Children enjoy participating in reading Children understand sense of the story Children expand their vocabulary Children find letters and sounds Children sequence the events of a story. Characters in books can become models for young children (Roberts and Crawford, 2008).
- 22. CONCLUSION CHILDREN DEVELOP LITERACY AND LANGUAGE SKILLS THROUGH ACTIVITIES SUCH AS: READING, LETTERS MANIPULATIONS, LETTER TRACING, LETTERS MATCHING AND SORTING. VERBALIZATION, SPELLING, ALPHABET, STORY TELLING ARE OTHER ACTIVITIES THAT HELP CHILDREN TO DEVELOP THEIR LITERACY ABILITIES. TEACHERS NEED TO OFFER CHILDREN OPPORTUNITIES THAT ENGAGE THEM IN ACTIVITIES THAT PROMOTE AND ENCOURAGE LANGUAGE AND LITERACY,. TEACHERS NEED TO PROVIDE A N ENRICHED LITERACY CLASSROOM TO ATTRACT STUDENTS TO BOOKS. PROVIDE PRINTS MATERIALS, BOOKS, MAGAZINES, NEWSPAPERS. TEACHERS NEED TO DEVELOP STRATEGIES THAT FOSTER READING, WRITING, LISTENING, SPELLING SO CHILDREN CAN SUCCESS IN LITERACY IN THE FUTURE.
- 23. REFERENCES Baskwill, J.; & Harkins, M.J. (2009). Children, parents, and writing. Young Children. Connery, M., & John-Sterner, V.P.;& Marjanovic-Shane, A, (2010). Vygotsky and creativity: A cultural approach to play. Naming and Making and the arts New-York: Peter Lang. Espinosa, L.M. (2010). Children of 2020: Creating a better tomorrow. Meek, M. (1998). Important reading lessons. In literacy is not enough. Morrow, L.M. (2009). Literacy development in the early years. United States: Pearson. Roberts, S.K. & Crawford, P. (2008). Read-life calls for real books: Literature to help children cope with family stressors. (5): 12-17. Y.C. Shagoury, R. (2009). Language to language. Y.C. Zambo, D. (2010). Young girls discovering their voice with literacy and readers theater. Y.C.
Editor's Notes
- Children to grow up in language- rich environment can learn these sounds very easily, they learn appropriate articulation, pronunciation, and intonation (Morrow, 2009).
- It is important to expose children to a rich vocabulary during the day, common words they know such as animal, objects they use. Provide a rich literacy classroom with letters in the walls, books, magazines, catalogs everywhere in many languages.
- This strategy is very helpful for English students learners, they can easily identify the pictures and learn the words that correspond to the pictures. The will increase their vocabulary, they will develop writing and spelling words as well.
- A rich literacy environment means letters in different textures (plastic, sand, print) everywhere in the classroom, so children can feel and touch them. Manipulative is very important in developing children’s dexterity.
- Children can make their own books to decorate the library, they can draw, and write short sentences, or they can dictate the narrative to the teachers. They can use construction paper, or wallpaper so the books can look real with their names as authors.
- Technology helps developmentally delayed children learn the skills they need to achieve at appropriate levels and enables other children with disabilities to substitute one ability for another and receive the special training they need (Morrison, 2008)
- Children have shown us that they need to reconstruct the written system in order to make it their own, let us allow them the time and the opportunities for such a tremendous task (Shagoury, 2009).
- MUSIC IS AN ESSENTIAL ELEMENT IN THE DEVELOPMENT OF THE “WHOLE CHILD” AND CAN BE AN INTEGRAL PART OF AN EARLY CHILDHOOD CLASSROOM (ISBELL, 2010).
- Children need the chance to explore and actively figure out the ways that works in different situations, continually trying out their hypotheses.(Shagoury, 2009).
- Children at early stages of interlanguage development can learn English language and literacy skills from narratives even if they are not yet able to produce an English narrative, they learn to be speaker and listener (Meek, 1998).
- When children hear and discuss stories with others, they are more likely to openly express their ideas and feelings (Zambo, 2010).