Early Childhood Standards of Quality for ... - State of Michigan

ELE: Language and Early Literacy Developmentlinking themselves and their experiences to the written materials, askingrelevant questions.4. Demonstrate reading-like behaviors with familiar written materials; i.e.,moving from labeling pictures to creating connected stories using booklanguage (e.g., “Once upon a time . . .”); using patterns and vocabularythat occur in printed material to making use of printed text; e.g., trying outwhat one is learning about words and sounds.5. Talk about preferences for favorite authors, kinds of books, and topics andquestion the content and author’s choices (critical literacy).Examples of Experiences and Strategies• On a daily basis, at home and at school, adults read fiction and non-fictionbooks to and with children.• Adults build on children’s interests to introduce new vocabulary andencourage them to ask the meaning of new words.• Adults draw attention to concepts; e.g., ideas in the stories, content innon-fiction books, differences, more and less, big and small.• Children have access to recorded forms of books; e.g., books-on-tape,computer stories.• Adults talk about the author and illustrator when introducing a story.• The learning environment makes extensive use of labels; e.g., wordsin English and the home languages of enrolled children, pictures andsymbols.• Parents are encouraged to take children on outings around theneighborhood and to talk about what they see and experience; e.g., at thegrocery store, to local parks.Questions for Reflection1. How can new vocabulary be made a part of the planning of allexperiences and activities?2. In what ways do adults assist children in relating stories to events in theirown lives and in making predictions?3. What opportunities exist to read books with rich descriptive vocabulary,exploring and extending children’s understanding of the meaning of newwords?4. What opportunities exist for adults to build upon children’s comprehensionskills by listening, responding, and asking questions?5. In what circumstances do adults model reading behaviors and, whenappropriate, draw children into what they are reading?6. How do adults present opportunities for children to experience thedifference between fiction and non-fiction books?Early Childhood Standards of Quality for Prekindergarten 75