Early Childhood - Connecticut State Department of Education

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Language And Literacy Development Chapter 5 LANGUAGE AND LITERACY PLAN Performance Attend to a story Indicators Retell information from a story Demonstrate understanding of basic conversational vocabulary Demonstrate book awareness Concepts/Content Understand concepts about print: front of book, title, author, left to right Follow sequence of story Develop oral language skills: speak in complete sentences Develop vocabulary Experience Children listen to a series of stories over several days, e.g., Curious George, by H.A. Rey Children compare and contrast the different predicaments of Curious George Children locate the title and author of each book and note differences and similarities Children discuss their favorite stories and explain their reasons Children reenact/create new stories about Curious George Context, Small group: three to four children Environment Library area Literacy center Drama and fantasy center Teacher Strategies Provoke discussion and analysis with comparison questions about similarities and differences Demonstrate and label the parts of a book; observe children and notice how they use books Read with children, model print concepts, ask questions and enjoy stories together Facilitate the drama and fantasy area, partnering with children to create stories about Curious George Materials/Changes Multiple copies of various Curious George titles to Environment Create puppets with pictures of the characters in the stories glued to sticks 80
Language And Literacy Development Chapter 5 References Connecticut State Board of Education. Early Literacy Development. Hartford, CT: Connecticut State Board of Education, 1999. Connecticut State Board of Education. The Connecticut Framework: Connecticut’s Preschool Curriculum Framework. Hartford, CT: Connecticut State Board of Education, 1999 (and 2005 and 2006 reprints). Connecticut State Board of Education. Connecticut’s Blueprint for Reading Achievement. Hartford, CT: Connecticut State Board of Education, 2000. Dickinson, D. and Tabors, P. Beginning Literacy with Language. Baltimore, MD: Paul H. Brookes Publishing Co., 2001. Dickinson, S. B. and Neuman, D. K. Handbook of Early Literacy Research. New York: Guilford Press, 2002. Gillian, Strickland. “The Reading Mother.” In The Read Aloud Handbook, by James Trelease. New York: Penguin Books, 2001. Milne, A. A. The Pooh Story Book. New York: Dutton Publishers, 1965. Morrow, Lesley Mandel. Literacy Development in the Early Years. Needham Heights, MA: Allyn & Bacon, 2001. National Research Council. Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press, 1998. National Research Council. Starting Out Right: A Guide to Promoting Children’s Reading Success. Washington, DC: National Academy Press, 1999. National Research Council. Eager to Learn: Educating Our Preschoolers. Committee On Early Childhood Pedagogy, Commission On Behavioral and Social Sciences and Education. Barbara T. Bowman, M. Susan Donovan and M. Susan Burns, Eds. Washington, DC: National Academy Press, 2001. Neuman, Susan B.; Copple, C. and Bredekamp, S. Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Washington, DC: NAEYC, 2000. 81 Tabors, P.O. One Child, Two Languages: A Guide for Preschool Educators of Children Learning English as a Second Language. Baltimore, MD: Brookes, 1997. Resources Adams, Marilyn J. Beginning To Read: Thinking & Learning About Prints. Champaign-Urbana, IL: Center for Study of Reading, University of Illinois, 1990. Allen, L. First Steps: Oral Language Developmental Continuum. Portsmouth, NH: Heinemann, 1994. Berk, L. E. and Winsler, A. Scaffolding Children’s Learning: Vygotsky and Early Childhood Education. Washington, DC: National Association for the Education of Young Children (NAEYC), 1995. Davidson, J. Emergent Literacy & Dramatic Play in Early Education. Albany, NY: Delmar Publishers, 1996. Duckworth, E. (Ed.). Tell Me More, Listening to Learners Explain. New York: Teacher’s College Press, 1987. Farris, P. Language Arts: Process, Product, Assessment. New York: McGraw Hill, 2001. Gwocki, Gretchen. Literacy Through Play. Portsmouth, NH: Heinemann, 1999. Journal of Research in Childhood Education. Vol. 12(2) “Interaction,” Pgs. 117-129, 1998. McCracken, J.B. Play is FUNdamental. Washington, DC: NAEYC, 1987. McGee, L. and Richgels, D. Literacy’s Beginnings Supporting Young Readers & Writers. Needham Heights, MA: Allyn & Bacon, 2000. Meier, D. Scribble, Scrabble, Learning to Read and Write, Success with Diverse Teachers, Children and Families. New York: Teacher’s College Press, 2000. Raison, G. and Rivalland J. First Steps: Writing Developmental Continuum. Portsmouth, NH: Heinemann, 1994. Rees, D. (et al.) and Shortland-Jones, B. First Steps: Reading Developmental Continuum, Portsmouth, NH: Heinemann, 1994.
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Early Childhood - Connecticut State Department of Education

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