II.ENGLISH LANGUAGE/LITERACY DEVELOPMENTAL DOMAIN

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The English language and literacy domain developschildren’s interest in and curiosity about literacy, writing, and reading as they listen to stories, enjoy picture books, and repeat stories, rhymes, and other printed material on a daily basis.  Teachers read aloud to children routinely and allow children to develop oral and written communication skills through experiences with “scribbling” and pretending to read aloud as they play.

B. The study of spatial relationships, writing, and prephonenic reading at the prekindgarten level promotes children’s understanding of written forms of literature. Children learn to incorporate a basic awareness of print into their play.  Children become aware that their play has meaning and that through play, they will learn to write and read naturally.
  1. Use literature from several genres, such as folk tales, Mother Goose rhymes, picture books, and other literary forms to read to children.
  2. Recite verse, make up poems, use rhyming words, invent words, and use humor in communicating with children.
  3. Encourage “remembering” as a form of memorization.  When reading to children, read stories twice to develop this skill.               
  4. Show children how to talk in front of a group and practice “show and tell” activities.
  5. Make art projects innovative and original; refrain from giving children examples they must replicate.
  6. Play, sing and act out songs, games, and finger plays as routine activities, which are performed during circle and group times and also during center-based learning times.
  7. Print alphabet letters starting with the letter A, and show children how to make the marks and create their own versions of the letters A–Z.
  8. Encourage children to draw pictures of something that begins with letters and can be made into ABC alphabet books.         
  9. Introduce journals so children can scrawl or form approximations of letters, “pretending” to write a story about field trips.
  10. Write stories in journal format as dictated by children, frequently.

 

 

 

 

 

 

 

 

 

 

  • Children engage in multi-disciplinary, museum-like activities.

 

  • Children set up environments to simulate pretend play.
C. Language, as a celebration of speaking and communicating about traditions at the preschool level, develops children’s capacity to learn more categorical knowledge of print, literature, and oral language tasks.
  1. Practice songs, poems, sign language, and finger plays for the Holiday Program.
  2. Perform before an audience.
  3. Rehearse with other PreK children.
  4. Give hats, mittens, and scarves to the Salvation Army at Christmas and Hanukkah time.
  5. Learn about the Christian and Jewish celebrations of the New Year.
  6. Build a giant igloo out of empty plastic milk jugs; learn about Eskimos, snow, snowman, and mittens
 
D. The study of the customs and traditions that originate in the lives of children at the preschool level develops competence in intellectual tasks, such as seriation, classification, literacy, and divergent thinking.  Children also gain an appreciation of their heritage and what it means to belong to a family group.  They begin to incorporate literacy and language activities into their conversations and group play. 
  1. Reintroduce primary colors and add other colors specific to each special custom or tradition, such as Halloween, Valentines Day, Flag Day, Ground Hog Day, etc.
  2. Read animal picture books associated with special customs and invite animal “guests”.
  3. Produce artwork, museum pieces, charts, graphs, maps, and patterns, introducing numbers, letters, and other forms of print and mathematical symbols.
  4. Organize multi-sensory and sensory-motor themes, which allow for literacy activities.  Pretend play themes, such as organizing a Halloween Parade, planting a tree in winter, or going on a trip to Hawaii are examples of integrating themes that benefit language and literacy learning.
 
Ask Dr. Susan