Students correct Chapter 9 and 10 Study Questions and Vocabulary
Teacher Instruction Teacher Discussion
How do children learn language? Children learn language when they are in environments where language is used and when they interact with others. (Refer to page 279 in the text) They need meaningful interaction.
How can you as a preschool teacher provide an environment that fosters children’s growth in language abilities? By observation
Be aware of the development of writing: scribbling, linear repetitive, random-letter, letter-name or phonetic writing, traditional spelling, conventional spelling
Share books with children
Talk about letters by name and sounds
Establish a literacy-rich environment
Reread favorite stories (transition or back-up activity)
Play language games
Encourage children to experiment with writing
Have children keep journals
Would you purchase a commercial program for your children? (Reasons not to: It ignores the interactive and active nature of language, it is designed for small group instruction where every child won’t be at the same level; production of language is done by the teacherand is expensive.)
How should you select children’s literature books?
Introduce the book by reading the title and showing the children the front of the book.
While looking at the front of the book, ask the children to predict what the story will be about.
Read the book aloud while passing your hand or pointer under the print as you read it.
When you reread the story call attention to capital letters, punctuation, illustrations, author’s use of words, rhyming patterns, spelling patterns, page numbers, etc. (Refer to page 332 in the text book)
Ask 5 questions during your story (open-ended)
Factual - How many bears were in the story?
Inferential - How would the bears feel when they got back home?
Applicative - What would you do if you were the baby bear?
Compare and contrast
Ask cause and effect questions
Patterns and sequence - What would happen next?
Predicting - What might happen next?
Be aware of teaching literacy skills:
Phonemic awareness (rhyming cat, hat, mat; distinguish syllables pen-cil; categorize similarities of words cat and hat or pen and pin)
Phonics (sound out words from letters)
Fluency (develop oral language)
Vocabulary (teach new words)
Comprehension (ask what happened and what will happen next)
Predict language patterns (repetitive text, rhymes, etc.)
Differentiate between real and pretend
Interactive Literature or Shared Reading Activities – Where children can ask questions, make comments, and answer questions posed by the teacher. Small groups usually work better here. (A book for Interactive Literature may only be read once during the year. Check the Interactive Literature charts for book titles and student signatures.)