Overarching Principles These principles should be kept in mind at - - PowerPoint PPT Presentation

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Overarching Principles These principles should be kept in mind at - - PowerPoint PPT Presentation

Nov 06, 2022 329 likes •577 views

Overarching Principles These principles should be kept in mind at all times when thinking about preschool curriculum and working with young children. All children are capable of learning 1. Children show individual differences in development 2.

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Overarching Principles

These principles should be kept in mind at all times when thinking about preschool curriculum and working with young children.

1.

All children are capable of learning

2.

Children show individual differences in development

3.

Knowledge of child growth and development is essential for program development and implementation

4.

Children’s language skills are the best indicators of academic success

5.

Developmental domains are highly interrelated

6.

Young children learn by doing

7.

Families are the primary caregivers and educators of their young children

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Overview of the English Language Arts Preschool Learning Experiences

Language

Reading and Literature

Composition Review the Overview of English Language Arts document before continuing this module.

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Language 1

  • 1. Observe and use appropriate ways of

interacting in a group (taking turns in talking; listening to peers; waiting until someone is finished; asking questions and waiting for an answer; gaining the floor in appropriate ways).

Listening and turn taking activities

  • Circle time discussions
  • Games and puzzles
  • Show and Tell
  • Story time with Q & A
  • Talking stick or toy

Image ¡courtesy ¡of ¡Leslie ¡Renken ¡ ( h7p://pjstar.mycapture.com/PHOTOS/ PJST/765168/23856132E.jpg) ¡ A7ribuNon-­‑NonCommercial-­‑NoDerivs ¡ 3.0 ¡Unported ¡(CC ¡BY-­‑NC-­‑ND ¡3.0) ¡ ¡

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Language 2

  • 2. Participate actively in discussions, listen to the ideas of others, and

ask and answer relevant questions.

Literal Question Starters Inferential Question Starters Who did you see? Who did you read about? Why did you do it? Why do you think that happened? What happened? What will happen next? Where did it happen? What if this (specific event) happened? When did you do it? Describe in your own words.

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Language 3

  • 3. Communicate personal experiences or interests

Image ¡courtesy ¡of ¡David ¡Woo ¡( h7p://farm3.staNc.flickr.com/2438/3548354827_4e68247a80_o.jpg) ¡A7ribuNon-­‑ NoDerivs ¡2.0 ¡Generic ¡(CC ¡BY-­‑ND ¡2.0) ¡ ¡

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Language 4

  • 4. Engage in play experiences that involve naming and sorting common

words into various classifications using general and specific language.

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Language 5

  • 5. Listen to and use formal and informal language.

Resources for multicultural literature http://www.multiculturalchildrenslit.com/ http://www.education.wisc.edu/ccbc/ books/detailListBooks.asp? idBookLists=42 http://www.corwin.com/books/Book228880

Humpty Dumpty Video

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Reading and Literature 6

  • 6. Listen to a wide variety of age

appropriate literature read aloud.

I can read! video

Image ¡courtesy ¡of ¡Eszter ¡Hargi7ai ¡( h7p://www.flickr.com/photos/ 48600101641@N01/2057765359) ¡(2007) ¡A7ribuNon-­‑ NonCommercial-­‑ShareAlike ¡2.0 ¡Generic ¡(CC ¡BY-­‑NC-­‑SA ¡ 2.0) ¡ ¡

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Reading and Literature 7

  • 7. Develop familiarity with the forms of alphabet letters, awareness of print,

and letter forms.

Concepts About Print Where to begin writing or reading, going from left to right Concept of a letter, word, sentence Where to go after the end of the line (return sweep) Concept of first and last part (of the word, sentence, story) The print, not the picture, carries the message Letter order in words is important Word by word pointing (one-to-

  • ne correspondence

There are first and last letters in words Upper and lower case letters have purpose Different punctuation marks have meaning

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Reading and Literature 8

  • 8. Listen to, identify, and

manipulate language sounds to develop auditory discrimination and phonemic awareness.

Phonological and Phonemic Awareness Video

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Reading and Literature 9

  • 9. Link letters with sounds in play

activities. B for ball –ba, ba ,ba, ba Name Cards video

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Reading and Literature 10

  • 10. Engage actively in read-aloud

activities by asking questions,

  • ffering ideas, predicting or

retelling important parts of a story

  • r informational book.

READING COMPREHENSION STRATEGIES

Making Connections

Creating Mental Images (Visualizing)

Questioning

Inferring

Evaluating (Determining Importance)

Synthesizing

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Reading and Literature 11

  • 11. Listen to several books by the

same author or using the same illustrator. Preschool Authors Information

Image ¡courtesy ¡of ¡Rebecca ¡Hyman ¡( h7p://www.wickedlocal.com/lakeville/fun/entertainment/ arts/x2138485339/-­‑Earnest-­‑illustraNons? photo=2#axzz1FO4Hlzum) ¡A7ribuNon-­‑NonCommercial-­‑ NoDerivs ¡3.0 ¡Unported ¡(CC ¡BY-­‑NC-­‑ND ¡3.0) ¡ ¡

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Reading and Literature 12

  • 12. Listen to, recite, sing, and

dramatize a variety of age- appropriate literature. Transition Time Video

Image ¡courtesy ¡of ¡U.S. ¡Army ¡ ¡(h7p://www.army.mil/-­‑images/ 2009/09/10/50246/army.mil-­‑50246-­‑2009-­‑09-­‑10-­‑130924.jpg) ¡

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Reading and Literature 13

  • 13. Relate themes and information in books to personal experiences.

Themes Books Activities

Winter The Mitten by Jan Brett The Snowy Day by Ezra Jack Keats Playing in the Snow Dressing to go out in the cold Activities to do in the winter Trains The Little Engine That Could by Watty Piper Freight Train by Donald Crews Visiting a train station

  • r train yard

Playing with trains in the block area Parents who ride trains to work

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Reading and Literature 14

  • 14. Recognize and supply rhythm

and rhyme in poetry.

Peter ¡Piper ¡Poem ¡ Hot ¡Cross ¡Buns ¡ Poem ¡ Hickory ¡Dickory ¡Dock ¡ Poem ¡

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Reading and Literature 15

  • 15. Listen to, recognize, and use a

broad vocabulary of sensory words. Descriptive Language Video

soft prickly scratchy fluffy gooey hard sticky rough smooth

  • Aliki. ¡(1989). ¡My ¡Five ¡Senses. ¡New ¡York: ¡

Harper ¡Collins ¡Publishers. ¡ ¡ ¡

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Composition 16

  • 16. Use their own words or

illustrations to describe their experiences, tell imaginative stories, or communicate information about a topic of interest.

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Composition 17

  • 17. Add details or make changes

to published or class-made stories. Class Made Book Video

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Composition 18

  • 18. Use emergent writing skills to

make letters in many settings and for many purposes. Signing In Video

Emergent Writing Activities

Writing in sand, water, finger paint Greeting cards, grocery lists, recipes Dry-erase boards, alphabet tiles, crayons, markers, books

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Composition 19

  • 19. Arrange events in order

when dictating a story.

Storytelling Video

  • First this happened
  • Who, What, Where

Beginning

  • Then this happened
  • Problem in the story

Middle

  • Finally this happened
  • How the problem was

resolved

End

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Composition 20

  • 20. Generate questions and gather

information to answer their questions in various ways. Billy Goats Gruff Lesson Ideas

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Next Steps

Read the articles included below that support why these standards are being taught and the best ways to teach them.

Look over the ELA scope and sequence checklist and inventory for meeting ELA standards and keeping track of how you meet them. This is also a tool that can be used to plan progress monitoring for students.

Complete the ELA module quiz.

Complete and turn in your ELA module assignment via Blackboard. Congratulations!! You have completed the English Language Arts Module.