chapter 5 language, literacy and literature the development of language is an essential precursor to...

Chapter 5Language, Literacy

and Literature

the development of language is an essential precursor to reading. . . . Speaking is a natural development, reading is not. Reading is

an acquired skill (Nevills & Wolfe, 2009).©2015 Cengage Learning. All Rights Reserved.

Language Defined as human speech, written symbols

for speech, or any means of communicating Development follows a predictable

sequence Related to chronological age Includes both sending and receiving

information Learned through use Brain sets up circuitry needed to

understand and reproduce language First 5-7 years is sensitive period

©2015 Cengage Learning. All Rights Reserved.

Emergent Literacy Process of

developing awareness about reading and writing before children can actually read or write

Building blocks for later reading, writing, and communicating

Includes phonological awareness and letter recognition


Literature All the writings (prose and verse) of a

people, country, or period, including those written especially for children

We use books to teach children to read and to teach children about the world, math concepts, science, and social studies


Language Development

of Young Children

Baby’s cry

Cooing Smiling and

laughing Babbling Association

One-word usage

Recall Telegraphic

speech Multiword

speech©2015 Cengage Learning. All Rights Reserved.

Language development follows a predictable sequence and is learned through use

Literacy Development of Young Children Components

Listening Speaking Reading Writing


Literacy Development of Young Children Circular Through play Phonics, phonemes, phonological

awareness, rhyming, vocabulary, whole language

Ideas for creating a developmentally appropriate language and literacy environment


National Institute for Literacy Knowing the names of printed letters Knowing the sounds associated with

printed letters Manipulating the sounds of spoken

language Rapidly naming a sequence of letters,

numbers, objects, or colors Writing one’s own name or even isolated

letters Remembering the content of spoken

language for a short time


Language and Literacy Environment The classroom is print-rich Children have access to listening,

reading, and writing materials that are available at all times

The process—not the product—is the emphasis of all activities


An Integrated Language and Literacy Environment Listening, speaking, writing and

reading are integrated Create a child-centered space that is

developmentally appropriate Suggestions for an effective language

arts center An environment that is soft


Setting Up the Writing Environment

Access to listening, reading, and writing materials in every learning center

Emergent forms of writing include drawing, scribbling from left to right, creating letter-like forms, or creating random strings of letters

Activities that provide a wide range of writing activities


Purposes and Values of Children’s Books Help children associate that which is

new with that which is already known Give children a greater understanding

of the world Make children excited to know more Foster enjoyment, imagination,

curiosity Help children develop necessary

language and literacy skills Provide many other values


Types and Genres of Books for Children

Alphabet booksBeginning-to-read booksBig booksBoard booksConcept booksCounting booksFolk literatureInformational booksInteraction booksMother Goose and nursery rhymes

Multicultural booksPicture books or picture story booksPoetryPredictable booksRealistic literatureReference booksSeries booksTeacher- and child-made booksWordless picture books


Some Criteria for Selection of Books for Young Children Select books for enjoyment, appeal, vocabulary, durability, format and length

Offer variety of writing styles and illustrations

Align with children’s experiences

Involve children’s senses

Read several books on the same topic


Additional Criteria A wide variety of multicultural/anti-bias

books Books with well-developed characters Books that challenge unfairness and prejudice Illustrations free from stereotyping Accuracy in stories

Reading Is Fundamental (RIF) organization (2009) guidelines in the selection of books that include children with special needs


Thematic Selection of Books Theme based on children’s interests Choose books that are age and

developmentally appropriate Books should expand the theme Books with similar characteristics

Can focus on a single item Can represent the work of a particular

genre, author, and/or illustrator


Integrating Literature into Other Curriculum Areas Reading aloud Using informational books Using drama and art Encouraging child-dictated writing Taught around a theme Can focus on a content area Reproductions and retellings Put literature around the room


Writing Activities Writing with water Labeling Writing to others Story starters Birthday celebrations Journal writing Dictionaries Graphic organizers


Word Wall An alphabetically arranged display or

chart of words that children have experienced

A tool children can use to discover new words while practicing and expanding their language skills

Word walls are ongoing displays of words or parts of words used to teach letter-sound correspondence, spelling, reading


Encouraging to Become Authors and Illustrators

Why are books authored by children or their teachers valuable?

Looking at both words and illustrations demands a higher cognitive functioning

Children need many opportunities to be illustrators


Author and Illustrator Activities Classroom books with contributions

from each child “Book buddies” or “book partners” Artwork Book covers Child-dictated text Photographs Binding


Language and Literacy Activities Flannel board activities

Retell stories Interactive Bridge between real and abstract

Group time activities Finger plays Poetry Songs Stories Sensory activities


Storytelling Techniques Oral tradition Vary speech patterns—tone, pitch,

rhythm Select stories with simple plots and small

numbers of characters Drama

Props Puppets Toys Songs Flannelboard pictures Finger plays Drawings of stories


Poetry Read poetry to children often Use snack time as a “poetry break time” Act out a poem Draw an illustration for a poem Include poetry in group time Pick a theme and

Make an illustrated booklet Create an exhibit of poems Create a “poetry line”


Literacy and Technology Not just computers How technology is used is more

important than if technology is used at all

Can enhance all aspects of literacy


Technology and the Literacy Curriculum Primary-age children need to utilize

digital and media technology Digital story

Mixes still images (photos or artwork), voice narration, and music

Requires computer, digital camera, scanner, printer, and software

All aspects must be developmentally appropriate

Teachers need experience in technology before embarking on this type of literacy learning


Respecting a Child’s Bilingual, Bicultural World Increasing numbers of children whose

home language is not English Support native language literacy first

(anti-bias approach) Stages of acquiring a second

language Terms used to describe or

characterize children whose second language is English


Encouraging Family Support Recognize the value of family efforts Build relationships and trust Communicate with families through

notes and letters Respect the language of the home and

school Involve parents in activities Encourage reading and writing activities

in the home


Family/School Connection Reading to their child should be a

part of every day Suggestions on how families can

involve children with books Set up a parent-lending library Read more than books Encourage parents to limit television

time Have families read books in their first

language


Guidance Tips for Story Time Encourage the child to stay with group,

but do not insist Begin with books that have only a few

pages Help a child focus by asking about what

might happen next Handle problems as briefly as possible Be sure children have elbow and knee

room and can see


Guidance Tips for Story Time To gain attention, insert child’s name as

part of the story Have children retell story using their

own words, join in to repeat lines, place flannelboard pieces as you tell the story

Use a puppet to guide children through the story


Tips for Teachers Opportunities for reading must be

available frequently, not just at circle time

Imbed books, functional print and writing materials throughout the room Books on construction and blueprints in

block center Phone books, menus and message pads

in dramatic play Non-fiction books in the science center Graph paper in the math center


chapter 5 language, literacy and literature the development of language is an essential precursor to...

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