language and literacy areas in a preschool classroom

Organizing and Planning for an Integrated

Language and Literacy Environment

Developmentally

Individually

Creatively

Selection of activities

Child-centered space

Infants and

Toddlers

Setting up the Writing Environment

Offer pressure-free experimentation with writing and

encourage children to write often.

Remember that children’s first

writing attempts appear as scribbling.

Materials should be available at all

times for children to use for writing.

Early writing experiences should

introduce and reinforce meaningful

opportunities for the children in your

classroom:

Writing with Water

Labeling

Writing to Others

Story Starters

Birthday Celebration

Journal Writing

Dictionaries

Observation and Assessment to Support Literacy Learning

The most powerful outcome of ongoing assessment is the positive relationship teachers can build with each child (Dodge, Heroman &

Maiorca, 2004).

Literacy and Learning with Technology

If children come from families in which there is little technology in the home, they will need to develop these skills at home (Deiner, 2010)

Guidelines for Using and Selecting Technology:


Provide a computer center as one of many equally valued learning centers in the classroom


Link technology activities with hands-on classroom materials.


Encourage children to work on the computer in pairs.


Allow children lots of time to explore how to use a computer.


Young children need interactive programs they can gain control over.


Don’t try to formally “teach” technology skills and competencies.


Do carefully evaluate all software, both for developmental appropriateness and nonsexist, nonracist and others.


New software is being developed daily.


Provide ways for children with special needs to use computer.


Encourage children to use digital cameras to expand their language and literacy activities.

Group Time Activities

Presents an opportunity for listening, speaking, vocabulary development and cognitive and social activities.

Finger plays Poetry Songs Stories Sensory Activities Flannelboards

Hop-Hop!: Finger Play

Teacher: Let’s tell a story together. Our hands can help. First, make a fist like this.

(Teacher makes a fist and continues to model for the children all the actions follow)

Now, hold up two finger (index and middle fingers)

See, we have a bunny! These are his ears. (Wiggle fingers)

Wiggle, wiggle, wiggle, it’s Robby Rabbit! Can he hop?

(Make hopping motions)

Up and down, up and down – good!

Now, make another bunny with your other hand.

This is Reba Rabbit. Wiggle her ears– wiggle, wiggle, wiggle.

Now we have two bunnies. Can they both hop? Good!

Let them hop behind your back and hide.

Now we can begin our story.

Everyone sing softly: “Ta-dah!”

Children: Ta-dah!

Teacher: (Bringing one hand forward with hopping motion)

Here comes Robby Rabbit– wiggle, wiggle, wiggle!

And here comes Reba Rabbit (Other hand) Wiggle! Wiggle! Wiggle!

(Bunnies face one another. When they speak, their ears wiggle. Reba’s voice should be pitched higher than Robby’s

Teacher: Robby Rabbit says, “Hello!”

Reba: Hello Robby! How are you?

Robby: I’m fine

(Both bunnies tremble.)

Teacher: Now they’re both so scared that they hop behind you and hide.

Do you want to see them again? Sing, “Ta-dah!”

(Repeat the whole procedure through Robby’s line, “Im fine!” This time, only Reba begins to tremble.)

Teacher: Reba is so scared, she hops behind you to hide again. But

Robby Rabbit is not scared. He sings this song:

(Robby hops and sings).

Using Rebus Charts is another way to integrate

literacy into the curriculum:

language and literacy areas in a preschool classroom

Education