Chapter 6: Achieving Language and Literacy Goals

through Programming

Language arts is:

• Listening• Speaking• Writing• ReadingCan also include:• Visual literacy• Cultural literacy

Visual literacy (viewing)

• Visual perception skills:• Attending behavior• Discrimination• Identification• Analysis• Classification• Sorting• Categorization of visual images

Cultural literacy:

• The possession of the basic information needed to thrive in the modern world

• In relation to reading:– Knowing how & when to ask questions– How to hold a book– How to listen to a story– When and how to participate

Early Literacy

• The language arts behaviors, concepts and skills that come before and develop into reading, writing, etc. includes:– Speaking– Listening– Print awareness– writing behaviors– Reading alphabet letters and words

• Considers change over time and strategies used

Language Arts - History• René Descartes: God is responsible for children’s innate knowledge

• John Locke: minds at birth are a blank slate (tabula rasa); experiences very

important

• Johann Pestalozzi & Freidrich Froebel: recommend “natural

environments”; play is important. Froebel also: treat children with kindness,

caring and compassion.

• John Dewey: teacher-selected topics, theme instruction; teachable moments

• Arnold Gesell: teaching should be based on developmental norms

• Maria Montessori: children self-select activity, work at own pace, work

independently; stressed order; sensory learning

• Jean Piaget: children progress through stages; exploration and manipulation

• Noam Chomsky: language acquisition device (LAD) – human brain equipped

with something that helps them learn language

• Lev Vygotsky: learning takes place through social contact; private speech;

others help child move forward

Constructivist Impact on Language Arts Program Planning:

• Prepared and natural environments

• Equal emphasis on social, emotional, physical and

intellectual development

• Supportive adults encourage social interaction

• Focus on learning rather than teaching

• Children must be actively involved to learn

Productive Early Literacy Addresses:

• Understanding and use of print functionality (reading and

writing for communication, expression, etc.)

• Understanding and use of the “alphabetic principle”

(phonological awareness, letter names and sounds, etc)

• Motivation and interest in using print

• Language, cognitive skills and knowledge for

comprehension and communication

Categories of Theories

• Nativists: children learn without direct teaching from adults (Rousseau, Pestalozzi, Froebel)

• Psychosocial theory: stages of human development (Freud, Erikson)

• Nurturist: related to behaviorism, teachers are dispensers of knowledge (Locke)

• Interactionist: children create knowledge within environment; also constructivist theory (Piaget), social constructivist theory (Vygotsky)

Teacher Behaviors to Support Literacy Development

• Using new words with children• Extending children’s comments through questioning• Focusing children’s attention on an analysis of books read

to them• Engaging in intellectually challenging conversations• Placing an importance on child attentiveness during group

times• Obtaining and maintaining children’s attention• Believing academic and social goals are both important• Providing literacy-learning opportunities and being

intentional in instructional efforts to stretch children’s thinking

Teacher Behaviors to Support Literacy Development, cont.

• Supporting children's writing attempts• Providing knowledge, phonological sensitivity,

and familiarity with the basic purposes and mechanisms of reading to preschoolers with less prior knowledge and skill (at-risk children)

• Giving individual children adequate time to speak• Planning and implementing small group activities• Engaging in extensive conversation• Joining individual children or small groups in the

library or writing areas

Teacher Behaviors to Support Literacy

Development, cont.

• Varied teacher strategies to motivate literacy learning• High expectations for student accomplishment• Varied structures for instruction to meet individual needs,

such as whole-group, small-group and one-on-one settings with the teacher

• Literacy-rich classroom environment with accessible materials

• Careful organization and management of materials• Opportunities for children to practice skills taught• Guidance in structured lessons for acquisition of skills• Opportunities for children to work independently or in

collaborative groups

Language and Literacy Goals

• Writing goals– Understanding of uses of the printed word

• Reading goals– Includes:

• Reads pictures• Shows interest in and enjoyments of stories and books• Guesses at meanings based on context cues• Reads own and others names• Develops phonemic awareness

• Goals that promote early literacy• Exposure to and familiarity with literary classics

» Also see p. 611

Sociocultural Language Goals

1. All students are able to communicate effectively with all persons within a multicultural, diverse society.

2. All students learn to value linguistic diversity and celebrate the cultural expressions of those who are different from themselves.

3. All students see the value of language and literacy in their own lives.

Thematic Inquiry Approach

1. Observe and record a child’s interest2. Identify a topic3. Try to discover what children know and want to know4. Imagine possible activities5. Decide on goals of instruction6. Pinpoint range, scope, vocabulary, main ideas, activities7. Discuss environment, staffing, visitors and helpers8. Make specific plans for individual and group activities9. List the necessary materials and supplies10. Decide on a culminating activity11. Set a timetable if necessary12. Pinpoint evaluation criteria

Thematic/Literature Based

• Similar to thematic instruction

• Central core is a classic book or instructional book

Reggio Emilia

See pp. 193-195