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literacy events (books, rhymes,
songs, writing) are mainly grouped around unit topics or events
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child-choice selections for the
Read-Aloud's are rich sources for learning and enthusiasm
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songs are used by all teachers to
develop literacy
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alphabet letters and sounds are
introduced within context of literature selections or topics of interest
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predictable books, rhymes and
chants are used almost daily in classrooms
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rhyming is a key focus
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introducing various versions of
stories is common
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book elements are explored
throughout the year - table of contents, page numbers, title page,
dedication, author, illustrator
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oral language/talk/conversations
support all receptive and expressive forms of literacy
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as the year progresses, teachers
use more "predicting" strategies throughout their story time.
"What do you think will happen next? What do you think this story might
be about? Who could the author be?"
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phonemic awareness is often tied
with speech and language awareness
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teachers scaffold the more
complex ideas and stories into a simplified format to help encourage
children into print
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copying is a viable way to
produce written text; children use it with success; it bridges stages of
learning. (name cards, student photos with names, key words, short messages,
words from books...)
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classes generate new print and
literacy material on a consistent basis (class books, letters and
correspondence, and topic supports)
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there is a change in routine and
focus on literacy in January. Children seem able to listen to more complex
works along with a higher number of stories or poems
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teachers often showcase
illustrators of children's literature to help them understand the art
techniques used. Children often experiment with the same art techniques as
the illustrator.
