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

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. Knowledge of child growth and development is essential for program development 3. and implementation Children’s language skills are the best indicators of academic success 4. Developmental domains are highly interrelated 5. Young children learn by doing 6. Families are the primary caregivers and educators of their young children 7.

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.

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 Image ¡courtesy ¡of ¡Leslie ¡Renken ¡ waiting for an answer; gaining the floor ( h7p://pjstar.mycapture.com/PHOTOS/ in appropriate ways). PJST/765168/23856132E.jpg) ¡ A7ribuNon-­‑NonCommercial-­‑NoDerivs ¡ 3.0 ¡Unported ¡(CC ¡BY-­‑NC-­‑ND ¡3.0) ¡ ¡ Listening and turn taking activities • Circle time discussions • Games and puzzles • Show and Tell • Story time with Q & A • Talking stick or toy

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 Why did you do it? Why do you read about? 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.

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) ¡ ¡

Language 4 4. Engage in play experiences that involve naming and sorting common words into various classifications using general and specific language.

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

Reading and Literature 6 6. Listen to a wide variety of age appropriate literature read aloud. Image ¡courtesy ¡of ¡Eszter ¡Hargi7ai ¡( h7p://www.flickr.com/photos/ I can read! video 48600101641@N01/2057765359) ¡(2007) ¡A7ribuNon-­‑ NonCommercial-­‑ShareAlike ¡2.0 ¡Generic ¡(CC ¡BY-­‑NC-­‑SA ¡ 2.0) ¡ ¡

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, Concept of a letter, word, sentence going from left to right Where to go after the end of the Concept of first and last part (of line (return sweep) the word, sentence, story) The print, not the picture, carries Letter order in words is important the message Word by word pointing (one-to- There are first and last letters in one correspondence words Upper and lower case letters have Different punctuation marks have purpose meaning

Reading and Literature 8 8. Listen to, identify, and manipulate language sounds to develop auditory discrimination and phonemic awareness. Phonological and Phonemic Awareness Video

Reading and Literature 9 9. Link letters with sounds in play activities. B for ball –ba, ba ,ba, ba Name Cards video

Reading and Literature 10 10. Engage actively in read-aloud READING COMPREHENSION activities by asking questions, STRATEGIES offering ideas, predicting or Making Connections retelling important parts of a story  or informational book. Creating Mental Images  (Visualizing) Questioning  Inferring  Evaluating (Determining  Importance) Synthesizing 

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) ¡ ¡

Reading and Literature 12 12. Listen to, recite, sing, and dramatize a variety of age- appropriate literature. Image ¡courtesy ¡of ¡U.S. ¡Army ¡ ¡(h7p://www.army.mil/-­‑images/ 2009/09/10/50246/army.mil-­‑50246-­‑2009-­‑09-­‑10-­‑130924.jpg) ¡ Transition Time Video

Reading and Literature 13 13. Relate themes and information in books to personal experiences. Themes Books Activities Winter The Mitten by Jan Brett Playing in the Snow The Snowy Day by Ezra Jack Dressing to go out in Keats the cold Activities to do in the winter Trains The Little Engine That Could Visiting a train station by Watty Piper or train yard Freight Train by Donald Crews Playing with trains in the block area Parents who ride trains to work

Reading and Literature 14 14. Recognize and supply rhythm and rhyme in poetry. Peter ¡Piper ¡Poem ¡ Hickory ¡Dickory ¡Dock ¡ Poem ¡ Hot ¡Cross ¡Buns ¡ Poem ¡

Reading and Literature 15 15. Listen to, recognize, and use a broad vocabulary of sensory words. Descriptive Language Video soft hard sticky prickly gooey rough scratchy fluffy smooth Aliki. ¡(1989). ¡ My ¡Five ¡Senses. ¡ New ¡York: ¡ Harper ¡Collins ¡Publishers. ¡ ¡ ¡

Composition 16 16. Use their own words or illustrations to describe their experiences, tell imaginative stories, or communicate information about a topic of interest.

Composition 17 17. Add details or make changes to published or class-made stories. Class Made Book Video

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

Composition 19 19. Arrange events in order when dictating a story. • First this happened Beginning • Who, What, Where Storytelling Video • Then this happened Middle • Problem in the story • Finally this happened End • How the problem was resolved

Composition 20 20. Generate questions and gather information to answer their questions in various ways. Billy Goats Gruff Lesson Ideas

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.