1. Staff Development Friday, January 18, 2013 Alyce Anderson 1

2.  United Nations Educational, Scientific, and Cultural Organization defines it as the “ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts.”  It is a continuum of learning  Various types of literacy (ex. Visual, auditory, etc.) 2

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4.  Literacy is NOT JUST BOOKS!!!!!!!  Creative Curriculum describes seven components of literacy for children ages 3-5:  * literacy as a source of enjoyment  *vocabulary and language  *phonological awareness  *knowledge of print  *letters and words  *comprehension  *books and other texts 4

5.  Preschool Children learn through play  An environment with literacy will help a child in all areas of development now and in the future  Refer to pages: 536, 540, 546, 551, 556, 561 and 566  These pages are good evidence to people that children do learn in preschool while playing 5

6.  Children learn English faster when the home language is still used in the home  It is important for children to keep their primary cultural identity  Levels of learning a second language:  *pages 582-584  *chart gives good strategies for teachers and families to use when they observe children in the noted phases 6

7.  Pages 585-587  Cultural supports  Social-emotional supports  Environmental supports  Oral-language supports  Literacy supports  Family partnership supports 7

8.  Pages 590-591  Remember development is on a continuum  Remember to include ALL children with planning  Full participation is the goal with all children 8

9.  Pages 604, 617, 626, 632, 641 and 647  Deciphering and using the method of communication that works best for the families is key  Stressing to the families their importance in the child’s education is critical 9

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11.  Small group activity  Examples of what can be implemented in your given center with this book  With each example, give two objectives (at least) that can be shown 11

12.  Blocks  *Construct a city to include a dentist’s office and other community helpers  (Objectives 2.c, 3.a, 14.a)  Dramatic Play  *Create a dentist’s office  (Objectives 1.b, 4, 7.a, 20.a, 31)  Math  *Graph- What color is my toothbrush?  (Objectives 8.a, 13, 22) 12

13.  Science  *Experiment- 3 eggs in 3 containers with different liquids  (Objectives 8.c, 11.d, 12.b, 24)  Sensory/Sand/Water Table  *Putting toothbrushes, as well as false teeth, etc. in the table for the children to explore  (Objectives 7.a, 9.a, 29)  Toys and Games  *Making teeth/mouth out of Play-doh  (Objectives 12.b, 21.a, 25) 13

14.  Writing  *Write and draw about a visit to the dentist or their favorite part of the book  (Objectives 9.d, 10.a, 16.b, 19)  Art  *Paint w/toothbrushes and white paint on yellow tooth-shaped construction paper  (Objectives 7.b, 14.a, 26) 14

15.  Circle Time  *Bubble Chart- What do we know about Wilbur?  (Objectives 10, 17, 18)  Outdoors  *Germ Obstacle Course (Set up obstacles for children to go around, under, over, etc. pretending they are germs)  (Objectives 5, 6, 35, 36) 15

16.  Literacy can be found in all areas of a child’s environment  Planning appropriate activities in every center and throughout the day will enhance every child’s interests and learning  However, be flexible in teaching as well  Include families in the discussion 16

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18.  The Plurality of Literacy and its implications for Policies and Programs. UNESCO Education Sector Position Paper: 13. 2004. http://unesdoc.unesco.org/images/0013/001362/136246e.pdf. http://unesdoc.unesco.org/images/0013/001362/136246e.pdf  Dodge, Diane T., Heroman, Cate, Colker, Laura J., Bickart, Toni S. 2010). The Creative Curriculum for Preschool. Washington: Teaching Strategies. 18