Language and Literacy CDEC 1313 Chapter 3

Language human speech, the written symbols for speech, or any means of communicating

Literacy The ability to read and write, which gives one the command of a native language for the purpose of communicating

Emergent literacy process of developing awareness about reading and writing before young children can read or write

Language Development Baby’s cry Cooing Smiling and laughing Babbling Association One-word usage Recall Telegraphic speech Multi-word speech

Goals for Literacy Development Becoming fluent and efficient readers and writers Becoming thinkers and communicators Enjoying reading and writing Feeling successful as users of literacy

Literacy Approaches Phonics –emphasizes sound- symbol relationship –phonemes - smallest unit of speech –phonological awareness - awareness of speech sounds, such as rhyming workds Whole Language –introduces literacy by building on what children already know about oral language, reading and writing –highlights meaningful language related to child’s experiences

DAP Literacy Environment Talk to children Use standard languag, not baby talk Reinforce child’s native language Speak clearly and not too fast or soft Encourage children to talk to you Listen, make eye-contact Use children’s names frequently Allow time

DAP Literacy Environment Play music Offer toys that make noise Sing songs Play finger plays Tell stories with props Read stories aloud Listen to sounds in environment Offer pressure-free experimentation

Encourage Family Support Read aloud regularly Expose children to vocabulary of books Read print in environment Model reading Talk to your child Sing Encourage children to write and draw Display children’s work Write notes to your child

Bilingual/Bicultural Students Bilingual Programs –Children are taught in their native language and then gradually transitioned into English-speaking classrooms ESL Programs –Children are taught in English - may have children from many different language groups in same classroom

Stages of Language Learning Pre-production or silent stage Early production stage Expansion of production stage

The Language Arts Center all types of books journals/books written by children in class language experience stories magazines, newspapers recorded stories calendars rebus charts and graphs story props alphabet charts vocabulary words pictures from around the world labels on supplies lists children’s names children’s writing and drawings pencils, pens, chalk, crayons, markers magnetic letters & numbers

Language Arts Center typewriter computer toy or nonworking telephone toy microphone paper of various sizes, colors, textures; lined and unlined, drawing paper, construction paper and scraps cardboard, posterboard stationery note pads index cards envelopes graph paper post-its order forms business forms chalkboards, dry erase boards carbon paper paints

Language Arts Center pencil sharpener rulers tape glue scissors stapler stickers date stamp and pad paper clips hole punch brads maps and globes pictionaries & dictionaries folders notebooks stencils paint bottles with foam or roller on end

Literacy Assessment Samples Written language on drawings and books items indicating learning style & interests spoken language collected in anecdotal and audio- or videotapes made-up songs webs, lists of words, examples of how child expresses ideas self-portraits