REA 612
Murray State University, 2008
Young children become readers and writers by observing reading and writing functions at home being read to experimenting with reading and writing
How can we help children learn the functions of written language and experiment with reading and writing?
Make lists with students Write notes to students Writing morning messages Recording questions and information on charts Use literacy materials at play centers Allow students to write notes to classmates Reading and writing stories together Drawing and writing in journals
Developmentally Appropriate Practices for Young Children from IRA & NAEYC joint position statement
Preschool: Daily reading aloud to children Literacy play Songs, finger plays, poems Print-rich environments Experiences that expand vocabulary Opportunities to focus on the sounds in language Opportunities to talk about what is read
Developmentally Appropriate Practices for Young Children from IRA & NAEYC joint position statement
K-primary grades: Many of same practices as preschool years Daily reading aloud Daily independent reading of meaningful texts Daily supported writing of many types of texts Invented spellings Small group instruction and collaboration
Why are they NOT mentioned? When do we stop learning to read and write?
Story Formed
Print-Governed Attempts
Print Watched: Refusal to read or aspectual reading
Why does this student represent the /w/ sound with the letter Y?
asteroid Small star astronaut - Star voyager disaster Against the stars
Technology presentation Students use Kidspiration to construct webs showing the meanings of root words or affixes.