*Submit your responses to #6, #7, #8 to Bb.
(17 points)
• Complete the Language and Literacy Development graphic organizer while completing
#2 - #5. Include the organizer in your Graphic Organizer/Vocabulary notebook or your
TENS notebook. This notebook will be submitted for a grade near the end of the
semester.
• Read How Do Language and Literacy Develop section in the textbook (chapter 2, 13th
edition pp. 36-42)
• Review the PPt Language and Literacy Development Module 2
• Watch the videos in this module to (a) review three theories of language acquisition and
(b) gain a better perspective of the way children develop language and the advantages of
intentional language interactions.
• Read through the Language Benchmark documents. Choose one to print out and add to
your Graphic Organizer/Vocabulary notebook or TENS notebook.
•
The text asserts that early literacy develops depending on children’s experiences at
home and their learning about books and letters. What are the pros and cons of the
working mother and father in terms of these findings? (2 points)
pros-the working father and mother usualy have much to say when they are home
cons-they dont always have the time or patience to help children devlop one on one
• Do some research (outside of the textbook) and complete the chart below. Pretend you
are a parent or an early childhood teacher and describe 5 activities that support children
birth to age 7 in developing in language or literacy development. (7.5 points)
Language/Literacy Development Activity
Description (with some detail)
Example: Fantasy Play at home or at school. Create fantasy
scenarios to encourage language and help children have different
social experiences. For example, set up a store, have a tea party, put
on a wedding, cook and serve at a restaurant, play beauty/barber
shop or gas station. Use props and join in with verbal interactions to
develop language.
(Provide enough detail that the activity is well-understood by the
reader.)
a.
Building blocks use words like up, down, higher, lower,build, fall down, and colors while
building and playing
b.
listen to music music has a beat and helps with syllable awerness somtimes there are books
that follow the song with pictures if not you could act out the song to display actions linked
to the words being sung.
c.
read books together picture books or not, build assosiations to other words by focusing on
language
d.
talk through what your doing as you go about your day ie "Yum, What a nice lunch we are
having" or "look at the brown squril"
e.
repeat mispronounced word correctly ie the child says "Pantates" you could say "yes we are
eating pancakes for lunch"
• Read each activity below in the first column and use what you read in the chapter to
determine which key component or “Big Idea” of reading it best represents. Phonemic
Awareness, Phonics, Comprehension, Vocabulary, Fluency – be sure to know the
difference between Phonemic Awareness and Phonics. (7.5 points)
Activity/Strategy Key Component of Explain - why did you
Reading Instruction choose this component?
a. Keep active learners moving and Phonics they are sounding the word
happy! Write words in sidewalk chalk, out piece by piece, makiking
then walk (or hop, or skip) along orking on phonics
them, sounding the word out along
the way.
b. Have the child record himself reading a Fluency helps children pace whole
passage. When he plays the tape or phrases together woking on
recording back to listen to himself, he can there fluency
really "hear" at that point what he sounds
like and take corrective measures to make
it sound better.
c. Give students words in pairs and Vocabulary displays the chlds kowlegde
have them evaluate if the words are of words and abilty todefine
the same, opposite, go together, or them reletivly
are unrelated.
d. Make syllables easier to understand by . Phonemic practices phonics skills put
clapping the “beats” your child hears in Awareness together in whole words
words. Let’s say you choose the
word elephant. Pause as you say each
syllable — e-le-phant — and clap out each
syllable together. You can also get your
child up and moving by having your child
stomp or jump with each syllable.
e. All you need are a few beach balls Comprehension shows how well students
(definitely get a backup or two in any size comprehended pieces of the
from your local dollar store), a sharpie
marker, and a list of questions. You can
also find them prepped with sentence
stems to help students identify key story
elements and improve recall. Throw, or
roll, the beach ball and whatever part your
thumb lands on you answer that question.
Whether you use a soccer ball or a beach
ball both will appeal to your kinesthetic
learners.
