Early Literacy Teaching Strategies

 

According to the article "The Essentials of Early Literacy Instruction", the development of reading and writing concept skills is a dynamic process, meaning the process is constantly changing. In order to support this dynamic process of early literacy, the article provides essential early literacy teaching strategies. Also known as mediation strategies, teachers create ways to extend learning and build upon content knowledge. Effective early literacy instruction includes providing children with developmentally appropriate materials, environments, experiences and support. In addition to effective teaching strategies, play is also essential to making literacy activities meaningful.

The strategies listed in the article include: rich teacher talk, storybook reading, phonological awareness activities, alphabetic activities, support for emergent reading, support for emergent writing, shared book experience and content-focused activities. These teaching strategies are effective in different ways. For example, rich teacher talk can be most effective in large group activities, like read alouds. Phonological awareness activities can be effective for small group activities, specifically clapping out sounds to the children as they spell out words.

In addition to the early literacy teaching strategies, children can develop reading and writing skills through play. Children are exposed to environmental print through play, and children's narrative skills are practiced through play. One example of play as effective literacy development is through dramatic play. In the article two children are playing in a restaurant. The children pick a restaurant that is familiar (environmental print) and the conversation begins with, "Can I take your order?" Verbal and written communication skills are being practiced as well as the children talk back and forth and one of them writes down the customer's order. 

Early literacy instruction is essential for children's development of reading and writing. It's important for teachers to understand and implement the teaching strategies in order for children to make meaning of early literacy.

#Kinderchat: Tools & Tech for ABCs

The #kinderchat from December 2, 2013, discussed tools, toys and technology for ABCs and phonics. This topic interested me because it relates to early literacy and the different materials that teachers can use in their classroom. A lot of the conversation was about what teachers would like to have in their classroom. One teacher said that although she loves her students' journals, she would like for them to have blogging as an option. Another teacher said that he wished he did a better job of going outside more often; furthermore, he said the best tools are dirt, sticks, insects, and worms. What was so interesting to me was the variety of tools, toys and technology that are used for literacy the #kinderchat participants were discussing. One teacher wanted her students to use more technology whereas the other wanted to go outside and use materials through nature. Either way teachers can develop activities in which children learn more on literacy. 

Another tweet from a #kinderchat participant I thought was interesting was from a kindergarten teacher. He said that there is power in the opportunity to share and  his kindergartners will stand patiently in line for "DAYS" to sit in the author's chair. One other teacher said that she wished there was more time for her kids to talk and share their ideas. This aspect of the #kinderchat made me think of the activities we discussed in class. Shared reading and shared writing in small groups gives children the opportunity to share their ideas and work together to create meaning. In relation to the teacher who said his students will stand in line to sit in the author's chair, shared reading is a wonderful way to allow children to let their voices be heard.

Classroom books was another topic brought up in this #kinderchat. One teacher said that student created books are very effective for literacy development, whereas another teacher said Story Kits are great ways for children to bring stories home to share with their families. Scaffolding letter knowledge with each other is another important thing I read from the chat. Scaffolding is an important teaching strategy and one that allows children to explore their interests. For example, teachers can scaffold by doing before-reading activities that spark children's interests. This week in class I was introduced to books that are made by the class. This is a great way for children to be creative and express their ideas. Children can recreate a story through art; they can draw certain objects that relate to the story, or even ones that aren't related at all. Either way the child is making meaning of the story. The #kinderchat was interesting in that I was able to read different teachers' perspectives on effective ways for children to increase literacy skills.

#kinderchat: Tools & Tech for ABCs

Playing Stories: The Mitten

 

Shared reading is a wonderful way for teachers and children to read together. Children make predictions based on the text and the pictures which creates meaning. When introducing a new book to children, the teacher first goes through a picture walk in which the teacher will show the children the pages and asks what they think will happen based on what they see. Next, the teacher will read the book and children are able to predict what is going to happen. After reading the book multiple times the children will be able to recite parts of the story with the teacher.

The large group activity in class this week was just another way to make shared reading effective and enjoyable. Playing stories means the teacher reads the book to the class, and the children act out the book. After the large group activity on The Mitten by Jan Brett, I wanted to think of other ways to involve a large group in playing stories. I was able to find a list of activities on Jan Brett's website, and one in particular is based on The Mitten. This is the activity on Jan Brett's website. The website has printable PDF files of two mittens and each of the animals in the stories. Teachers can print them and cut them out and have children color each of the objects. The two mittens can be taped together to make sure the animals can fit inside. Then, when the book is being read, the children can add each animal one by one into the mitten.

This activity is a great way for children to participate in the shared reading. Although there are only eight animals, each child can take turns being a different animal when the book is read. Children can also hold the mitten while the animals are crawling inside. Shared reading in large groups is an effective way for the teacher to model reading and for children to participate, predict and expand on their literacy skills.