DoDEA English Language Arts Contents Standards Pre-K E1 Reading

Building Language for Literacy

E1a: Print-Sound Code Children learn about print concepts by living in an environment rich in signs, symbols, words, numbers, and art that reflect the children’s different cultures. They acquire knowledge of the alphabet when provided with experiences that present letters in ways that are meaningful to their lives. Children learn to discriminate sounds by playing with language through planned opportunities and by their own discovery. E1a1: Children know that letters of the alphabet are a special category of visual graphics that can be individually named. E1a2: Children hear and discriminate the sounds of language. E1a3: Children explore the concepts of print and develop the knowledge that print conveys a message.

To facilitate children's understanding of the alphabetic principle, one of the foundational goals of Building Language for Literacy is to develop in children an awareness of letter/sound correspondence. Children engage in activities that help them make letter sound discoveries in authentic and meaningful ways. Leo, the Letter-Loving Lobster, one of the language-loving characters in the program, is a tool for learning the letters of the alphabet. Leo says the first letter of every word he sees. Leo's alphabet, an alphabet frieze on 7 song cards, is designed to be used while singing the alphabet song, reinforcing the idea that the letters of the alphabet are part of a system called the alphabet. Letter knowledge and phonological awareness are two of the four foundational goals of Building Language for Literacy. Because many children learn more easily if they can see and touch a concrete example of a concept, such as a letter/sound correspondence, the program provides numerous suggestions for concretizing the alphabet, from reading an alphabet book to counting the repetition of a particular letter on a page to having children write their names. Phonological awareness is developed through the use of poetry; nursery rhymes; rhyming, alliteration, and letter substitution games; and rhythmic activities. Because of the importance of phonemic awareness to emerging literacy, one of the foundational goals of Building Language for Literacy is to develop phonological awareness. Throughout the program, children engage in activities that help them build their awareness of the sounds of language. For example, children discuss the sounds that letters make, sound out letters, and play games with letters and words. By listening to frequent re-readings of appropriate-level literature, children quickly learn the words and story and enjoy the sense of reading the book—an instant confidence booster. Reggie, the Rhyming Rhino, another language-loving, original character in the program, is a tool for learning and developing phonological awareness. Through songs and poems children are exposed to the sounds and patterns of language.

DoDEA English Language Arts Contents Standards Pre-K E1 Reading

Building Language for Literacy

E1b. Getting the Meaning Learning to use comprehension skills begins with understanding that symbols and print convey meaning and by using oral language to describe past experiences. Providing children with opportunities to actively engage in literacy activities that build on prior knowledge and experiences promotes their reading comprehension. E1b1: Children use emerging listening and speaking skills to construct meaning from conversations with others. E1b2: Children use emerging reading skills to explore the use of print and to construct meaning from print.

Building Language for Literacy connects Circle Time and Story Time activities to Choice Time explorations in Dramatic Play, Art and Writing, Science, Math, Blocks, Messy Play, and Reading and Listening centers. The Center activities provide a wealth of opportunities for children to explore concepts introduced through read aloud experiences, to interact with one another in creative and imaginative play and to develop oral language and vocabulary through decontextualized language use. At a very young age, children begin to notice the various forms of print around them. Building Language for Literacy takes these prior experiences and broadens them. The "places" Framework and the teaching suggestions throughout the Unit Guides allow teachers to reinforce environmental print in children's own communities and in the classroom.

DoDEA English Language Arts Contents Standards Pre-K E1 Reading

Building Language for Literacy

E1c Reading Habits Preschool children’s reading habits develop as they listen to stories, poems, chants and songs and engage in conversations with others. By observing others using print for creative and meaningful activities, being read to daily, and having opportunities to explore books, children realize that words and books can amuse, delight, comfort, illuminate, inform, and excite. E1c1: Children demonstrate an interest in a variety of literature and other printed materials. E1c2: Children demonstrate book-handling awareness. E1c3: Children relate information to their own experiences by responding to questions, discussing pictures, naming and identifying objects, and reacting to stories.

Building Language for Literacy provides a print-rich environment for children on a daily basis. The classroom library includes a variety of genres, both fiction and nonfiction. Unique Place Books that are 100% photographic invite children into the text through the use of original characters. In learning centers children will use functional literacy props such as board books, mini-books, audiocassettes, Venn Diagrams and charts, all of which represent different forms of print. Research has found that reading aloud to children is correlated to later success with independent reading. Rereadings are also critically important. "Story Time" lessons are built around multiple, read-aloud sessions. Children have many opportunities to listen to each book being read aloud, and then to work with the book by retelling the story or rereading it themselves, by participating in related discussions, and by collaborating in rich, language-based activities related to the story. Throughout Building Language for Literacy, children are exposed to a variety of print—fiction and nonfiction trade books, poems, printed words of songs, signs, lists, recipes, and so on. By participating in read-alouds and related activities, children develop an understanding that print carries a message and recognize that stories have sequence and flow. Through multiple encounters with these materials, and the provided teachers modeling strategies, children develop critical concepts of print that aid the reading process.

DoDEA English Language Arts Contents Standards Pre-K E2 Writing

Building Language for Literacy

E2a: Habits and Processes Learning to speak and write begins with opportunities to engage in conversations with families, other young children, and adults. Preschool children must have multiple opportunities to experiment with using symbols, letters, and a variety of writing materials. E2a1: The student creates messages by drawing, dictating, and using emergent writing. E2a2: The student develops competence in the use of writing materials.

Building Language for Literacy is a thoughtfully designed program in which developmental skills are introduced and practiced along a continuum. Children experience activities to develop oral language, phonological awareness, letter knowledge, and print knowledge on a daily basis. Skills presented recursively so that children have multiple experiences to build a deep foundation in language development.

DoDEA English Language Arts Contents Standards Pre-K E2 Writing

Building Language for Literacy

E2b: Writing Purposes and Resulting Genres Learning to write for and speak with others begins with meaningful verbal and written correspondence with families, friends, and teachers. Young children use words and visual representations to help adults understand their needs, recount events, enter into and participate in play with others, create imaginative stories, ask questions, express and understand feelings, and solve problems. Preschool children need to hear language being used for different purposes; and they need an environment that supports the use of authentic oral and written language. E2b1: The student demonstrates an understanding of the need to express their ideas in writing. E2b2: The student writes and speaks for a variety of audiences and purposes.

Excited by what they are learning, young children reach a point where they want to express themselves though drawing and writing. Because it is important to encourage children in their attempts, Building Language for Literacy provides strategies and activities to encourage these explorations, such as creating lists, writing stories, recipes, and more. The emphasis in the writing activities in Building Language for Literacy is to provide opportunities for children to recognize different functional uses for writing and drawing. Throughout the program, writing activities relate directly to the poems, songs, books, and projects that children are working with. Children write labels for pictures they draw, stories for class books, directions for recipes, lists of things to do, and other real world uses of writing.

DoDEA English Language Arts Contents Standards Pre-K E2 Writing

Building Language for Literacy

E2c. Language Use and Conventions Children naturally acquire numerous grammatical rules as they listen to and use language in daily conversations. They become aware of the rhythm, cadence, and structure of our language as they engage in meaningful discussion with responsive adults. An understanding of how language is used in various social settings is an important foundation for learning the conventions of vocabulary and grammar. E2c1: The student begins to experiment with basic writing conventions such as grasp, body and paper positioning, and writing progression. E2c2: The student listens to and experiments with the rhythm, cadence, and structure of language through listening to and experimenting with oral language, as well as, an exposure to written language.

Research shows how important it is to surround a young child with many and different language and literacy experiences. Building Language for Literacy is a pre-kindergarten and kindergarten curriculum that provides a rich environment of print and non-print experiences related to language and literacy development. Built around four foundational goals—oral language, phonological awareness, letter/sound knowledge, and print knowledge—Building Language for Literacy is a program of instruction that incorporates such early childhood teaching tools as literature, music, poetry, learning center activities, and puppets to engage children as active learners.