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Children Need Oral Language |
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Strongest Research Base and Authorship |
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Focuses on Four Foundational Goals |
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Includes Original Characters |
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Uses “Places” Framework |
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Built-in Staff Development |
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Awareness and Exploration |
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Experimental Reading and Writing |
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A Program Across All Curriculum Areas |
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Second-Language Support |
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Informal Assessment |
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Oral Language |
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Phonological Awareness |
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Letter Knowledge |
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Print Knowledge |
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Average of 84% Increase in Vocabulary Words
Learned |
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Range of 50% to 150% Increase in Vocabulary
Words Learned |
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Cow Boy Farmer |
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Cow Stuff Hay |
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Garbage Thing Wheel Barrow |
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Strongest Research Base and Authorship |
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Focuses on Four Foundational Goals |
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Includes Original Characters |
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Uses “Places” Framework |
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Built-in Staff Development |
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E I a: Print- Sound Code |
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Children learn about print concepts by living in
an environment rich in signs, symbols, words, numbers… |
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Children learn to discriminate sounds by playing
with language through planned opportunities and by their own discovery. |
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E 1 a 1: Children know that letters of the
alphabet are a special category of visual graphics that can be individually
names. |
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E 1 a 2: Children hear and discriminate the
sounds of language. |
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E 1 a 3:
Children explore the concept of print and develop the knowledge that
print conveys a message. |
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E 1 b:
Getting the meaning |
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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 prior knowledge and experiences promotes their
reading comprehension. |
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E 1b 1 Children use emerging listening and
speaking skills to construct meaning from conversations with others. |
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E 1 b 2 Children use emerging reading skills to
explore the use of print and to construct meaning form print. |
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E 1 c Reading Habits |
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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 can amuse, delight, comfort,
illuminate, inform, and excite. |
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E 1 c 1: Children demonstrate an interest in a
variety of literature and other printed material. |
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E 1 c 2: Children demonstrate book-handling
awareness. |
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E 1 c 3: Children relate information to their
experiences by responding to questions, discussing pictures, naming and
identifying objects, and reacting to stories. |
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E 2 a: Learning to speak and write begins with
opportunities to engage in conversations with families, other young
children and adults. Preschool must
have multiple opportunities to experiment with using symbols, letters, and
a variety of writing materials. |
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E 2 a 1: The student creates messages by drawing, dictating, and using
emergent writing. |
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E 2 a 2:
The student develops competence in the use of writing materials. |
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E 2 b: Writing Purposes and Resulting Genres |
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*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. |
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*They need an environment that supports the use
of authentic oral and written language. |
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E 2 b 1: The student demonstrates an
understanding of the need to express their ideas in writing. |
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E 2 b 2: The student writes and speaks for a
variety of audiences and purposes. |
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E 2 c: Language Use and Conventions |
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Children naturally acquire numerous grammatical
rules as they listen to and use language in daily conversations. They become aware of rhythm, cadence,
and structure of our language as the engage in meaningful discussion with
responsive adults. |
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E 2 c 1: The student begins to experiment with
basic writing conventions. |
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E 2 c 2: 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. |
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Notes