Handouts
Overview ::: Handouts ::: ContentsIowa Department of Education ::: 2006
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Table of Contents
TITLEHANDOUT
Every Child Reads Literacy Training Agreement
Transparency Notes: Overview Module
Training Overview: Modules, Principles, and Strategies
Emerging Literacy: Linking Social Competence and Learning
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SPECIAL INSTRUCTIONS FOR PRINTING HANDOUTS TO PHOTOCOPYWhenever pages from the ECR 3-5 Literacy Training curriculum will be photocopied in black-and-white for distribution to participants, the master pages must be printed in black-and-white. DO NOT PHOTOCOPY A COLOR PAGE. PHOTOCOPYING A COLOR PAGE WILL NOT PRODUCE THE BEST QUALITY DOCUMENT. To create the best masters for photocopying, check your printer options and set it for black-and-white output, or notify your printing company (AEA, local print shop, Kinko’s or other quick-printer) to set the output options for black-and-white-only printing.
Every Child Reads 3-5
Overview ::: Handout O-1 ::: 1Iowa Department of Education ::: 2006
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Participant’s Name ___________________________________________ Date ____________________
Participant Workshop Requirements
• Attend all workshop sessions
• Plan lessons and activities with a peer partner (‘practice pal’); observe your peer partner
• Practice the strategies with your children between sessions
• Complete homework assignments and return them to the trainer
Literacy Training Agreement
If you are willing to meet these requirements to the best of your ability, please sign this form and return it to the trainer.
PPT/Transparency Notes
Overview ::: Handout O-2 ::: �Iowa Department of Education ::: 2006
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PPT/Transparency Notes
Overview ::: Handout O-2 ::: 2Iowa Department of Education ::: 2006
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PPT/Transparency Notes
Overview ::: Handout O-2 ::: �Iowa Department of Education ::: 2006
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Training Overview
Overview ::: Handout O-3 ::: �Iowa Department of Education ::: 2006
Modules, Principles, Strategies
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Language Module
Principle 1Children need to have many experiences to develop background knowledge and language skills
StrategyProvide a variety of meaningful experiences using daily routines or planned experiences
Principle 2Children need frequent opportunities to talk about their experiences and ideas using words, phrases, and sentences
StrategyTalk with children before, during, or after an experience or activity
• Use sentences to match children’s understanding• Provide children with time to talk• Engage children in conversation
�) Make comments or statements2) Ask questions3) Respond and add new information to children’s
comments and questions
Principle 3Children need to learn and use new vocabulary or words continuously
StrategyIndirectly teach vocabulary by introducing or reinforcing a variety of words or concepts to expand children’s conversation
Training Overview
Overview ::: Handout O-3 ::: 2Iowa Department of Education ::: 2006
Modules, Principles, Strategies
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Reading Module
Principle 1Children need to interact with books
StrategiesSelect appropriate books
• Match children’s skills and interests• Non-fiction and fiction• Predictable books
BEFORE reading• Read title, author, and illustrator’s names• Predict what will happen in the story• Preview the story• Directly teach new vocabulary words• Connect the story to real-life experiences• Give children a reason to listen
DURING reading• Point to pictures that are meaningful to story• Make predictions• Ask questions• Answer children’s questions
AFTER reading• Ask guided story questions• Use sentence completion• Relate to children’s experiences
Principle 2Children need to practice retelling stories from books
StrategiesModel retelling stories from booksProvide story retelling opportunities
• Use prompts, props, or cues with young children• Allow children to retell stories on their own, once in a while
Principle 3Children must be aware that spoken language is made up of words, parts of words, and sounds in words
StrategiesAwareness of words (3 years of age)
• Rhyming• Sentence completion
Awareness of parts of words (4 years of age)• Segmenting words: taking words apart• Blending words: putting words together
Awareness of sounds in words (5 years of age)• Focus on same/different sounds• Alliteration
Training Overview
Overview ::: Handout O-3 ::: 3Iowa Department of Education ::: 2006
Modules, Principles, Strategies
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Writing Module
Principle 1Children need to develop an awareness of print
StrategiesStructure the environment to encourage children’s awareness of print
• Use labels, lists, signs, and charts
Point to and read meaningful print aloud to children• Connect words to meaningful experiences, such as daily
routines or special events in or outside of child setting
Principle 2Children need to develop fine motor hand skills for writing
StrategiesProvide a variety of small manipulative objects and activities for children to develop fine motor skills
• In-hand manipulation: primary focus of small motor skill development
Model and demonstrate fine motor hand skills• Sensorimotor: developing various grasps• Scribbling: beginning skill that leads to writing• Writing first letters: experimenting with lines and shapes
Principle 3Children need to engage in meaningful writing experiences
StrategiesProvide materials for writing
• Writing area: wealth of writing materials, writing accessories
Structure play areas and activities to encourage writing• Include writing (literacy) props in play areas
Model and explain writing tasks, interact with children, make suggestions, offer encouragement!
• Demonstrate writing has a real purpose in daily activities• Model writing in daily events and routines• Call attention to what has been written
Emerging Literacy
Overview ::: Handout O-4 ::: �Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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From Cooing to Conventional Reading and Writing
Stage 1I communicate through reflexes
From birth to about 3 months, many newborns...• Communicatereflexivelythroughcryingandotheractions
• Cryindifferentways,dependingonwhatisneeded(diaperchange,food,company)
• Appearstartledbyloudnoises• Turnheadtowardfamiliarvoices• Showapreferenceforhumanvoicesandmusic
• Coo,gurgle,smile,andlaughtothemselves
• Cooandsmilebackandforthwithadults
• Smileuponhearingfriendlyvoices• Listenandrespondtosoundsandvoices
• Startinteractionswithotherpeople• Enjoylisteningtoafavoritepersonreadaloud
Adults can...• Respondasifbabiesknowtheeffectoftheirsoundsandactions
• Smileandcoobackatbabies’smilesandcoostointroducethegiveandtakeofhumancommunication
• Smilewithandtalktobabiessotheyknowtheyareloved
• Reciterhymesandsingsongswithbabies
• Readaloudtobabies
*BasedinpartonK.EileenAllenandLynnMarotz,Developmental Profiles: Pre-birth Through Eight(Albany,NY:DelmarPublishers,1994),39,55-57,63-64,73-74,80-81,91-94,99-102,108-110,andElaineWeitzman,Learning Language and Loving It: A Guide to Promoting Children’s Social and Language Development in Early Childhood Settings(Toronto:TheHanenCentre,1992),49-65.
Emerging Literacy
Overview ::: Handout O-4 ::: 2Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 2Idiscoverthatotherpeopleareinteresting
From about 3 to 8 months, many babies...• Cry,makesounds,movetheirbodies,andusefacialexpressionstocommunicate(Example:wavearmswhenexcited)
• Maynotknowtheycansenddirectmessagestootherpeople
• Understandnonverbalcuessuchassmileseventhoughtheydonotunderstandthemeaningofspokenwords
• Smileandfrown• Gurgle,growl,andsquealtothemselves
• Respondtosimple,familiarrequestsandtheirownnames
• Respondtononverbalcuessuchaspointing
• Beginbabblingatsixorsevenmonths• Repeatconsonantsandvowelsoundssuchasmamama
• Produceallthesoundsfoundintheirhomelanguage
• Usetheirsensestoexplorebooks• Listentorhymesandsongs
Adults can...• Continueusinganyoftheabovestrategiesthatarestillappropriateforthisagegroup
• Interpretbabies’communicationsandrespondaccordingly
• Playgamessuchaspeek-a-booandmakesoundsbackandforth
• Communicatewithwordsandnonverbalcues(Example:pointtothehighchairandsay,Are you ready to eat?)
• Usebabies’nameswhentalkingwiththem
• Continuereading,talking,andsingingwithbabies
• Providecloth,softvinyl,and/orcardboardbooks(expectthatbabieswillputthemintheirmouths)
Emerging Literacy
Overview:::HandoutO-4:::3Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 3Iusegesturestotellyoumanythings
From about 8 to 13 months, many babies...• Understandthattheirsoundsandactionscauseotherstorespond
• Usegestures—pointing,shakingtheirheads,andlookingbackandforthatanotherperson—toaskquestions,makerequests,seekattention,sayhello,andgetsomeonetopayattentiontothesamethingtheyarelookingat
• Understandandrespondtogestures,facialexpressions,andchangesinvoice tone
• Understandthemeaningofafewwords• Babbletothemselvesandotherpeople• Producelongstringsofsoundsthatsoundlikerealwords;usesomesoundsasiftheywerewords
• Imitatesoundsmadebyotherpeople• Taketurnswhiletalking,playing,andsingingwithanotherperson
• Useafingerandthumbtopickupobject;holdandusetoysandobjectssuchasrattles,spoons,andlargecrayons;transferobjectsfromonehandto the other
• Enjoylookingatbooksandlisteningtostorieswithadults
• Turnpagesinsturdyboard,cloth,andvinylbooks
• Begintounderstandthatobjectsandeventspicturedinbooksarethesameasthoseintheirownworld
Adults can...• Continueusinganyoftheabovestrategiesthatarestillappropriateforthisagegroup
• Respondtobabies’requestssotheyknowtheyarelovedandcaredfor
• Talktobabiesaboutwhattheyseemtobesaying—Do you want to sit in my lap? Let me lift you up so we can cuddle together.
• Lookatandnamethingswithababy(Example:holdababyatthewindowtowatchatruckgoby)
• Continueusingspeechandgestureswhentalkingwithchildrenorgivingsimpledirections(Example:Now, use the paper towel to wipe your other hand.)
• Singsongsandplaygamesthatinvolvetakingturnsandhandingobjectsbackandforth
• Continuereading,talking,andsingingwithbabies
• Providebookswitheasy-to-turnpages(expectthatbabieswillputthemintheirmouths)
• Introducelargecrayonsandpaper,anddemonstratehowtousethecrayonstomakemarksonpaper
• Nametheobjectsbabiespointto—That’s a banana. Do you want some banana?
Emerging Literacy
Overview ::: Handout O-4 ::: 4Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 4Ibegintotalk
From about 12 to 18 months, many toddlers...• Sayafewwordsthatrefertointerestingpeople,things,andactions
• Usethesamewordtomeandifferentthingsbyvaryingthetoneoftheirvoicesandaddinggestures
• Pointtopicturesinbooksortoobjects,uponrequest
• Continuetobabblewhilelearningtospeak
• Useasinglewordtorefertoaspecificpersonorobject(bankiemeansablanket)ortorefertothingswithsimilarcharacteristics(doggiemeansallfour-leggedanimals)
• Understandandrespondtotheirownname,afewfamiliarwords,andsimplerequests
• Repeatthemselvesortryadifferentapproachiftheircommunicationsdonotgetthedesiredresponse
• Likebooksaboutfamiliarobjects,animals,people,andevents
• Jumpuptogetanobjectliketheonepicturedinabook
• Enjoybedtimereadingsessions• Scribblewithcrayonsandmarkers
Adults can...• Continueusinganyoftheabovestrategiesthatarestillappropriateforthisagegroup
• Showexcitementwhentoddlerslearnnewwords
• Continueprovidingthenamesforobjectsandactions
• Respondtoatoddler’sone-wordcommunicationbystatingitasafullsentence(Example:achildsays,“Mama,” whilepointingatthedoorandtiltingherheadtooneside.Herteacherresponds,“That’s right. Your mama went to class. She’ll be back soon.”)
• Congratulatetoddlerswhentheyfollowdirections—Thank you for handing me the diaper.
• Payattentiontotoddlerstolearnwhattheyaretryingtosay(Bepatient;itmaytaketimetounderstandtheircommunications.)
• Continuereading,talking,andsigningwithtoddlers
Emerging Literacy
Overview:::HandoutO-4:::5Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 5Ispeakinsentences
From about 18 to 24 months, many toddlers...• Increasetheirvocabularyrapidly• Makeupnewwordstonameobjectsandexperiences
• Usetwo-wordsentencessuchas,“Go out,” or “My puppy.”
• Usethesamesentencetomeandifferentthingsbyvaryingtheirexpression
• Usenegatives(no and not)andquestionwords(Why? What? Where?)
• Talkaboutthepresentand,asvocabularyandlanguageskillsincrease,talkaboutpastandfuture
• Understandandrespondtomanywords,simpledirections,andquestions
• Taketurnsduringbriefconversationswithadults
• Imitatewordsandgesturestheyhearandsee
• Usebroadarmmovementstoscribbleonpaperwithcrayonsandmarkers
• Enjoypicturebooksandpredictablebookswithwordsandphrasestheycanrepeat
• Helpturnthepagesinbooks
Adults can...• Continueusinganyoftheabovestrategiesthatarestillappropriateforthisagegroup
• Talktotoddlersasmuchaspossible(Describewhattheyaredoing,whatyouaredoing,whatotherchildrenaredoing.)
• Nameobjects,people,actions,andfeelings
• Askquestionsandmakerequests• Givesimpledirections• Lettoddlersknowyouunderstandthembyrestatingtheirwords—Yes, that is your puppy.
• Answertoddlers’questions(Rememberthattoddlersaretryingtolearnasmuchastheycanabouttheworld,andyouareanimportantsourceofinformation.)
• Playgameswithtoddlersbyaskingthemtopointtofamiliarpeople,toys,orbodyparts—Where’s your nose? Where are your toes?
• Choosebookswithrepetitivewordsandphrases
• Readthesamebooksagainandagainsotoddlerscanrememberthem
• Invitetoddlerstojoininwhilereading• Storebooksonlow,openshelvessotoddlerscanlookatthebooksbythemselves
• Providenontoxiccrayonsandmarkersandlargepiecesofpaper
Emerging Literacy
Overview ::: Handout O-4 ::: 6Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 6Ispeakinlongersentences
From about 24 to 36 months, many two-year-olds...• Makethree-wordsentencesbycombiningtwo-wordsentencesoraddingnewwords
• Continuelengtheningtheirsentences• Recognizethatapausemeansitistheirturntotalk
• Beginusingprepositions(in, on),differentformsofverbs,plurals(addingstowords),pronouns(me, she, he),articles(the, a),andconjunctions(and)
• Maynotusestandardgrammar• AskWhy? and What’s that? again and
again• Understandanduseconceptwordssuchasin/out, over/under, big/little, top/bottom
• Talkoutloudtoguideorremindthemselves
• Followtwo-partdirections• Tellstories,uselanguageincreativeways,andexpresstheirfeelingsinwords
• Nametheobjectsinpicturebooks• Followasimpleplotinastorybookandjoininwhilebeingreadto
• Coordinateeyeandhandmovements(stringlargebeadsonlaces)andgainsmallmuscleskills
• Graspcrayonsandmarkersinfistandscribblewithgreatercontrol
Adults can...• Continueusinganyoftheabovestrategiesthatarestillappropriateforthisagegroup
• Holdlongerandmorecomplicatedconversationswithchildren
• Letchildrenknowyouareinterestedinwhattheyhavetosay
• Restatechildren’swordsusingstandardgrammar(Example,ifachildsays,“No want juice,” say,“You don’t want any juice? That’s okay. Would you like milk?” (Itisnotnecessarytocorrectchildren’smistakes.Childrenwillmasterstandardformsofgrammarwhentheyhavehadmanyopportunitiestolistentoanduselanguage.)
• Listentochildren’sstoriesandencouragethemtoplaywithlanguage,jointheminmakingupsillywords,andintroducenonsenserhymes
• Helpchildrenusewordsinsteadofaggressiontotellothershowtheyfeelorwhattheywant
• Readbooksaboutfamiliarexperiences,suchastakingawalkorgettingreadyforbed,andbooksthatintroducenewinformationandhelpchildrenunderstandconcepts
• Encouragechildrentomakenoises,turnpages,andrepeatwords,andaskchildrentotellyouaboutthepicturesoneachpageandpredictwhatmayhappennext
• Offeravarietyofbookschildrencanlookatontheirown
• Providematerials,suchassmallblocksandpegsandpegboards,thatpromoteeye-handcoordinationandsmallmuscleskills
• Encouragechildrentodressandfeedthemselves
• Invitechildrentohelppreparemealsandsnacks
• Storeagoodsupplyofpaper,crayons,andmarkerswithinchildren’sreach
Emerging Literacy
Overview:::HandoutO-4:::7Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 7Ihavealottotalkabout
From about 3 to 4 years, many children...• Expandvocabularyrapidly• Speakincomplexsentencesusingdifferent
partsofspeech• Learntousepronouns(I, you, he, she we,
they)• Continuetolearnaboutandapplyrules
ofgrammarwithoutdirectinstructionfromadults
• Learntoapplydifferentformsofnegative(I didn’t do it)
• Makegrammaticalmistakesbecausetheydonotknowtheexceptionstotherules
• Addinformationtowhatsomeonesaysinaconversation
• Askandanswersimplequestions• Uselanguagetothink,learn,andplaywith
others• Maycallattentiontoself,commentonor
pointoutobjectsorevents,makerequests,tellotherwhattodo,makeplans,describeexperiences,andinventdramaticplayscenarios
• Understandanduselanguagetodescribeconceptssuchaslarge/small, deep/shallow
• Tellbriefandsometimesconfusingstoriesaboutsomethingthatjusthappenedtothem
• Talkaboutpeopleandthingsnotpresent• Imagine what might happen in the future• Recallpasteventsandexperiences• Answeropen-endedquestions,suchas
“What might happen if…”• Recitenurseryrhymes,repeatfingerplays,
andsingsongs• Listenattentivelytostorieswithsimpleplots
aboutcharactersandexperiencestheycanidentifywith
• Likebookswithhappyendingandlotsofrepetition
• Turnpagesofbookoneatatime• Retellfamiliarstoriestoselfandothers• Holdacrayonormarkerbetweenfirsttwo
fingersandthumbtodrawshapes(Maycombineshapestomakenewones.)
• Copysquares,circles,andsomeletters• Usescribblewritingtoimitateconventional
writing• Increasesmallmuscleskillsandeye-hand
coordination• Classifyitemsprimarilybycolororsizebut
alsobydesignandshape
Adults can...• Continueusinganyoftheabovestrategies
thatarestillappropriateforthisagegroup• Engagechildreninconversationstohelp
themlearntotaketurns,allowotherstospeak,andstayonthetopic
• Recognizemistakesassignsthatachildismakingsenseoftherulesofgrammar
• Providemanyopportunitiesforchildrentotalkwitheachotherandwithadultsaboutpresent,past,andfutureexperiencesandevents
• Askopen-endedquestionsthatcanbeansweredinmorethanonewayandthatstretchchildren’sthinkingskills
• Offerstimulatingdramaticplaypropsanddress-upclothes
• Givechildrensomethingtotalkabout—goonwalks;visitthelibrary,park,andothersitesinthecommunity;doerrandsandchores;andeatmealstogether
• Makecommentsandaskquestionstohelpchildrenaddmoreinformationsotheirstoriesmakesense
• Teachchildrenrhymes,fingerplays,andsongsfromtheirfamiliesandcultures
• Havearegularstorytimeandreaduponrequestthesamebooksagainandagainandnewones
• Leavebookswherechildrencanreachthemsotheycanretellthestoriesintheirownwords
• ProvideavarietyofbooksinEnglishandhomelanguagesthatmatchchildren’sskillsandinterestsandreflectabilities,cultures,ethnicgroups,andgendersinpositiveways
• Provideplentyofwritingmaterials—paper,paint,brushes,crayons,andmarkers
• Continueencouragingdevelopmentofself-helpskillssuchasbrushingteethandzippingupclothes
• Offerplaymaterialsthatbuildsmallmusclesandincreaseeye-handcoordination
• Offeravarietyofinterestingandcolorfultoysandmaterialsthatchildrencansortandclassify
• PlaceprintthatconveysmeaninginEnglishandchildren’shomelanguagesthroughouttheenvironment(labeledshelvesandcontainersfortoysandmaterials,calendars,schedules,signs,posters,foodcontainers,junkmail,andbulletinboards)
Emerging Literacy
Overview:::HandoutO-4:::8Iowa Department of Education ::: 2006
Linking Social Competence and Learning: Training Guides for the Head Start Learning Community
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Stage 8Idiscoverallformsoflanguageareconnected
From about 4 to 5 years, many children...• Mastermanyrulesofgrammar
(prepositions,possessives,negative,andpasttense)
• Conversewithotherchildrenandadultsinlong,complexsentencesandusewords(and, then, because, but)tolinkideas
• Changetoneofvoiceandsentencestructuretoreflectthelistener
• Refertopeople,events,andthingsnotpresent
• Telllongstoriesaboutrealorimaginaryexperiences
• Enjoywordplayandsillywords• Understandandtalkaboutconceptssuchas
tallest/smallest, same/different, more/less• Understandandanswercomplexquestions
(What would do if….? or How many different ways can you think of to ….?)
• Sort,match,classify,andsequenceobjects,whichcontributestotheiremergingliteracy
• Likestorybooksthathaveplotstheycanfollow,humorousandimaginativecharactersandevents,andcolorful,detailedillustrations
• Likenonfictionbooksthatprovideinformation
• Retellfamiliarstoriesintheirownwords• Candistinguishbetweendrawingand
writing• Gaincontrolofcrayons,markers,and
brushes• Drawfiguresthatrepresentpeopleandthen
animalsandotherobjects• Reproducesomeshapesandletters• Begintoorganizetheirwriting(Example:by
puttingspacesbetweenwords)• Learnabouttherelationshipbetween
speechandwriting—printistalkwrittendown
• Understandthatpictures,numbers,words,andlettersaresymbolsforrealthingsandideas
• RecognizeafewwholewordssuchastheirnamesorwordsonsignssuchasStop or Exit
Adults can...• Continueusinganyoftheabove
strategiesthatarestillappropriateforthisage group
• Involvechildreninactivities(science,art,socialstudies,music,cooking)thatstretchtheirthinkingskillsandgivethemthingstotalkabout
• Useroutinesandchoresasopportunitiestotalkaboutconceptsandideas
• Observechildren’sdramaticplayandprovidepropstoexpandtheirplayortakeit in a new direction
• Invitechildrentoinventandactoutstoriesaloneorwitheachother
• Usecomparativewordswhentalkingwithchildren:Is that the tallest tree you’ve ever seen? or Which of these two glasses holds more water?
• Askopen-endedquestionsthatencouragechildrentothinkofmanydifferentpossibilitieswhenreadingbooks,observingtheresultsofanexperiment,ortalkingaboutanimaginarysituation
• Providematerialsthatencouragechildrentosort,match,classify,andsequence—lottogames,puzzles,cupsofdifferentsizes,shellorrockcollections,abasketofbuttons
• OfferavarietyofbooksinEnglishandchildren’shomelanguagesthatmatchchildren’sinterestsandskillsanddepictabilities,gender,ethnicgroups,andculturesinpositiveways
• Provideawidervarietyofwritinganddrawingmaterials
• Writewithchildrensotheycanlearnhowwritingisusedtoconveyinformation
• Writechildren’snamesanddescriptionsontheirartworkandrecordtheirstoriesinhomemadebooksoronlargepiecesofpaper
• Demonstratethroughtheenvironment,words,andactionshowweuselanguageskillseveryday
• Pointoutwordsonstreetsigns,newspapers,noticesinstorewindows,foodpackages,andcoupons
• UseEnglishandchildren’shomelanguagesonsigns,labels,schedules,andsoon