50 Early Childhood Literacy Strategies is the answer to the early childhood teacher's dilemma of how to teach reading to children 3, 4, and 5 years of age as mandated by the state and national governments. This book presents an easy-to-use, easy-to-understand approach involving young children's own emergence into the world of speaking and listening, reading and writing. Teachers will quickly learn what picture books and activities to use with children, how to use them, and how children can benefit from their use. They will learn what to expect as young children's writing emerges from scribbles to pictures and real words. Finally, they will come to terms with the concept of emergent literacy as it appears in preschool children and evolves into conventional literacy as it is taught in elementary school.
Use of materials, content, and activities found in most early childhood classrooms–Blocks, chalk, crayons, computers, cooking, dolls, dramatics, finger paints, puppets, scissors, storytelling, etc. Makes the books' strategies immediately useful for prospective teachers' first classrooms – allows these fifty ideas to serve as templates for hundreds of additional strategies.
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Here is the answer to the early childhood teacher's familiar dilemma: what to do about teaching literacy to young children. 50 Early Childhood Literacy Strategies presents an easy-to-use, easy-tounderstand approach involving young children's own emergence into the world of reading and writing. Teachers and student teachers will quickly learn what picture books and activities to use with children, how to use them, and how children can benefit from their use. They will learn what to expect as young children's writing emerges from scribbles, to pictures, to real words. And finally they will come to grips with the concept of emergent literacy as it appears in preschool children and evolves into conventional literacy as it is taught in elementary school.
Our ideas on how children learn to read and write are continuing to change as advances in neuroscience give us new understandings of the human brain mechanisms underlying reading. This text takes advantage of this new knowledge by presenting strategies that speak to the way children learn. These strategies are tied to the ordinary contents and activities of the early childhood classroom, i.e., books, blocks, chalk, crayons, computer, cooking, dolls, dramatic play, easel painting, finger painting, flannel boards, hammering, puppets, scissors, singing, and storytelling. But the contents and activities are given a "literacy twist" that helps teachers set them up for children's development of early reading, writing, listening, and speaking.
Each strategy begins with a literacy concept that briefly but concisely explains the topic. At the heart of each strategy are the practical literacy activities to be used with children, often involving hands-on story activities, drawing, writing, singing, and pretending with character dolls, toy animals, and themselves. The theme throughout the text focuses on words: hearing words, speaking words, writing words, and reading words—the basis of early literacy. At the same time, the strategies focus on children and what they can do to develop these literacy skills. There are more than 50 ways.
Each young child comes to the literacy table as an individual who joins the feast at different times, at different levels, and with an appetite appropriate only to him- or herself. With 50 different dishes set before them, children and teachers too can pick and choose what works best for them. Good appetite!
USING THIS BOOK
50 Early Childhood Literacy Strategies can be used by itself as a handy activities book by teachers, student teachers, and volunteers. It can also be used in any early childhood methods and materials course, children's literature or language course, or any reading or literacy course. College students especially appreciate activity books like this for use in their student teaching or practicum experiences. In addition, it can be used as a supplement to early literacy textbooks such as the author's Early Literacy in Preschool and Kindergarten (with L. Pratt), or other textbooks by the author such as Skills for Preschool Teachers and Building Bridges with Multicultural Picture Books.
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