Language and Literacy
Chapter 6

Language and Literacy are connected from infancy onward. Speaking, listening,
reading, and writing develop concurrently rather than sequentially.

Children differ from learning. Some pick up literacy skills easily and quickly;
others need more explicit help and time.

Children acquire language and literacy as they interact with others. Young
children learn to talk, read, and write because they are social beings. They
want to communicate with adults and peers at home, school, and other
familiar places.

Language and literacy learning happens through activities children might
initiate, such as role playing, exploring print
materials, etc. as well as through instruction
such as book reading, composing songs and
poems using alliteration and rhyming.

Phonological Awareness- the general ability to attend to
the sounds of language as distinct from its meaning. Initial
awareness of speech sounds and rhythms, rhyme
awareness, recognition of sound similarities, and phonemic
awareness are all elements of this ability.

Comprehension- understanding the meaning of spoken and
written language. Comprehension is “intentional thinking
during which meaning is constructed.”

Print awareness- understanding how print is organized and
used in reading and writing. Children learn that speech and
written language carry messages and that words convey
ideas.

Alphabet knowledge- understanding that there is a
systematic relationship between letters and sounds. Whole
words have a structure made up of individual sounds and of
sound patterns or groupings

Sound Awareness and production

Early and frequent exposure to sounds, especially the
sounds of language, is crucial for a young child’s
development of language and literacy skills.

Ask children to identify the sounds they hear. At group time
have them close their eyes as you or a child make different
sounds with tools and materials and ask the children to
guess the source of the sound.

Conversational skills

Model active listening as well as talking with children.
Remind yourself not to take over conversation.

Speak Clearly.

Create natural opportunities for conversations throughout
the day.
Dual language learning

Stage one-Children attempt to use their home language but gradually
realize they are not being understood and must adapt their
communication strategies.

Stage two-Children actively listen, observe, and process the features of
the new language.

Stage three- Children have mastered the rhythm and intonation of English,
plus key phrases.

Stage four- Children express themselves in their own words using
the English rules but may still make errors.

Children must recognize types of
marks between lines, straight,
curved, vertical and horizontal.
For Example: To draw letter P, it
would be a straight line with half
a circle.

Use vocabulary words that relate
to print’s visual

Feature straight, curved, circle,
long, tall, blank, empty space
and line.

Play games and plan art activities
that focus on visual
characteristics.

Textbook example: Hide an
object and have the children
look for the object and once
they found it asked what
characteristics or descriptions
helped them find the object.

Have a library on the classroom
setting, with books on display
and easy for children’s eye
level.

Label everything around the
classroom. Ex: Label chair,
chalk board, Library etc.

Children and adults come across different
environmental print context on a everyday life.
For instances, logos, company names, advertising
copies, product labels, billboards, invitations, and
letterhead.

Set up on your classroom setting, with large
letters of the alphabet, incorporate reading and
writing materials in learning centers such as the
dramatic plays, for instance in the kitchen area,
include empty product box such as cereal, cookies
empty cans, a play menu and wall signs.

Include printed materials that reflect on children’s
home language and cultures.

Support dual language learners by translating
between non-English and English words and
phrases commonly found in your community.

Is the general knowledge about conventions of print, and
how books work. We teach children that the books have a
cover, beginning and end, an author or illustrator or both.

Be sure to provide a variety of books for children to hold,
look, listen to, and talk about.

For example: Have book such as story books, emphasize
vocabulary that encourage sight reading, picture dictionary
and informational non fiction books.

Ask children to hand you a book “so I can read it”

(Occasionally pick up a book the wrong way and see how
the children react to it.)

Create books with children that include front cover, back
cover and a title with their names as authors and
illustrators.
The relationship between
spoken and written
language
Motivation to interact with
printed materials

Interest in reading cannot be forced
on children.

Children must have a positive
reading experience with adults.
Children will be naturally motivated
to read themselves.

Encourage children to select which
books to read

Let children see you reading for
enjoyment and information

This domain involves connecting
with the people say with the
same words when its written.

Us, as adult we must demonstrate
visual, auditory and tactile
connections.
Alphabet knowledge: Letter
identification and lettersound knowledge

Alphabet knowledge means knowing the names of the letters and
letter sound matches.

Say the names of the letters and sound them out in words children
read, write and dictate.

Connect sounds to the letters that children write to stand for
whole words.

For instance, HB.

Identify initial letter sounds in children’s name and other familiar
words. Often the first letter and sound that children learn is the
one that begins their own name, or it’s a word they use often and
find important, such as Mom their dog’s name, or favorite food.
Pair a child’s written name and the sounds made by it’s first letter;
transitions are a good time for this:

For example, here is Darren’s name and his name starts with the
letter |D|


Is the key of knowledge and
skills in the are of writing,

Important in acquiring
fine motor skills.

Awareness of the
purpose.

Function of written
words.
Writing, like reading, is
dependent on children having
certain perceptual motor
skills.
Awareness of the purposes
and function of written
words
This area refers to knowing
Display children’s writing


all the ways and reasons
people write. Like,
1.
Writing is done for
function reason
2.
For pleasure
Teaching strategies: Young
children want to do
things for
themselves and
share their idea and
accomplishments
with others.

where children and families
can see it.

Model the used of written
language for different
purpose and call it to
children's attention.

Encourage journal writing.
Have them write their own.
Letter and word writing

Literacy includes the
ability to write letter
and combine strings of
letter into words.

Letter writing usually
begins with writing one’s
own name, starting with
writing the initial letter.
Kids are more highly to
be motivated to master
this feat because of the
personal value they
attach to their name.

Children between the
age of 3-6, name writing
progresses from
continuous horizontal
scribbles to separate
and recognizable letter
arranged in the correct
order.
Awareness of the
conventions of
spelling, grammars,
syntax, and
punctuation

The conventions of print
include a culture’s
correct or accepted rules
of written expression.

Our task is to build on
what children know.

Spell words aloud as you
write them.

Respond to children’s
requests for help to spell
words correctly.

Use punctuation while
writing with children's.

“Young children’s motivation to learn to
read and write comes from an intrinsic
desire to communicate. But they need
adult guidance and support to begin the
journey toward full literacy with
competence and enthusiasm.”