Dsr Test 2

Front 1

Til 1 year : bright illustrations, cradled on lap/in arms, nursery rhymes, one color image per page, books positioned around the baby so that he/she can look
4-6MO: cloth/vinyl books, allow grasping, washable with simple and bright pictures, textured
7-9MO: label and talk about pics, rhyming books
9-12MO: get baby’s attn, ask a labeling question and wait for response
12-18MO: name pics and provide more info about the object, babies are now more likely to listen to you talk, they may use conversational babble, highly predictable text encourages chiming in, now more physically active so choose interactive books
19-30MO: more real stories, with env. Print, detailed questions leading to personal experiences
SELECTING GREAT BOOKS: variety, multicultural, books w. good story lines bc there will be a lot to talk about, can be connected to their experiences, diff genres, integrating many subjects
BEFORE, show and discuss the cover of book, provide brief info. DURING, read with expression at a moderate rate, interact and allow discussion. AFTER, discuss and extend
SHARED (BIG) BOOK READING: all can see print, introduce concepts and conventions of print…how to handle, front/back, parts of a book, author…
EXTENSIONS: brainstorming ways in which they can respond, simple materials like cereal boxes an TP roles and felt and flannel…cooking, dramatizing, retelling through puppets, art projects
ANALYZING DRAWINGS/WRITINGS: evaluating characteristics/development, linking development in other domains (motor and cognitive), scribble analysis, placement patterns, what child says about it
PHONOLOGICAL A: awareness of sound structure of oral lang.
PHONEMIC A: awareness that spoken words are of indiv. Sounds/phonemes
PHONICS: relationship b/w sounds/letters in written lang.
RHYMING ACTIVITY: awareness of words that end with same vowel/consonant sounds, can be bridge b/w the two awareness’s^, can be taught by pausing between two rhyming words

Back 1

BLENDING: combining
SEGMENTING: opposite of blending, ability to divide words into indiv. Sounds, goal is to be aware that lang. is made up of strings of indiv. Sounds
ALPHABETIC PRIN: idea that letters and groups of them rep. phenomes
There is a great deal of variation among social groups and cultures. Teachers must learn from children’s parents about their experiences with books at home
BENEFITS OF READING TO TODDLERS: they begin to know the socialization response pattern typical in classrooms
0-12M: parents do most of talking, label the pics and point as you do
TIL 30M: adults ask and answer his/her own questions
TO CONDUCT A READ ALOUD, help reader negotiate meaning of the text, relate to the content, provide info, ask questions, set expectations
We should encourage parents to read at home the books they’ll read at school…classroom lending library, book bags
WRITING WORKSHOP: 1. Focus lesson…goal is to teach about an aspect of writing like revision, spelling, describing. 2. Writing time. 3. Group time
SHARED WRITING demonstrates connections b/w reading, writing, talking. It can teach alphabet recognition and concepts of print and becus the kids are the authors, they can easily read it
WORD WALL: collection of words displayed on a classroom wall and is used for instructional purposes, large upper and lowercase letters arranged in ABC order…words beginning with that letter below
WORD BANK: children collect key words and put them in a box