Goal and Objectives

Students will be able to explain how adults support the development of (1) concepts of print and (2) knowledge and love of books

Upon completion of this module, students will be able to:

• Describe various strategies to promote print awareness, including functional print and environmental print, and book handling skills
• Describe various strategies for engaging children with books, including reading aloud, shared reading, and independent reading

Research Overview and Main Concepts
Developmental Continuum
Required Reading
Activities and Assignments
Discussion Instructions

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Research Overview and Main Concepts

Acquiring a love of books and an appreciation of all that print can do are essential early literacy skills. When children learn how enjoyable books can be, they are motivated to participate in literacy activities throughout school and the rest of their lives.

Reading aloud to children is universally viewed as one of the single most important activities that adults can do with children to promote love of reading and other early literacy skills. Preschool children acquire many understandings about print through experiences with books and print. These understandings include the following: print carries meaning, print represents oral speech, print goes from left to right and top to bottom (in many languages such as English), and strings of letters represent words. The most important lesson is that print is powerful and useful in their daily lives.

Children become aware of print when adults draw their attention to environmental print (the print they see in the world around them). Children learn to value print when it is integrated into their environment and as they see adults demonstrating the use of print (e.g., making lists, sending notes, looking up the weather in the newspaper).

Here are some terms and concepts that will emerge from your readings:

Question
What kinds of experiences help build children’s concepts of print?

Reference
National Research Council (1999) Starting out right: A guide to promoting children's reading success, M.S. Burns, P. Griffin, & C.E. Snow, (Eds.). Washington, DC: National Academy Press.
http://books.nap.edu/catalog.php?record_id=6014#toc

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Developmental Continuum

Infants
Infants often take pleasure in manipulating and exploring books—reaching, grasping, chewing, touching, patting, and trying to turn the pages. They are attracted to pictures that are large and bright, as well as to photos of babies, familiar people, toys, and objects. They like to explore mirrors and make the connection between themselves and the reflection in the mirror. By 12 months many infants can recognize and anticipate familiar landmarks (e.g., a relative's house) and signs on the way to a well–known destination (e.g., the neighborhood store).

Toddlers

Books
Toddlers recognize that pictures represent real objects. They enjoy familiar picture books and want the same book read over and over. They comment on the pictures, repeat parts of the story, and protest if an adult changes the story. Gradually their comments on a picture become more elaborate and linked to the previous or next picture in the book.

Book Conventions
Toddlers are able to turn individual pages and hold a book upright. They know the front of the book and the back, the beginning of the book and the end.

Print
Toddlers are interested in the different forms of print they see in their environment. They ask about the meaning and functions of signs, photographs, junk mail, stickers, logos, labels, letters, newspapers, lists, messages, menus, and billboards. They recognize familiar environmental print such as "STOP", the "M" formed by the McDonald's arches, a Safeway store's red "S", or a Cheerios® box.

Preschoolers
Preschoolers have made the association between spoken and written words and know the difference between print and pictures. They become interested in the text as well as the pictures and will ask adults what text says.

They follow familiar text as it is read aloud and may even correct the reader if words and phrases are omitted from familiar stories. They answer and ask questions about the story and tell their own version of the story, relying on illustrations and memorization of repeated phrases from the book.

Many preschoolers by now are quite familiar with print conventions. They can indicate where the title of the book is and know that reading text goes from top to bottom and left to right (in English, Spanish, and many other, but not all, languages). They recognize some familiar words, especially their own names and names of peers, mom, and dad. They can name some uppercase single letters, especially letters that are in their names or the names of familiar people and objects.

Older Preschoolers
By the end of preschool, some children recognize a word as a unit of print. They know that letters are grouped to form words and that words in a sentence are separated by spaces.

Older preschoolers can read simple familiar words. They know names of most uppercase letters and some lowercase letters and associate them with their sounds.

They can retell stories that were read to them before they begin using the wording and intonation that is typical of reading and oral discourse. This wording and intonation is distinct from that used for conversations.

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Required Reading and Lecturettes

Learning to Read and Write, by S. B. Neuman, C. Copple, & S. Bredekamp

Reading Aloud with All Ages, by D. Koralek (www.journal.NAEYC.org)

Books in the Sand Box? Markers in the Blocks? Expanding the Child’s World of Literacy, by J. Goldhaber, M. Lipson, S. Sortino, & P. Daniels (used with permission) | text version

Environmental Print Walk (PowerPoint) | PDF | text version
Literacy Rich Environment Examples (Powerpoint) | PDF | text version

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Activities and Assignments

Module 4 is made up of three weeks and each week contains an assignment.

Week 6 Activity and Assignment
Week 7 Activity and Assignment
Week 8 Activity and Assignment

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Week 6 Assignment: Observation of Literacy Environment Using an Environmental Literacy Scan

Purpose of the Assignment

1. Learn practical ways to embed literacy props throughout the early childhood environment
   
2. Learn one method to assess whether a classroom encourages literacy behaviors

Due Date
See the Main Calendar for the specific due date.

Activity Instructions

1. After reading the Module 4 Required Reading article “Books in the Sand Box? Markers in the Blocks? Expanding the Child’s World of Literacy,” download and print the Environmental Literacy Scan on page 90 (the third page of the article).
   Also review Literacy Rich Environment Examples Powerpoint | PDF | text version.
   
   
2. Arrange to visit an early care and education program for 3– and 4–year–old children to observe how literacy props are used in their classroom. Plan the visit to last about 1 hour. Students must follow the Guidelines for Observation found in Read Me First! on the course menu.
   
   
3. Using the Environmental Literacy Scan, check the items that you see in the classroom. Use the back of the form and another piece of paper to write additional details about your observations.
   • Describe the items observed. For instance, note if they are made by the child or teacher, real items found in homes and businesses, or educational toys (e.g., a handwritten menu, a real menu from a restaurant, or a toy menu purchased with a restaurant kit).
   • Note how the children use the literacy props.
   • Describe the teacher´s role in supporting the children’s literacy behavior. (e.g., does the teacher prompt or extend the children’s literacy play by writing a “check” at the dramatic play area medical clinic?)
   • Describe how books are used throughout the classroom to support children’s literacy.

1. After completing your observation and the Environmental Literacy Scan, write a 500– to 750–word paper summarizing your observations and incorporating the information you collected in your notes. Make at least three recommendations on how to improve or add to the literacy environment and the interactions that you observed. Use ideas from your readings for this module or from supplemental readings. Reminder: For confidentiality purposes, change the names of the children and adults that you mention in your paper.
   
   
2. Copy and paste your paper into the Week 6 Assignment: Environmental Literacy Scan discussion. Put your name and the title of your assignment in the subject line.
   
   
3. Read your classmates’ assignments. Respond to at least three of them. Compare and discuss the environments you observed, the roles the teachers played, and how the literacy props influenced children’s play.Support your conclusions by referencing the reading.

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Week 7 Assignment: Environmental Print Walk

Purpose of the Assignment

1. Recognize that neighborhoods and communities provide a rich environmental print resource
   
2. Consider how family members and teachers can use the community to promote conversation about and understanding of the function of print

Due Date
See the Main Calendar for the specific due date.

Activity Instructions

1. View and read the Environmental Print Walk (PowerPoint) | text version. The document can also be found as a PDF file in Module 4 Required Reading.
   
   
2. Plan a walk in your neighborhood or community where you would expect to find preschool children playing or walking with their families. It might be a downtown shopping area, a mall, or the few blocks surrounding a preschool. If you are uncertain where children might go, ask a preschool teacher or a parent of young children. The walk should be a minimum of a half hour but does not need to be longer than 1 hour.
   
   
3. If you know a preschool child, consider inviting the child and his or her parent to walk with you. Be sure to take a note pad and pencil with you. If you are currently teaching preschool children, you may take your class on the walk. If you have a digital camera, you may want to take it as well.
   
   
4. As you take your walk, notice the environmental print. Watch for signs, menus, posters, billboards, logos and symbols, print on objects such as cars and trucks, and even graffiti. Pay particular attention to the print that is at children's eye level. Go into markets, stores, Laundromats, barbershops, and any other place where you might find print that children would see.
   
   
5. Make notes of the environmental print that you see. It may be helpful to diagram some of it or take digital photographs. If young children are present, note whether they pay attention to, comment on, or point to any of the print. If they do not notice the environmental print, draw their attention to it and note their reactions. Squat down and look at the community from a child´s eye level. Do you notice different environmental print? Also note print that is written in languages other than English.

Assignment Instructions

1. Once you have completed your environmental print walk, reflect back on what you saw and review your notes while thinking about the following questions:
   • What specific examples of environmental print did you see?
   • What environmental print did you find most noticeable and meaningful to you as an adult? Why?
   • What print was at young children´s eye level?
   • Which environmental print do you think preschool children could "read?"
   • What environmental print do you think preschool children would be the most interested in and why?
   • As a result of your environmental walk experience, what information or advice would you share with a preschool teacher or a family member of a preschool child?
     
     
2. Write a 500– to 750–word paper briefly describing your experience and responding to the questions above.
   
   
3. Copy and paste your paper into the Week 7 Assignment: Environmental Print Walk discussion. Put your name and the title of your assignment in the subject line.
   
   
4. Read your classmates´ assignments. Respond to at least three of them. Discuss your environmental walk experiences. Discuss strategies that adults can use in teaching children how to use environmental print in meaningful and natural ways without drilling or quizzing children. (Drilling and quizzing includes asking questions such as "What does this sign say?" or "Which poster says ‘Lost Dog’?" or making children repeat words and letters the adult says.)

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Week 8 Assignment: Books Throughout the Preschool Environment and Activities

Purpose of the Assignment

1. Learn how to promote children’s love of and involvement in books and their understanding of vocabulary and concepts in books

Due Date
See the Main Calendar for the specific due date.

Activity Instructions

1. Read the Module 4 Required Reading.
   
   
2. Choose a high quality picture book appropriate for 3– to 5–year–old children. You do not need to purchase the book; you may check it out of a library or borrow it from someone that you know. Select a book on a topic that would be of interest to children in your community. Think back to the observation that you did on children’s language development. Try to recall what the children talked about, acted out in their play, or were drawn to in the environment (e.g., large wooden blocks or the hamster in the Habitrail®).  Also consider the following as you choose your book:
   • Is the book culturally sensitive and representative of the children in your community?
   • Is the book about a topic that is developmentally appropriate and relevant to young children?
   • Are the illustrations attractive and would they inspire children to use their imaginations?
     
     
3. Once you have selected and read your book, think about how a preschool teacher could incorporate this book into different areas of the preschool environment and use it to actively involve children in book-related activities. For instance, if you selected The Carrot Seed by Ruth Kraus, you could display the book in the dramatic play area along with gardening props such as seed packets, garden gloves, watering cans, and flower pots. Download and review The Carrot Seed Curriculum Planning Web | text version for additional ideas on integrating a book throughout the classroom and activities.
   
   
4. Download and print a blank Curriculum Planning Web | text version to use as you brainstorm ideas. Think of at least 6 ways in which your book could be used throughout the preschool environment (indoors or outdoors) or in specific activities to promote children's love of books, involvement in books, and their understanding of vocabulary and concepts in the books. Be creative. Feel free to extend your ideas to involve families and the child's home.

Assignment Instructions

1. After you have thought of at least 6 ideas on how to use your book and have completed a Curriculum Planning Web, write a 500– to 750–word paper describing how your book could be used in the preschool environment and in activities. Include the following details in your description:
   • Area of the environment or name of the activity
   • Where and how the book would be used or extended
   • Props and other materials or equipment that would be inspired by the book or used in conjunction with it
   • How children would benefit from having the book or book’s theme incorporated into each particular area and activity
     
     
2. Copy and paste your paper into a Week 8 Assignment: Books Throughout the Preschool Environment and Activities discussion. Put your name and the title of your assignment in the subject line.
   
   
3. After you have posted your assignment, read your classmates' assignments. Respond to at least three others. Ask them questions about how they envisioned their book being used. Suggest different ways that you think their book could be used, or suggest additional props and materials. Brainstorm additional benefits of incorporating books throughout the preschool environment.

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Discussion Instructions

Week 6

Observation of a Literacy Environment Using an Environmental Literacy Scan
This is a small group discussion. Make sure that you are in the small group that your instructor assigned you to. If you are unsure, contact your instructor immediately. Let your small group members know which days you will participate in the discussion during the upcoming week. Your active participation will help ensure a lively and interesting discussion. Plan to participate a minimum of three times during the week.

After you have posted your Week 6 Assignment: Environmental Literacy Scan into the Class discussion in your assigned small group, read your classmates’ assignments. Compare and discuss the environments that you each observed, the roles the teachers played, and how the literacy props influenced children’s play.

See the Main Calendar for the specific due date.

Week 7

Environmental Print Walk
After you have posted your Week 7 Assignment: Environmental Print Walk, read your classmates’ assignments. Respond to at least three of them. Discuss your environmental walk experiences. Discuss strategies that adults can use in teaching children how to use environmental print in meaningful and natural ways without drilling or quizzing children. (Drilling and quizzing includes asking questions such as “What does this sign say?” or “Which poster says ‘Lost Dog’?” or making children repeat words and letters the adult says.)

See the Main Calendar for the specific due date.

Week 8

Books Throughout the Preschool Environment and Activities
After you have posted your Week 8 Assignment: Books Throughout the Preschool Environment and Activities in the class discussion, read your classmates’ assignments. Respond to at least three of your classmates. Ask them questions about how they envisioned their book being used in the preschool environment or in activities. Suggest different ways that you think their book could be used, or suggest additional props and materials that they could introduce to the children.

As you discuss this topic, talk about the benefits of incorporating books throughout the preschool environment and how this practice promotes children’s love of and involvement in books. Also discuss how incorporating books promotes children’s understanding of vocabulary and concepts that are introduced in the books.

See the Main Calendar for the specific due date.

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