Embedding Language and Literacy in

Child–Directed ActivitiesDay 2

Review Dialogic Reading Assignments Embedding language and literacy activities in child-directed learning through play, story

re-tell and interest areas

Outcomes

“The opposite of play is not work, it’s depression.”

“Creativity is messy, learning is noisy, and play is serious business.”

Research tells us…◦ In story retell - acting is more effective than

drawing or writing at the preschool age level◦ Small group size is more effective for story

retelling than large group or one to one reading experiences

◦ Relating the story to child interest and prior knowledge makes for teacher success in story retell

◦ Using visual aids, prompts, open-ended questions, reviewing and re-reading stories

Story Retelling

Use props Make clothesline story props Offer picture props Use costumes and dramatic play props Collect puppets Cateheroman/story-retelling-props Pinterest Lending Library – AEA I pad, smart boards, e books, playaways

Resources

I do… You watch I do… You help You do… I help You do… I watch

Scaffold story retelling

Serve as a good language model Give children interesting firsthand experiences to talk about Repeat and reinforce new words Observe, wait, and listen Talk with children frequently Encourage conversations that go beyond the here-and-now Use open-ended questions and prompts Read to children daily and talk about the story before, during, and

after reading Enjoy songs, rhymes, and fingerplays together throughout the day Play language games and provide language materials Offer models so children can hear their home languages Share informational books that relate to the children’s particular

interests

The Teacher’s Role in Promoting Vocabulary and Language Development

BlocksDramatic PlayToys & Games

ArtLibrary

DiscoverySand & WaterMusic & Movement

CookingComputersOutdoors

The Creative Curriculum Framework

Blocks

HandoutGOLD Objectives Occurring in the

Block Area

Creating an Environment for Block PlaySelecting MaterialsDisplaying Blocks and PropsCleanup--A Special Challenge

Props and Accessories ▪ Dollhouse with furniture▪ Multi-ethnic wooden figures▪ Traffic signs, gas pumps▪ Telephone wire▪ Paper towel rolls▪ Thin pieces of rubber tubing▪ Paper, markers, and scissors▪ Popsicle sticks▪ Hats▪ Tiles, linoleum squares, rugs▪ Pulleys and string▪ Toy carpentry tools▪ Vinyl rain gutters

▪ Books, magazines, etc. with pictures of buildings, roads and bridges▪ Floor map of city▪ Castle blocks▪ Shells and pebbles▪ Cardboard boxes/shoeboxes▪ Play money▪ Large fabric scraps▪ Logos from local businesses▪ Driftwood or small logs▪ Styrofoam or cardboard packaging materials▪ Old blueprints

Materials to encourage literacy skills Books and pictures about

construction, buildings, workers, tools, construction and emergency vehicles, architecture, repairs, roads, bridges

Advertisements for construction materials and tools

Blueprints Floor plans Graph paper Logos of local

businesses and familiar products

Memo pads Newspapers Repair manuals Traffic signs

Blocks and props are all neatly arranged so

children can easily find what they need and

return them.

Tape on the floor defines a “no-building zone” near the shelf which prevents children from building where their constructions might be

knocked over by other builders who aretaking blocks off the shelf or returning them.

LocationAway from line of traffic Ample spacePreferably in a corner Near other noisy areasDefined by shelves

Set upSmooth flat carpetThree shelves—two for blocks and one for propsSuggested MaterialsUnit blocks (390 pcs.) Road signsHollow blocks (48 pcs.) Small vehiclesPeople props Train setAnimal props Construction Books

Unit Blocks

Hollow Blocks

Other Types of Blocks and Construction Materials Brick cardboard blocks

Foam blocksLarge plastic blocks

PVC pipes

Block Area Clean-Up Suggestions

▪ Give children a 5-minute warning▪ Allow extra time▪ Let children continue working if they are truly engrossed▪ Help children get started▪ Make clean-up into a game

▪ Give each child a “ticket” with a block shape on it. Children put away all blocks that match that shape.

▪ Tell children, “Bring all the blocks to me that look like this one.” As they bring all blocks of one shape, show them where on the shelf the shape belongs by having them compare the shape to the labels.

▪ Declare a number for the day: “Today we’ll clean up the blocks by threes.” Each child then collects three blocks at a time and puts them away.

What Children Learn in the Block Area

Social/EmotionalPhysicalLanguageCognitiveLiteracyMathematicsScience and TechnologySocial StudiesThe ArtsEnglish Language Acquisition

HandoutHelping Children

Learn in the Block Area

The Teacher’s RoleObserving and Responding to Individual Children

Stages of Block PlayStage 1: Carrying Blocks▪ Carry them▪ Pile them in trucks▪ Learn their properties▪ Gain an understanding of what they can do

Stages of Block PlayStage 2: Piling Blocks and Making Roads▪ Continue to explore▪ Make towers▪ Begin to creatively represent▪ Begin by making roads, then start connecting roads and towers

Stages of Block PlayStage 3: Connecting Blocks to Create

Structures

▪ Bridge

▪ Making enclosures

▪ Designs

Stages of Block PlayStage 4: Making Elaborate Constructions▪ Build with dexterity and skill▪ Build above, around or over obstacles▪ Artistic and complex structures▪ Need a variety and large quantity of blocks▪ Constructions are a setting for dramatic play

The Teacher’s RoleObserving and Responding to Individual ChildrenInteracting With Children in the Block Area

What do you say to a child who makes this structure?

What do you say to a child who makes this structure?

“That’s nice.” or “Good job.”

What do you say to a child who makes this structure?

“That’s nice.” or “Good job.”Says nothing about what the child didDoesn’t give the child a chance to talk to you about what they did.Implies that the goal is to make something you think is nice.

What do you say to a child who makes this structure?

“All the blocks in your road are the same size.” or “You made a little curve with

the blocks.”

What do you say to a child who makes this structure?

“All the blocks in your road are the same size.” or “You made a little curve with

the blocks.” Describes what the child did.Gives the child a chance to talk about what they have done.Validates the importance of the child’s work.Builds child’s vocabulary and knowledge in the content areas.

What would you say to a child who made this structure if you wanted toDescribes what the child did.Gives the child a chance to talk about what they have done.Validates the importance of the child’s work.Builds child’s vocabulary and knowledge in the content areas.

What would you say to a child who made this structure if you wanted toDescribes what the child did.Gives the child a chance to talk about what they have done.Validates the importance of the child’s work.Builds child’s vocabulary and knowledge in the content areas.

“I see you use one block that is longer than

the other.”

“Look, your blocks make a space in the

middle.”“All of your

blocks except one are

touching.”

“You used five blocks. You

made the whole

building with just five blocks.”

“All your blocks are rectangles, but they’re not all the

same size.”

HandoutWhat Would

You Say?

Build it from A to Z Building a House Buildings, buildings, buildings Changes, changes The Three Pigs The True Story of the 3 Little Pigs Los tres pequenos jabalies/The Three Little

Javelinas House Sweet House

Suggested Books

Ways to Support ChildrenGet down on the floorHelp the child solve a problemDisplay and discuss picturesAdd new accessoriesAsk questions

The Teacher’s RoleObserving and Responding to Individual ChildrenInteracting With Children in the Block AreaFrequently Asked Questions About Blocks

QUESTIONS ABOUT BLOCK PLAY1. Some children never use the blocks. What should I do?

2. Should I allow children to bring materials from other areas (e.g., table blocks, telephones, hats, pinecones) into the Block Area?

3. Children don’t want to spend time building because they know they have to take it down at clean-up time. What should I do?

4. How high should children be allowed to build?

5. Should I intervene when children use blocks as guns?

Read silently.

Tell your table partners how this might be helpful.

There are many ways to content, teaching and learning outdoors.

Outdoor play is essential for children’s health and well-being.

Computers, I Pads and Technology

Software – level of child involvement