IUYTREW
INSTRUCTOR’S RESOURCE MANUAL AND TEST
BANK
N
U
EARLY LITERACY IN PRESCHOOL
AND KINDERGARTEN
R
A Multicultural Perspective
SE
Fourth Edition
D
Janice J. Beaty, Linda Pratt
O
INSTANT DOWNLOAD
C
COMPLETE CHAPTERS
S
COMPLETE ANSWERS
UYTREW
, IUYTREW
CONTENTS
Instructor’s Resource Manual and Test Bank
Chapter 1: Foundations of Early Literacy ...................................................................... 1
Chapter 2: A Multicultural Perspective .......................................................................... 9
Chapter 3: Language Emergence in Young Children….............................................. 17
N
Chapter 4: Music as a Natural Language ..................................................................... 24
Chapter 5: Speaking and Listening .............................................................................. 32
U
Chapter 6: Art as a Natural Language .......................................................................... 41
R
Chapter 7: Becoming a Writer ..................................................................................... 48
Chapter 8: How Reading Emerges ............................................................................... 56
SE
Chapter 9: Home Book Experience .............................................................................. 64
Chapter 10: Becoming a Reader................................................................................... 72
Appendix A: Answer Key ............................................................. 81
D
Appendix B: Handouts ................................................................. 90
O
C
S
UYTREW
, IUYTREW
Chapter One
Foundations of Early Literacy
In This Chapter You Will Learn To:
• Explain the meaning of early literacy.
N
• Describe examples of emergent literacy.
U
• Describe early literacy skills identified by research.
• Discuss early childhood curriculum criteria.
R
• Assess children’s literacy achievements.
•
SE
Demonstrate which technologies are appropriate for preschool programs.
Essential Content:
1. Early literacy consists of
D
• Infant communication through crying, cooing, smiling, babbling.
• Toddler communication through imitating sounds and gestures.
• Preschool communicating through speaking and listening, scribbling and
O
writing, art activities, dramatic play, book reenactments, storytelling,
singing, chanting, and recording.
C
2. Emergent literacy consists of
• Natural development of reading and writing, speaking and listening skills.
• Wide range of children’s literacy behaviors:
o Listening to stories
S
o Discussing stories
o Making up stories
o Pretending to read
o Retelling familiar stories
o Turning book pages at the right time
3. Goals for preschool:
• Enjoying listening to and discussing storybooks
• Understanding that print carries a message
• Engaging in reading and writing attempts
UYTREW
, IUYTREW
• Identifying environmental print
• Playing rhyming games
• Identifying some letters
• Using known letters
4. Goals for kindergarten:
• Enjoy being read to and retelling stories
• Using descriptive language
• Recognizing letter and sound matches
• Showing familiarity with rhymes and beginning sounds
N
• Understand left-to-right and top-to-bottom orientation
• Matching spoken words with written words
• Beginning to write alphabet letters and some words
U
5. Emergent literacy activities:
• Interactive storybook reading
• Shared reading with Big Books
R
• Storytelling; flannel boards; puppets
• A print-rich environment
• Pretend play; story reenactments
SE
• Shared writing
• Drawing as writing; journal writing
• Letter recognition games
6. Core knowledge and skills:
• Vocabulary development
D
• Phonological awareness
• Phonemic awareness
• Alphabet knowledge
O
• Print awareness
7. Current early childhood curriculum criteria
C
NAEYC Curriculum Criteria: Books
• Read books in engaging manner
• Read in individualized ways
• Allow them to explore books on their own
S
• Give access to various types of books
• Read same book on repeated occasions
• Retell and reenact events in books together
• Engage in conversation about books
• Link books to other curriculum aspects
• Identify parts of books
• Differentiate print from pictures
UYTREW
INSTRUCTOR’S RESOURCE MANUAL AND TEST
BANK
N
U
EARLY LITERACY IN PRESCHOOL
AND KINDERGARTEN
R
A Multicultural Perspective
SE
Fourth Edition
D
Janice J. Beaty, Linda Pratt
O
INSTANT DOWNLOAD
C
COMPLETE CHAPTERS
S
COMPLETE ANSWERS
UYTREW
, IUYTREW
CONTENTS
Instructor’s Resource Manual and Test Bank
Chapter 1: Foundations of Early Literacy ...................................................................... 1
Chapter 2: A Multicultural Perspective .......................................................................... 9
Chapter 3: Language Emergence in Young Children….............................................. 17
N
Chapter 4: Music as a Natural Language ..................................................................... 24
Chapter 5: Speaking and Listening .............................................................................. 32
U
Chapter 6: Art as a Natural Language .......................................................................... 41
R
Chapter 7: Becoming a Writer ..................................................................................... 48
Chapter 8: How Reading Emerges ............................................................................... 56
SE
Chapter 9: Home Book Experience .............................................................................. 64
Chapter 10: Becoming a Reader................................................................................... 72
Appendix A: Answer Key ............................................................. 81
D
Appendix B: Handouts ................................................................. 90
O
C
S
UYTREW
, IUYTREW
Chapter One
Foundations of Early Literacy
In This Chapter You Will Learn To:
• Explain the meaning of early literacy.
N
• Describe examples of emergent literacy.
U
• Describe early literacy skills identified by research.
• Discuss early childhood curriculum criteria.
R
• Assess children’s literacy achievements.
•
SE
Demonstrate which technologies are appropriate for preschool programs.
Essential Content:
1. Early literacy consists of
D
• Infant communication through crying, cooing, smiling, babbling.
• Toddler communication through imitating sounds and gestures.
• Preschool communicating through speaking and listening, scribbling and
O
writing, art activities, dramatic play, book reenactments, storytelling,
singing, chanting, and recording.
C
2. Emergent literacy consists of
• Natural development of reading and writing, speaking and listening skills.
• Wide range of children’s literacy behaviors:
o Listening to stories
S
o Discussing stories
o Making up stories
o Pretending to read
o Retelling familiar stories
o Turning book pages at the right time
3. Goals for preschool:
• Enjoying listening to and discussing storybooks
• Understanding that print carries a message
• Engaging in reading and writing attempts
UYTREW
, IUYTREW
• Identifying environmental print
• Playing rhyming games
• Identifying some letters
• Using known letters
4. Goals for kindergarten:
• Enjoy being read to and retelling stories
• Using descriptive language
• Recognizing letter and sound matches
• Showing familiarity with rhymes and beginning sounds
N
• Understand left-to-right and top-to-bottom orientation
• Matching spoken words with written words
• Beginning to write alphabet letters and some words
U
5. Emergent literacy activities:
• Interactive storybook reading
• Shared reading with Big Books
R
• Storytelling; flannel boards; puppets
• A print-rich environment
• Pretend play; story reenactments
SE
• Shared writing
• Drawing as writing; journal writing
• Letter recognition games
6. Core knowledge and skills:
• Vocabulary development
D
• Phonological awareness
• Phonemic awareness
• Alphabet knowledge
O
• Print awareness
7. Current early childhood curriculum criteria
C
NAEYC Curriculum Criteria: Books
• Read books in engaging manner
• Read in individualized ways
• Allow them to explore books on their own
S
• Give access to various types of books
• Read same book on repeated occasions
• Retell and reenact events in books together
• Engage in conversation about books
• Link books to other curriculum aspects
• Identify parts of books
• Differentiate print from pictures
UYTREW
