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