2.E.03
Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom:
a. Items belonging to a child are labeled with his or her name.
b. Materials are labeled.
c. Print is used to describe some rules and routines.
d. Teaching staff help children recognize print and connect it to spoken words.
Children in the Tree House are exposed to print through:
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| (d) recording our experiences on charts |
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| (a) labeling their cubbies |
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| (c) hand-washing sequence above the children's sink |
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| (c) labeling our routines and posting them low so children can refer to them |
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| (b) labeling out toys |
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(d) teachers writing down our thoughts and words
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2.E.04
Children have varied opportunities to
a. be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs.
b. be read to regularly in individualized ways including one-to-one or in small groups of two to six children.
c. explore books on their own and have places that are conducive to the quiet enjoyment of books.
d. have access to various types of books, including storybooks, factual books, books with rhymes, alphabet books, and wordless books.
e. be read the same book on repeated occasions.
f. retell and reenact events in storybooks.
g. engage in conversations that help them understand the content of the book.
h. be assisted in linking books to other aspects of the curriculum.
i. identify the parts of books and differentiate print from pictures.
The children in The Tree House have opportunities to listen to stories and books:
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| (a, e, g, i)During morning group-time, we will read and discuss the story. Sometimes, the book is factual and sometimes fiction. This is when we would engage in conversations about books and learn the different parts of a book/story. |
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| (a, e, g, i)During afternoon group-time, we do the same. |
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| (b)Being a lab school, we receive many visitors and there may be times when University students will read to the children |
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| (b)Parents can visit and spend some time reading to their children, especially in the morning before they drop them off for the day. |
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| (f)Through creative storytelling and puppet shows |
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| (b, c)Throughout the day in the Cozy Corner while using the listening materials |
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| (b, c, d, e, g)When they choose a story that interests them |
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(b, g, h)When we investigate a new topic of study
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| (d) Children have access to different genres of books. For example, during our dinosaur investigation, we provided rhyming books (Dinosaurs Forever by William Wise), wordless books (Dinosaur Roar by Paul and Henrietta Stickland), storybooks (Sammy and the Dinosaurs by Ian Whybrow), factual books (Look Inside Dinosaurs by Neil Clark) and alphabet books (Dinosaur ABC by Simon Mugford). |
2.E.05
Children have multiple and varied opportunities to write:
a. Writing materials and activities are readily available in art, dramatic play, and other learning centers.
b. Various types of writing are supported including scribbling, letter-like marks, and developmental spelling.
c. Children have daily opportunities to write or dictate their ideas.
d. Children are provided needed assistance in writing the words and messages they are trying to communicate.
Children are given the support they need to write on their own, including access to the
e. alphabet and
f. to printed words about topics of current interest, both of which are made available at eye level or on laminated cards.
g. Children see teaching staff model functional use of writing and are helped to discuss the many ways writing is used in daily life.
Children in The Tree House:
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| (a)Use writing in their dramatic play |
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| (a)Use writing in their art activities |
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| (a)Use writing when recording science data |
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| (a)write their own stories |
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(b) writing their names on their drawings |
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| (d) teachers help them complete writing tasks for whole group activities |
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| (b)write individually using word cards, name cards |
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| (c) recording their questions |
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| (g) children observe teachers writing throughout the day |
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| (e, f) the children are provided with various materials to support independent writing (journals, name cards, investigation words, word boxes, markers, colored pencils, crayons, plain paper, paper with lines, wipe boards, chalk boards, alphabet chart) |
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(d) teachers supporting them as they write
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| (e) access to the wall alphabet to help them write letters |
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| (f) utilizing printed words to write dinosaur names and research whether or not they were carnivores or herbivores |
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| (g) utilize writing as a functional way to help a child recall an experience, in this case a science experiment |
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(c)writing with their teachers about their thoughts or stories about the current investigations
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2.E.07
Children are given opportunities to recognize and write letters.
Children in The Tree House have opportunities to
a. recognize and
b. write letters:
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| a. In our posted charts such as in The Song Wall |
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| (a)By exposing them to materials that represent the alphabet such as magnet letters. |
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| (a, b)By utilizing different media to represent letters. |
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| (a)By pointing out words of interest and letting them write them. |
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| (a) Throughout the classroom, such as n the kitchen/dramatic play area |
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| (b) Throughout the day, such as during worktime. |
