- Shopping Bag ( 0 items )
Angela Notari Syverson
"A wonderful resource [with] fun, flexible and proven activities that emphasize vocabulary and conversations —two especially important aspects of children's early literacy development."
For children from low-resource backgrounds, a literacy-rich preschool experience with a skilled and engaged teacher can make all the difference—it can offset risk factors and lay the groundwork for lifelong academic success. Now schools can ensure effective early literacy instruction with this field-tested, research-based curriculum for children 3 to 5 years of age.
These 41 one-week lessons—each built around a theme with associated vocabulary lists and fun activities—are just what teachers need to enhance childrenâ€™s phonemic awareness and vocabulary development throughout the year. This proven curriculum
For each of the one-week lessons, teachers will get everything they need: a general lesson plan for the entire week, an overview of language concepts and goals, and detailed lesson plans for each weekday. â€œFrom-the-trenchesâ€ vignettes share other teachersâ€™ success stories, and the useful observation forms help teachers track the growth and variety of childrenâ€™s vocabulary and prove that students are making progress.
See which domain of school readiness in the Head Start Child Development and Early Learning Framework this book addresses.
Excerpted from Chapter 2 of Building Language Throughout the Year: The Preschool Early Literacy Curriculum, by John Lybolt, Ph.D.,CCC-SLP , Jennifer Armstrong, Ph.D., CCC-SLP, Kristin Evans Techmanski, M.A., CCC-SLP, & Catherine Gottfred, Ph.D., CCC-SLP
Copyright © 2007 by Paul H. Brookes Publishing Co. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Building Language Throughout the Year: The Preschool Early Literacy Curriculum provides a framework for children to learn through exploring, making maximal use of materials in the classroom, interacting with peers, and teacher modeling and input. The weekly grids may seem daunting at first, considering the daily suggested enrichment words, the subcategories of the weekly themes, and the daily dramatic plays. Some creative teachers have stretched a major theme across 2 weeks; other teachers have repeated activities that are related to earlier themes or have even eliminated one or more of the daily themes. Many, however, have used the curriculum as written, making personal changes in a few specific activities. The Building Language curriculum is meant to be used as a guide for teachers. The lessons should be adapted as necessary to meet the needs of all children. What should be maintained is the frequency, complexity, intentional conversing, and problem solving between the teacher and individual children, within small groups, and in peer-to-peer interactions throughout the classroom day.
THE VOCABULARY GAP
Hart and Risley (2003) discussed implications of a vocabulary gap that affects many 3-year-old children on entry into preschool. Their follow-up analysis documented how a vocabulary gap at age 3 magnified its negative effect on learning skills through age 10.They recommended an intensive effort be undertaken before preschool to help caretakers reduce the size of the vocabulary gap. For children not reached by a high-quality early learning program, Hart and Risleyâ€™s analysis makes it clear that the instructional time available to preschool teachers should be dedicated to providing rich language experiences. These language-based experiences should be supported with materials that allow childrenâ€™s exploration and creativity to blossom. It is critical that teachers attempt to narrow the potential academic impact of the vocabulary gap described by Hart and Risely (2003) in the 2 years before children transition to kindergarten. The Building Language curriculum provides teachers with specific tools that can help them in this effort. The techniques that are suggested and described in Building Language include â€œthe conscientious, explicit, and judicious use of current best evidence in making decisions . . .by integrating clinical (and early childhood) expertise with the best available external evidence from systematic researchâ€ (Sackett, Rosenberg, Gray, Haynes, & Richardson,1996, p. 71). We have chosen techniques that are widely reported in the language intervention literature. Using studies examining the actual behaviors of preschool teachers, we have developed recommendations for how these techniques might be successfully implemented in a preschool classroom. We have used quasi-experimental and correlational studies to determine whether teachers using the Building Language curriculum change their own classroom behaviors while positively affecting the learning of children in their classrooms. We are planning a well-designed randomized, controlled study examining the efficacy of the teaching methods of the Building Language curriculum. We describe below how teachers can use Building Language techniques to supplement their own training to best serve children in their classrooms.
SELF-REVIEW AND PREPARATION TIPS
Beginning any new program or curriculum can be a challenge for