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Heinemann 361 Hanover St. Portsmouth, NH 03801-3912 www.heinemann.com Offices and agents throughout the world. Copyright © 2011 by Gay Su Pinnell and Irene C. Fountas All rights reserved. No portion of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without permission in writing from the publisher, except by a reviewer, who may quote brief passages in a review. Requests for permission should be mailed to the Permissions Department at Heinemann, 361 Hanover Street, Portsmouth, NH 03801. “Dedicated to Teachers” is a trademark of Greenwood Publishing Group, Inc. Grateful acknowledgment to the following schools for generously allowing Heinemann to photograph their Prekindergarten classrooms: Madeline English School, Everett, MA; Salem State University Preschool, Salem, MA; Malcolm L. Bell School (Lower Bell), Marblehead, MA; and Bentley Elementary School, Salem, MA. The authors and publisher wish to thank those who have generously given permission to reprint borrowed material: Pages 16–17, “O” and “P,” from An Alphabet Salad: Fruits and Vegetables from A to Z by Sarah L. Schuette. Copyright © 2003 by Capstone Press. All rights reserved. Reproduced by permission of Capstone Press. Illustrations for “Qq” and “Rr” from A Child’s Day: An Alphabet of Play by Ida Pearle. Copyright © 2008 by Ida Pearle. Reproduced by permission of Houghton Mifflin Harcourt Publishing Company. This material may not be reproduced in any form or by any means without the prior written permission of the publisher. Pages 4–5 from Cock-a-Doodle Quack! Quack! by Ivor Baddiel and Sophie Jubb, illustrated by Ailie Busby. Text copyright © 2007 by Ivor Baddiel and Sophie Jubb, illustrations copyright © 2007 by Ailie Busby. Published by David Fickling Books, an imprint of Random House Children’s Books, a division of Random House, Inc. Used by permission of Random House Children’s Books, a division of Random House, Inc. Cover and interior photography: Steve Jacob Color insert classroom photography: Lisa Fowler

Literacy Beginnings: A Prekindergarten Handbook ISBN 10: 0-325-02876-1 ISBN 13: 978-0-325-02876-7 1 2 3 4 5 6 7 8 ML 16 15 14 13 12 11

“Ee” from Creature ABC by Andrew Zuckerman. Copyright © 2009 by Andrew Zuckerman. Published by Chronicle Books. First published in Creature by Andrew Zuckerman, © 2007, Chronicle Books. Reproduced by permission of the publisher. Pages 7–8, “Garbage Truck,” from Dig Dig Digging by Margaret Mayo, illustrated by Alex Ayliffe. Text copyright © 2001 by Margaret Mayo. Illustrations copyright © 2001 by Alex Ayliffe. Reprinted by arrangement with Henry Holt and Company, LLC. Pages 4–5 from A Friend Like You by Tanja Askani. Scholastic Inc./Scholastic Press. Text copyright © 2009 by Scholastic Inc., photograph copyright © 2009 by Fishing4. Reprinted by permission.

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TA B L E

OF

CONTENTS

Section One: Living and Learning in the Prekindergarten Classroom Introduction 1 A Day in the Life of Two Prekindergarten Children 2

Chapter 1: Growing Up Literate: Prekindergartens for the Future Generation 23 Chapter 2: Building a Community of Learners 29 Chapter 3: Promoting Constructive Learning: Engaging Children in Inquiry 35 Chapter 4: An Organized, Engaging Environment for Learning 41 Chapter 5: Using a Framework for Language and Literacy Teaching 57

Section Two: Language: The Foundation for Learning Introduction 73 Chapter 6: The Critical Role of Language in Learning: Using Language to Learn 74 Chapter 7: Developing Strong Oral Vocabularies in Prekindergarten 82 Chapter 8: Phonemic Awareness and Phonics: The Sounds of Language 88 Chapter 9: Supporting English Language Learners in the Prekindergarten Classroom 97

Section Three: Supporting Emergent Readers Introduction 105 Chapter 10: Learning to Read: Three Critical Areas of Early Learning 106 Chapter 11: Using Interactive Read-Aloud to Support Emergent Readers 114 Chapter 12: Using Shared Reading to Support Emergent Readers 125 Chapter 13: Developing Early Reading Behaviors in Shared and Independent Reading 131 Chapter 14: Learning to Read: Understanding the Reading Process 135

Section Four: Supporting Emergent Writers Introduction 147 Chapter 15: Learning to Write: Understanding Early Writing Behaviors 148 Chapter 16: Using Shared and Interactive Writing to Develop Emergent Writers 154 Chapter 17: Developing Early Writing Behaviors Through Teaching Interactions 170 Chapter 18: The Reading-Writing Connection 176 vii

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Section Five: Learning About Letters, Sounds, and Words Introduction 183 Chapter 19: Learning About Letters and Words 184 Chapter 20: Names: A Powerful Resource for Literacy Learning 194 Chapter 21: Using Group Games to Increase Language and Print Awareness 201

Section Six: Assessment of Literacy Learning Introduction 207 Chapter 22: Observing Reading Behaviors 208 Chapter 23: Observing Writing Behaviors 212 Chapter 24: Observing for Evidence of Sound, Letter, and Word Knowledge 216 Chapter 25: Systematic Assessment: An End-of-Prekindergarten Checkup 220

Section Seven: The Continuum of Literacy Learning, PreK Introduction 227 Chapter 26: Using the Prekindergarten Continuum to Plan for and Assess Teaching 228 The Continuum of Literacy Learning, PreK 233

Appendices Appendix A: Nursery Rhymes, Poetry, and Songs 251 Appendix B: Text Sets 272 Appendix C: Inquiry Projects Introduction 289 Colors 290 Shapes 294 All About Me 296 My Body 300 Moods and Feelings 304 Friends and Friendship 308 Pets 312 Community 316 Journeys 320 Food 324 Water 328 Animal Babies 330

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Appendix D: Literacy and Language Lessons Introduction 333 READING

Shared Reading 334 LESSON 2: Interactive Read-Aloud 336 LESSON 3: Recipes 337 LESSON 4: Story Sequencing 338 LESSON 1:

WRITING

Interactive Writing 340 LESSON 6: Interactive Drawing 341 LESSON 7: Verbal Path 343 LESSON 5:

BOOKS

Book Making 344 LESSON 9: My Book 346 LESSON 10: Class Big Book: Songs and Poems 348 LESSON 11: Bookmaking 349 LESSON 12: Original Class Big Book 351 LESSON 13: Book Boxes 353 LESSON 8: Alphabet

LETTERS, SOUNDS, AND WORDS

Games and Phonemes 355 LESSON 15: Picture Sort 356 LESSON 16: “Me” Boxes 358 LESSON 14: Oral

LANGUAGE

Innovations 360 LESSON 18: Storytelling 361 LESSON 19: Puppet Making 363 LESSON 20: Play Corner 364 LESSON 21: Recognizing Signs and Symbols 365 LESSON 22: Descriptive Words 366 LESSON 23: Alphabet Hunt 368 LESSON 24: Alphabet Nature Walk 369 LESSON 25: Alphabet Hide-and-Seek 371 LESSON 26: Alphabet Linking Chart 372 LESSON 27: Letter Exploration 373 LESSON 28: Letter Sort 374 LESSON 29: Making Letters Using Play Dough 375 LESSON 17: Text

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NAMES

Paper Names 376 LESSON 31: Name Chart 377 LESSON 32: Name Poems 378 LESSON 33: Name Puzzles 379 LESSON 34: Making Names Using Tactile Materials 380 LESSON 30: Tissue

INQUIRY LESSON 35:

Inquiry 381

Appendix E: Recommended Books for Preschool Children 383 Appendix F: Preschool Developmental Information Chart 401 Appendix G: Alphabet Linking Chart 404 Appendix H: Verbal Path 405 Appendix I: Ways to Sort and Match Letters 408 Appendix J: “My Book” Template 410 Appendix K: Icons for Choice Time 422 Appendix L: Letter Recognition Sheets 432 Appendix M: Initial Sounds Picture Cards 434 Appendix N: Rhyming Cards 436 Appendix O: Master List of Materials 438 Appendix P: Glossary of Terms 442 Appendix Q: Children’s Book References 446 Appendix R: Professional References 449

Index 452

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SECTION

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Living and Learning in the Prekindergarten Classroom Strong, literacy-rich prekindergartens are joyful, busy places where children, through play, develop relationships, explore, negotiate, and learn. In our increasingly complex world, prekindergarten teachers face new challenges in creating classrooms that remain play-based yet also prepare students for the literacy-rich world in which they live. This section begins by capturing a typical day in the prekindergarten classroom of three-year-old Jamal and four-year-old Rachel. We then describe several ways to develop a warm, stimulating, and respectful community in a prekindergarten classroom. We also discuss how to promote constructive learning through inquiry. The section concludes with a description of the organized and engaged learning environment in which Jamal and Rachel are flourishing. We suggest a general framework for a literacy-rich prekindergarten, including sample schedules and ideas for infusing the prekindergarteners’ day with literacy. 1

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CHAPTER

1 Growing Up Literate: Prekindergartens for the Future Generation “If we teach today, as we taught yesterday, we rob children of tomorrow.” —John Dewey

Today’s prekindergarten classroom is differ-

Children’s play reflects the world around them—a world that teems with print. Three- and four-year-olds naturally begin to absorb and recognize the print they see every day. They notice symbols and signs for their favorite restaurants, point out letters in street signs, connect pictures and print on menus, find the cereal they like in the supermarket. All of these actions are signs of children’s growing literacy development (Burns and Griffin, 1999). In today’s prekindergarten, teachers work to be intentional as they read aloud, inviting children to discuss stories and share their thinking. They encourage

ent from yesterday’s. Formerly, prekindergarten curriculum consisted mainly of play, snack, manners, story time, and rest period, with music and art added. All of these continue to be important, but today, rich literacy experiences are woven throughout, providing many opportunities for learning through play. For example, children may “read” books or newspapers in the house corner, use menus in pretend restaurants, observe and even create signs in pretend stores. The playtime and social training of traditional prekindergartens has not been replaced but rather infused with literacy. 23


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LITERACY BEGINNINGS : A Prekindergarten Handbook

children to label their drawings and paintings and compose and make their own books even before they can write conventionally. They plan sequences of activities that encourage inquiry—talking, observing, wondering, and exploring focused topics of interest. All of these changes mean greater opportunities for expanding thinking and language as children grow up literate in our schools. Long before entering school, most children encounter a great deal of meaningful print in their homes and communities. Many families regularly read stories aloud to their young children and encourage them to use magnetic letters or write to accompany their drawings. Environmental print is everywhere. Television, computers, smartphones, videos, and DVDs introduce new experiences and ideas. Many young children have an amazing degree of tech savvy, beyond that of some adults! Children are curious about literacy and will naturally engage with reading and writing in a playful way if it is presented not as hard work but as an interesting part of their physical and social world. Enjoyable real-life experiences with literacy are part of high-quality prekindergarten classrooms. For those children who have not had many opportunities with language or print in the home, the prekindergarten classroom can level the playing field by creating those opportunities in school.

The Emergent Reader and Writer In preschool, children are helped to make meaning and comprehend their world. Their experiences provide a foundation for language and literacy development that will continue throughout the grades. Clay (2001) described how young children develop systems to process “nonvisual information” prior to schooling. At home with their family and in their community, they learn how to use the system of oral language. They also learn how to understand stories, 24

build their background knowledge, know what many words mean, and recognize many objects and places that are foundations for learning more. In order to engage with print, children learn how to interpret symbols (“visual information”) and build a literacy processing system. By linking their oral language system to the symbols that represent the language, prekindergarten teachers can help children build on their existing systems and add new ones by providing a variety of opportunities to interact with print.

The Developmentally Appropriate Prekindergarten Classroom While acknowledging that prekindergarteners live in a far different world today, we also want to take care that the language and literacy experiences we provide at school are appropriate for the young children we are teaching. Many years ago, some assumed that prekindergarteners were not “ready” for literacy. This “readiness” view assumed that until children were physically and neurologically mature enough, exposure to reading and writing was time wasted and could even be harmful. We now know that exposure to rich literacy experiences throughout early childhood has a tremendous positive effect on young children, and delaying these kinds of experiences until children are of school age can severely limit ultimate achievement (National Association for the Education of Young Children, 1998). Developmentally based early childhood programs place the learning of the child at the center. This view contrasts with a fixed curriculum, which provides a sequential list of language or literacy skills through which each child will pass. Forcing young children to sit through meaningless drill would indeed be harmful. Instead, children need to explore. In place of a rigid, developmentally inappropriate curriculum, we need to provide a truly child-centered, literacy-rich prekindergarten experience. The foundation of our teaching is our understanding of the unique development of each


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child, as we bring our instruction to the cutting edge of that child’s development. We provide opportunities for growth while carefully observing children’s language, reading, and writing behaviors.

Finding Each Child’s Learning Zone The Russian psychologist Vygotsky (1978, 1986) showed how teaching can lead development forward. He helped us understand that we can identify and intervene at a child’s “zone of proximal development” (ZPD) to help her develop new literacy competencies. Examine the following diagram:

Learning Zone INDEPENDENT PERFORMANCE What the learner can do independently

ASSISTED PERFORMANCE What the learner can do with the support of an expert other

LEARNING ZONE Figure 1.1 Learning zone

The lower boundary, independent level, shows what a child can do alone. The ZPD has an upper boundary, assisted performance, which shows what a child can do in cooperation with a more knowledgeable other, the teacher. This is called the learning zone because it is where the teacher targets instruction and assessment. Learning takes place as the child links what is known to new information and skills, and development moves forward. It happens every day—all day! Prekindergarteners come to school with various backgrounds, personalities, and experiences—so the children in every class represent a variety of learning

zones. Your challenge (and we hope great pleasure) is to observe each child’s development and provide opportunities that lead learning forward and result in each child’s unique pattern of growth. Parents naturally do this all the time without realizing it. A child learning to dress herself, for example, is not presented with a shirt and shorts and expected to struggle into them alone. Her mother might instead hand her the shirt with the sleeves positioned in such a way to make it easier for her to slide her arms in on her own. “That’s right,” she might say, “push those arms through!” As the child takes in the mother’s instruction, she becomes more able to do the task alone. The support given is not so much that the mother has taken over the task but not so little that the child is frustrated. This balance is what we aim for in teaching young children. A joint position statement of the International Reading Association and the National Association for the Education of Young Children, adopted in May 1998, provides this rationale for providing instruction in prekindergarten classrooms: The ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life. (3)

In the position statement, these two professional organizations recommend:

•

Reading aloud to children and setting up a rich classroom library.

•

Creating an environment that includes many signs and labels.

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Figure 1.2 Play corner

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Enhancing children’s exposure to and concepts about print through the use of big books.

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Helping children learn the alphabetic principle (the fundamental insight that there is a relationship between letters and sounds) by providing opportunities for them to explore letters and sounds in many ways.

•

Helping children learn about the sounds in words (phonemic awareness) through language play, games, rhymes, and rhythmic activities.

•

Giving children regular opportunities to express themselves on paper (drawing and writing) without demanding “correct” spelling and proper handwriting.

The Continuum of Literacy Learning, PreK in Section 7 comprises many lists of basic understandings that we can expect young children to develop by the time they enter kindergarten if they have strong adult support. These understandings bridge curriculum areas. The categories include: Interactive Read-Aloud; Shared and Performance Reading; Writing About 26

Reading; Writing; Oral, Visual, and Technological Communication; and Phonics, Spelling, and Word Study. The continuum is designed to guide planning and teaching. The resources in the appendices of this book also include a wonderful list of poems, rhymes, and songs (Appendix A), a list of read-aloud text sets to use throughout the year for three- and four-year-olds (Appendix B), starting points for several engaging, ageappropriate inquiry projects (Appendix C), and thirtyfive simple lessons to help get you started with shared reading, interactive writing, and other literacy activities (Appendix D). Some of these lessons can be used over and over with different materials.

The Essential Role of Play in Learning As we’ve already said, the rich literacy experience that we advocate in prekindergarten classrooms does not mean teaching children discrete prereading skills by drilling them in meaningless words or having them fill


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in worksheets. Nor should standardized tests be the basis for making decisions about young children’s education. We do not recommend eliminating or even reducing play. Children, especially very young children, learn through play. Play enhances language and literacy learning. Unfortunately, children in some classrooms now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations (Miller and Almon, 2009). Miller and Almon claim that the need for raising test scores, accelerated by Reading First in the last decade, pushed play out of kindergarten. They argue for the many benefits of play in kindergarten and also warn against prekindergarten following the “no-play” trend. Play has a critical role in supporting the child’s social, emotional, and intellectual development. It is the basic activity of early childhood and is essential for development and learning. Language and literacy, as well as science, social studies, mathematics, and the arts, support and enrich the young child’s play. When young children play, they are self-motivated and actively engaged. They often engage in pretend play, or play that fosters symbolic development through fantasy. Play is the fuel for their growth, so the prekindergarten program is rooted in play to

“lead development forward” (Vygotsky, 1978, 1986). Through play, critical understandings are gained. Play is an absolutely necessary component of any excellent preschool classroom. A prekindergarten curriculum that values play needs to achieve an important balance between teacher-initiated and teacher-guided (structured) play and child-initiated and child-directed (free) play. Both are essential. Choice and ample time to complete activities are critical for young children. Teachers need to design play activities that support language and literacy learning and are balanced by free play that emerges from children’s interests. Some children, especially if they have not had many literacy experiences prior to entering prekindergarten, need extra support in early childhood programs. They need a solid introduction to books so that they understand why written language is important. They need to engage in conversation and storytelling to expand their oral language. Songs and rhymes increase their awareness of the sounds in words. Above all, they need the opportunity to use language. All children need these opportunities, and it is possible to provide them within a rich and joyful prekindergarten environment in which reading, writing, and talking are part of play and often become play.

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k In today’s world, prekindergarteners are surrounded by print to read and real reasons to write. k Today’s preschools reflect the world children experience.

k Prekindergarten experiences must be developmentally appropriate for children, enjoyable, and promote learning.

k The child’s “learning zone” shows what she can do with the teacher’s help. k Teaching is most effective when it supports children who are working in the “learning zone.” k Play has a very important role in young children’s learning of language and literacy. k Helping young children develop a foundation for literacy often requires skillful teaching.

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SECTION

7

The Continuum of Literacy Learning, PreK This section codifies six components of prekindergarten literacy instruction and describes how to use this information in the classroom. The continuum is part of a larger comprehensive document, The Continuum of Literacy Learning, PreK–8: A Guide to Teaching (Pinnell and Fountas 2011, 2008), which helps teachers establish a common vision for literacy achievement throughout elementary and middle school while adjusting expectations to fit their own environments.

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CHAPTER

26 Using the Prekindergarten Continuum to Plan for and Assess Teaching This book describes life and learning in prekindergarten classrooms from the time children enter at about age three until they move on to kindergarten at age four or five. The prekindergarten continuum is a concise guide for selecting texts and learning goals for interactive read-aloud; shared and performance reading; writing about reading; writing; oral, visual, and technological communication; and phonics, spelling, and word study.

Purposes of the PreK Continuum Some questions seem to come up all the time when teaching prekindergarteners:

•

What do I look for when I choose books to read aloud? 228

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What kinds of responses can I expect from children when I read aloud? What should I teach them how to do?

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What kinds of books are appropriate for shared reading?

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To what degree can I expect children to attend to print in shared reading?

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To what extent should I expect independent reading of texts that have been used for shared reading?

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What can I expect children to be able to do as they handle books independently?

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What kinds of books should I have in the classroom library?

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How much writing can I expect children to be able to do?


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The PreK Continuum

The PreK Continuum

Interactive Read-Aloud and Literature Discussion Selecting Texts: Characteristics of Texts for Reading Aloud and Discussion Genres/Forms Genres • • • • • • •

Short poems, nursery rhymes, and songs Language and word play Traditional folktales Simple animal fantasy Realistic fiction Memoir Factual texts (simple and straightforward ABC books, label books, concept books, counting books, very simple informational books)

Forms • • • • • •

Oral stories Picture books Wordless picture books Informational picture books Board books Books with texture, padding, pop-ups, pull-outs, sounds, or unusual features that promote interaction

Text Structure • Informational texts that present a clear and simple sequence—one idea on each page spread • Informational texts with simple description—one concept on each page spread • Informational texts and stories with repeating patterns • Many traditional tales with particular structures (cumulative tales, circular stories, and the use of “threes”) • Stories with simple narrative structure—beginning, series of episodes, and an ending • Many books with repetition of episodes and refrains • Texts with rhyme and rhythm

Content • Language and word play (rhymes, nonsense, alliteration, and alphabet) • Everyday actions familiar to young children (playing, making things, eating, getting dressed, bathing, cooking, shopping) • Familiar topics (home, toys, pets, animals, food, playground, park, friends and family) • A few topics related to the neighborhood or surrounding area (farm, zoo, park, woods, traffic, etc.) • Themes and content that reflect a full range of cultures

Language and Literary Features • • • • • • • • • • •

Simple plots Easy-to-understand problems and solutions Memorable characters that are straightforward and uncomplicated Characters that change for obvious reasons (learn lessons, learn new things) Characters’ actions that have clear consequences (reward for trying, etc.) Predictable character traits (sly, brave, silly) Stories with multiple characters, each easy to understand and predictable Some figurative language that will be familiar to most children Rhyme, rhythm, repetition Simple dialogue easily attributed to characters Some repetitive dialogue

Sentence Complexity • Simple sentences, although more complex than children generally use in oral language • Sentences that are easy for children to follow • Some use of literary language (e.g. “once upon a time”)

Vocabulary • • • •

Many words that are in children’s oral vocabulary Some memorable words that children can take on as language play Labels for familiar objects, animals, and activities A few interesting words that are new

Illustrations • Large, clear, colorful illustrations in a variety of media • Illustrations that add meaning to a story or informational text and offer high support for comprehension • Very simple illustrations for informational texts—sometimes with labels • Illustrations that sometimes move or have texture

Book and Print Features • Some books with large print that children can see during read-aloud (labels, onomatopoeic words, simple phrases or sentences) • Some special features in the illustrations and print that engage interest and make texts interactive (pop-up books, lift-the-flap books, see-through holes, sound effects) • Title, author, and illustrator on cover and title page

Themes and Ideas • Humor that is easy to grasp (silly characters, obvious jokes, funny situations) • Obvious themes (friendship, family relationships, first responsibilities, growing, behavior)

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APPENDIX

A

Nursery Rhymes, Poetry, and Songs TYPES OF POETRY •

RHYMED VERSE: Many poems for young children have lines that end with words that rhyme. These are often but not always rhyming couplets (each pair of lines rhyme).

•

WORD PLAY: Some poems play with words by juxtaposing interesting word patterns in a humorous and playful way. Word play may include tongue twisters (poems with word arrangements that make them very difficult to recite without stumbling because the words are difficult to pronounce one after another).

•

HUMOROUS VERSE: Humorous verse draws children’s attention to absurdities as well as to the sounds and rhythms of language. Sometimes these humorous verses tell stories.

•

SONGS: Songs are musical texts originally intended to be sung. You may recognize the traditional tunes of many songs, but if you don’t, you can compose your own or simply have children chant them, enjoying the rhythm and rhyme.

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•

ACTION SONGS AND POEMS: Action songs and poems involve action along with rhythm and rhyme. This category includes fingerplays (simple actions and finger movements). There are also chants that accompany games or are simply enjoyable to say together. Chants, like songs, showcase rhythm and rhyme.

•

NURSERY RHYMES: Traditional rhymes by anonymous poets have been passed down for generations. There are often many different versions. Originally serving as political satire for adults, they have been loved by children for generations. They usually rhyme in couplets or alternating lines and are highly rhythmic. The Mother Goose rhymes, which were published in the eighteenth century, are the best known, but equivalents exist around the world.

•

CONCEPT POEMS: The poems in this category focus on concepts such as numbers, colors, ordinal words, seasons, animals, and any other similar categories of information. As children learn these verses, they start repeating the vocabulary that surrounds important concepts.

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* Indicates additional verses not shown

TITLE

CATEGORY

WORDS/LYRICS

ACTIVITIES

A-Hunting We Will Go

Rhymed Verse, Song

Oh, a-hunting we will go, A-hunting we will go, We’ll catch a fox and put him in a box, And then we’ll let him go.

Listen for and identify the rhyming words. After children learn the song, substitute other animal names and objects that rhyme (whale–pail, skunk–trunk, snail–jail, bear–chair)

The Alphabet Song

Concept Song (alphabet)

A-B-C-D-E-F-G, H-I-J-K-L-M-N-O-P, Q-R-S, T-U-V, W-X, Y and Z. Now I’ve said my ABCs, Next time won’t you sing with me?

Have children march around the room while they sing this song. Encourage them to chime in with gusto.

An Apple a Day

Rhymed Verse, Nursery Rhyme

An apple a day Sends the doctor away. Apple in the morning Doctor’s warning. Roast apple at night Starves the doctor outright. Eat an apple going to bed Knock the doctor on the head. Three each day, seven days a week Ruddy apple, ruddy cheek.

Listen for and identify rhyming words. Have children clap or snap their fingers when they come to a rhyming word. You can substitute “Big red apple, fat red cheek” for the last line, or just tell children ruddy means red.

The Ants Go Marching

Song, Rhymed Verse, Nursery Rhyme, Concept Poem (insects, counting)

The ants go marching one by one, hurrah, hurrah The ants go marching one by one, hurrah, hurrah The ants go marching one by one, The little one stops to suck his thumb And they all go marching down, Into the ground, To get out of the rain. BOOM! BOOM! BOOM!*

Add new rhyming verses up to the number ten. The tune is the same as “When Johnny Comes Marching Home.”

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APPENDIX

B

Text Sets Organized by month and by topic, these sets of great books for preschoolers allow you to explore specific themes of interest to most PreK children.

Age 3 August/September ANIMAL ALPHABET BOOKS AUTHOR

TITLE CITY

PUBLISHER

COPYRIGHT ISBN

Beaton, Clare

Zoe and Her Zebra

Cambridge, MA

Barefoot Books

1999; 2000

1902283759; 9781902283753

Blackstone, Stella

Alligator Alphabet

Cambridge, MA

Barefoot Books

2005

1841484946; 9781841484945

Duke, Kate

The Guinea Pig ABC

New York

Dutton; Puffin

1983; 1993

0140547568; 9780140547566

Hague, Kathleen

Alphabears

New York

Holt, Rinehart, and Winston

1984

0805062084; 9780805062083

Polacco, Patricia

G Is for Goat

New York

Puffin

2006

0142405507; 9780142405505

San Francisco

Chronicle Books

2009

0811869784; 9780811869782

Zuckerman, Andrew Creature ABC GOING TO SCHOOL Dewdney, Ann

Llama, Llama Misses Mama

New York

Viking

2009

0670061980; 9780670061983

Penn, Audrey

The Kissing Hand

Terre Haute, IN

Tanglewood Press

2007

1933718072; 9781933718071

Shannon, David

David Goes to School

New York

Blue Sky Press

1999

0590480871; 9780590480871

Wells, Rosemary

Timothy Goes to School

New York

Puffin

2000

0140567429; 9780140567427

Yolen, Jane

How Do Dinosaurs Go to School?

New York

Blue Sky Press

2007

0439020816; 9780439020817

WORDLESS BOOKS Andreasen, Dan

The Treasure Bath

New York

Henry Holt

2009

0805086862; 9780805086867

dePaola, Tomie

The Hunter and the Animals

New York

Holiday House

1981

0823404285; 9780823404285

Hogrogian, Nonny

Cool Cat

New York

Roaring Brook Press (Macmillan)

2009

1596434295; 9781596434295

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APPENDIX

C

Inquiry Projects In this section you will find twelve inquiry projects, selected because they will probably be of interest to threeand four-year olds. Each project is designed to take several days, but you may decide to take more time, spreading the activities out a bit. These projects, and the activities described within them, are presented for your choice. You may not want to do all of them, and you may choose to modify any of them to meet the learning and developmental needs of your children. As you select and plan projects and activities, always keep the needs of your specific children in mind. Think about their age and level of independence. Some of the activities may not be appropriate for three-year-olds who are just entering prekindergarten and learning the basic routines of school, but will be fine for more experienced four-year-olds. You will also want to consider the size of the group. You need enough children for a good conversation, but in general, the larger the group, the more difficult it will be to conduct the activity with only one adult. For some of the messier activities and also for the field trips, we suggest that you enlist parents or other adults so that children can work or walk in small groups. Use your own judgment regarding group sizes and readiness. Here are some suggestions for making the most of these inquiry projects: •

Be open to discovery! You will have in mind some things you want the children to learn, but they may take the inquiry in new or unexpected directions, and make new discoveries. You may want to have an occasional “discovery sharing” conversation so that they can express new learning.

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•

Organize materials well in advance of the project so you can move through the days smoothly.

•

Save materials that lend themselves to being used over several years (puppets, games, items for the play corner). Store them in plastic containers on high shelves or in another area so that they do not clutter up the room.

•

Some of the book collections can be stored to use each year (with perhaps a new addition or two). Or, you can use the Internet to access your public library. If you have a book list handy (with titles, authors, and ISBN numbers), you can order the books when needed.

•

If children have learned and enjoyed an activity, don’t be afraid to repeat it or provide it as a “choice” on future days.

•

If you do not like an activity, skip or modify it. You can also substitute other activities. (See the chapters in this book for suggestions.)

•

Be aware that some children will always need more help and support than others. Keep an eye out for them.

•

If you enlist other adults, share your goals with them. Talk about what you expect children to learn and how you hope the activity will go.

•

Keep the pace moving quickly. Activities or sharing times should not drag on unnecessarily.

•

Share what children are learning with their families, through newsletters or a website that they can access. (It is also a good way to enlist extra help and materials.)

•

All of the books listed for these projects can be found in Appendix E, and songs and lyrics in Appendix A.


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INQUIRY PROJECT

Colors Day 1

Planting seeds

k COUNTING COLORS Prompt children to notice the variety of colors worn by their classmates each day. Have children sit in a circle. Ask: How many different colors do we see just in this circle? Have children name all of the colors represented by their clothing. Hold up a posterboard chart showing common colors (red, blue, green, yellow, orange, purple, pink, white, brown, black) along with the printed label. Ask: How many of us are wearing red today? How many are wearing blue? (Include each color on the chart.) As children name and count colors, put a tally mark for each on the chart. Or, glue a colored dot or square on the line to match the color. This provides a strong visual signal that makes it easy to identify the most popular colors without having to count to higher numbers. Ask: Can you tell which color is the most popular color being worn today? Extend the activity by asking children to choose a favorite color and then count the number of objects that are that color in their bedroom at home (they may need help from an adult). Have them record (or dictate) the total and share it at school the next day. k MUSICAL COLORS Have children work with partners. Assign each pair a different color (you may give them each a colored square of construction paper as a reminder). Say: We’re going to hunt for different colors. What colors do you think we’ll find in this room? Give children time to look around the room and name colors. Say: I’m going to play some music. When the music stops, you have to find your color and stand next to it. Have children walk in a circle around the perimeter of the room. Play the music and stop it at regular intervals, as in musical chairs. You may need to check the room ahead of time to be sure there is fair representation of all colors.

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Appendix C: Inquiry Projects

Day 2 k PLANTING A RAINBOW Read the book Planting a Rainbow, by Lois Ehlert. Ask: Why do you think this book is called Planting a Rainbow? What are some of the colors and flowers we read about in this book? Provide children with colored tissue paper, white construction paper, crayons, scissors, and glue. Have them use the materials to create their own garden of flowers, or just one flower. As an extension, help children plant seeds for flowers of their own. (Be sure you use hardy flowers, like marigolds, that will grow well in an indoor environment.) Provide them with plastic cups filled with soil, seeds, and water. Label each cup with the child’s name. k NATURE’S AMAZING COLORS Show children photographs of a variety of colors in nature. You may bring in photos from magazines or share pictures from photography books, calendars, and other sources. If possible, bring in colorful fruits, vegetables, and flowers. Try to show as much variety of color as possible. Pass the photos around or display them on a table where children can see them easily. Ask: What are some of the colors you see in these pictures/objects? How would you describe these colors? Have children use art materials such as colored tissue paper, paints, colored pencils, pastel crayons, old magazines, and colored construction paper to create their own illustrations of color in nature. They may want to focus on one object, or a scene.

Day 3 k TASTING COLORS Bring in a variety of different-colored fruits and vegetables (prewashed) and display them on paper plates, cut in pieces small enough to eat. Invite children to taste the different foods (be aware of any food allergies). Ask: Are the colors on the insides of these foods the same as the colors on the outside? Can you tell how something is going to taste by its color? k DESCRIBING COLORS Share with children different pictures of colored objects. You may use the same photographs you used on Day 2 and/or add additional photographs or objects. Invite children to describe the colors they see. Encourage them to use their imagination and all of their senses when describing colors. For example, a child might describe the green of the grass as “sweet” or “cool” or “soft.” Ask: Do some colors make you feel happy? sad? cold? warm? When we’re sad, sometimes we say we feel blue. Why do you think that is?

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Day 4 k “MARY HAD A LITTLE LAMB” Sing or recite this poem with children. Ask: How does this poem describe the lamb’s fleece? Is that a good way to describe a lamb’s fleece? Why? Have children think of other color descriptions for animals. Guide them by giving them a sentence to complete, such as: The flamingo’s feathers were as pink as _____.” For younger children, use something they can see (“as pink as Rosie’s shirt”). k BROWN BEAR, BROWN BEAR Read the book Brown Bear, Brown Bear, What Do You See? by Bill Martin and Eric Carle. Prepare puppets made from craft sticks and paper cutouts; each puppet should represent a different-colored animal from the book. (You may want to make additional animals/colors.) Have children sit in a circle. Give each child a puppet. The whole group says, “Brown Bear, Brown Bear, what do you see?” The child sitting next to the child whose turn it is holds up his puppet (for example, a red bird). The child whose turn it is says, “I see a red bird looking at me.” Go around the circle, each child taking a turn. You can repeat this activity with other colors/puppets. These puppets can be used over and over. k TIE-DYE T-SHIRTS Have each child bring in a plain white t-shirt from home, or provide them for the class. Ask: What makes our clothes the colors they are? How do you think people used to color their clothes? Where did the colors come from? Demonstrate how to tie-dye a t-shirt. (Use the proper precautions when using the dye: only adults should handle the dye and dye mixture.) Mix the dye with water per the directions on the packet. You may want to choose several different colors and surprise students with the results, or have them choose colors. Have students wrap rubber bands tightly around their t-shirts (provide assistance as needed, or do this ahead of time). Place each t-shirt in the dye for 15 or 20 minutes per the directions. Rinse with water and ring out. Hang to dry. This project will require lots of adult support—you may want to invite volunteers into your classroom on this day! Alternatively, you can have children make nontoxic play dough and dye it using food coloring.

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Appendix C: Inquiry Projects

Songs • Color Song • “Mary Had a Little Lamb”

Books • Ehlert, Lois: Color Farm • Ehlert, Lois: Color Zoo • Feeney, Stephanie: Hawaii Is a Rainbow • Fleming, Denise: The Everything Book • Fox, Mem: Where Is the Green Sheep? • Gonzalez, Maya Christina: My Colors, My World • Hoban, Tana: Colors Everywhere • Hoban, Tana: Is It Red? Is It Yellow? Is It Blue? An Adventure in Color • Katz, Karen: The Color of Us • Larios, Julie: Yellow Elephant • Lehman, Barbara: The Red Book • Lionni, Leo: A Color of His Own • Martin, Bill and Carle, Eric: Brown Bear, Brown Bear, What do you See? • Mockford, Caroline: Cleo’s Color Book • Rogers, Alan: Red Rhino • Serfozo, Mary: Who Said Red? • Seeger, Laura Vaccaro: Lemons Are Not Red • Shahan, Sherry: Spicy Hot Colors/Colores Picantes • Shannon, George: White Is for Blueberry • Van Fleet, Mathew: Fuzzy Yellow Ducklings • Walsh, Ellen Stohl: Mouse Paint • Wood, Audrey and Bruce: The Deep Blue Sea: A Book of Colors

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APPENDIX

D

Literacy and Language Lessons These thirty-five lessons introduce prekindergarteners to the world of literacy in joyful and engaging ways. Some require additional support or are more appropriate for older preK children. Because there is a wide range of developmental abilities within most prekindergarten classrooms, use the lessons that meet the individual and changing needs of your students. Some lessons describe a specific set of steps for a particular activity, while others are generative frameworks you can use with a variety of activities or materials, in different ways, again and again.

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LESSON 5

WRITING

Interactive Writing YOU NEED • Blank chart paper or big book pages • A dark-color marker • Art materials as appropriate

This lesson is meant to be a framework that can be used again and again. The activity can be done with your whole class, a small group, or a single child. RATIONALE

In interactive writing, you and the children create a text together for a particular purpose and audience. You write most of the text, but carefully choose several places to invite students to “share the pen” (at first, have them write a letter or a part of their name, for example). This written text can be read over and over.

Teach

•

Talk with the children about an experience, thereby grounding the writing you are about to do (e.g., a letter to a zookeeper, a recipe for making peanut butter sandwiches, a shopping list) in an authentic purpose. The richness of the written text develops from the richness of the talk.

•

Use the conversation to guide what you write; for example, ask, How will we say that?

•

Write one word at a time, repeating the whole sentence as you add each word so the children learn language structure. Invite a child to write a letter (or her or his name) at selected points as appropriate. You may use a verbal description to help the child form the letter (see Appendix H, Verbal Path). In some cases you may want to guide the child’s hand.

• •

Reread the text several times when completed. You may want to have children, at their tables, draw pictures that you later cut out and add to the chart.

Link Remind children about what they know how to do (e.g., write the first letter of their name, say a word slowly) and ask them to use this knowledge when they write independently.

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Provide more rich opportunities to write with real purpose. Have the children help you create more texts for reading lessons.

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