Inclusive Literacy Lessons for Early Childhood

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Inclusive Literacy Lessons for Early Childhood is a collection of 100 lessons designed to introduce, develop, and help children practice literacy skills and concepts. The lessons also include adaptations for children with special needs and for second language learners.

Inclusive Literacy Lessons for Early Childhood is divided into six chapters, each focusing on a different literacy element: listening, oral language, phonological awareness, letter knowledge, print awareness, and comprehension. These categories provide a full scope of literacy skills.

In the past decade, accountability expectations for preschool teachers have become an issue of great concern and debate. The emergence of neurological research several decades ago changed educational expectations drastically and with it the expectations for learning in the preschool classroom. Now, both preschool children and their teachers face greater expectations from families, public school administrators, and the federal government.

This means that preschool teachers must now be clear about the framework of their curriculum and the value of their classroom activities. Best practice in early childhood classrooms has always provided learning experiences for young children. It is now important to organize those experiences and activities and be intentional in the delivery.

 

The six basic literacy-building skills and concepts in this book are widely accepted among early educators and supported by reading readiness research as the foundation for ensuring that all children will be successful when formal reading instruction begins.

The purpose of Inclusive Literacy Lessons for Early Childhood is to provide a guide for content and presentation of literacy lessons for a variety of learners.

Use the lessons for a while and you will soon be creating lessons of your own. Intention and purpose are the order of the day. It's not difficult—it's just a matter of practice.

How Literacy Develops

Children develop literacy skills in much the same way they develop speaking skills. Babies arrive without the ability to communicate anything other than their own discomfort through crying. After a few short weeks of listening intently, babies begin to babble and coo. This is the beginning of word formation. They will continue to play with the sounds of language as the babble and coo in a pattern—you talk, they listen, they babble and coo and then stop and wait for you to talk again. Already they begin to understand that communication is a two-part process. Around six months, babies begin to put the babble sounds together to form syllables, ma-ma-ma-ma and da-da-da-da. By the end of the first year, those syllables become babies' first words, which are often mama, dada, and bye-bye. At this point, babies begin to use language in a meaningful way. They say, "Mama" with hands stretched out to their mothers. They say, "Dada" when their daddies walk into the room.

During the second year, oral language really grows. By the time a baby reaches 18 months of age he or she has a vocabulary of over 200 words, if the baby has been exposed to someone who talks with him or her freely. If the baby is not exposed to someone who talks to him or her, the baby will have 181 fewer words than his peer who did have the exposure.

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