How does the teacher in this video support emergent literacy?
The teacher in this video supports emergent literacy by:
- Counting, saying the Pledge of Allegiance, and singing with the students as a group, acting as a model for students learning
- Giving children choices on which song they would like to sing for the day. Taking a vote like this allows students to practice their independence.
- Discusses how patterns are used in the song (ex. “they say it, then we say it”)
- Using arm claps and arm slides to count the syllables and then slide the syllables together when talking about the month of October.
- The teacher repeats directions multiple times.
- Using the concepts “more” and “least” when talking about the weather.
- Challenging students to rethink their thinking about which day of the week it is. (students did not know the day of the week so the teacher pointed to the board and said each day of the week until she landed on the correct one and let children fill in the blank)
I came up with what I believe is the perfect preschool schedule. This schedule gives children the chance to practice their literacy skills independently as well as participate in classroom activities set up by the teacher. Reading and writing activities will be linked to play within the preschool classroom.
8:00-8:30: Teacher will begin setting up the classroom for the day. Free play activities/centers are set up. Books in the library and reading stations are swapped with new books if necessary. Morning meeting activities and materials are put into place.
8:30-9:15: Children begin to arrive. Their belongings are put in their cubbies and their lunchboxes are put into the lunch bin. They will sign their names on the sign in sheet and then are helped to find an activity they want to begin with for free play.
9:15-10:00: Free play. Centers or stations are set up that will model or give hints to what will be taught that day. There will be a reading station, drawing/writing station, building station and pretend play station. Teachers will facilitate by engaging students in conversation. Students can choose to play independently or with peers.
10:00-10:30: Morning meeting/circle time. Students group up on the carpet or meeting area. Students will greet each other, read books, sing songs, practice skills they are learning (alphabet/numbers), the teacher will model how to write the date and ask for helpers, and teachers will discuss the structured centers available for the morning.
10:30-11:30: Structured center time. This is the time for teachers to create centers that allow students to practice language skills, math, motor, science, art and reading skills. For example, students may help teachers repot plants, practice counting or grouping objects, using different art materials, reading books with assisting teachers or writing their names.
11:30-12:00: Outside play or large motor skill work
12:00-12:45: Lunch time. Students will come inside, wash hands and find their designated spot to each lunch. Conversation should be initiated during eating.
12:45-1:30: Nap time. During this time teachers will set up activities for after nap time meeting and the rest of the days centers.
1:30-2:00: Children wake up and head to circle for an afternoon meeting. The teacher will read a book or facilitate a reading or writing activity, sing a song, or do a show and tell for students.
2:00-3:00: Afternoon centers: These centers will play off of the morning time centers. They will build off of the information children were learning from the morning. Teachers can also modify or add manipulatives to centers that may need adjusting from the morning. This can also be a time for teachers to work one on one with students.
3:00-3:30: Afternoon snack
3:30-4:15: Outside play
4:15-4:30: Pack up belongings and find free play activity to participate in until parents arrive.
Meagan's Teaching Blog 