Little eLit | Young Children, New Media & Libraries



The Five Practices And The Early Literacy Components Support Each Other

Here are a few examples.

| |Sing |Talk |Read |Write |Play |

|Early Literacy |Singing slows down |Talking in a way that encourages children to talk will help|Shared reading (interactive |Reading and writing are both |When children pretend play, they |

|What children know about |language so children can|them understand what they later read. |reading) is the single most |representations of spoken |use one object (a block) to |

|communication, language |hear the smaller sounds |*Ask what questions and open-ended questions that |important activity you can do to |language. |represent another object (phone). |

|(verbal and non-verbal), |in words. |cannot be answered with yes/no |help your child get ready to read.|Writing develops from scribbles|Symbolic play uses the same concept|

|reading and writing before |Some words can be found |*Allow time (may take several seconds) for child to | |to writing letters and |as early literacy—a picture or the |

|they can actually read or |in songs. |process what they hear and formulate a response. | |sentences. |text represents the real item, just|

|write. | |*Use decontextualized speech (not only the here and | | |as a picture of an apple or the |

| | |now, use past future, what would you do, imagine). | | |word “apple” represents the real |

| | |*Have children tell and retell stories, repeat phrases. | | |apple. |

|Phonological Awareness |Singing helps children: |Speak in “parentese” until child is around 9 months of age |Share books with animals in them |Draw a picture of an |Clap out words into syllables. |

|Ability to hear and play with|hear smaller sounds in |because they will listen to you longer and they can hear |and say the sounds they make. |animal—what sound does it make?|Play I Spy game—I spy something red|

|the smaller sounds in words |words because words are |the smaller sounds in words more easily than with adult |Share nursery rhyme books. |Write child’s name, point out |that rhymes with ___ or that starts|

| |drawn out. |talk. |Share song books. |the sound of first letter. |with sound __. |

| |Children hear each |Make animal sounds and point out environmental sounds. |Rhyme a word in a book. | |Books are baby’s first toy. Keep |

| |syllable because there |Point out sounds you hear as you go for a walk. |Think of words with same starting | |books with animal sounds, with |

| |is a different note for |Say nursery rhymes. |sound as a word in book. | |rhyme, where babies and children |

| |each syllable. |Point out and talk about words that start with the same |Share books with alliteration | |can easily play with them. |

| |Bounce, tap, clap to |sound. |Share books with rhyming words. | | |

| |songs with rhythm. |Point out and talk about rhyming words | | | |

| | |Have children fill in the rhyming word. | | | |

|Vocabulary |Songs have words not |Speak in “parentese” until child is around 9 months of age |Language of books is richer than |Have children draw a picture |As babies handle objects and toys |

|Knowing the meanings of words|heard in every day |because they will listen to you longer and hear more words.|the language of conversation, more|and tell you about it. |describe how they feel, what they |

|including names of things, |conversation with young |Talk about feelings using books and in situations |rare words are used. |Add a new word or two to what |look like, sounds they make. |

|feelings, concepts and ideas |children (“fetch” in the|throughout the day |Informational texts offer |the children are saying, or |Enhance children’s play by adding |

|Learning the meanings of new |song/ rhyme Jack and |Talk about concepts (color, shape, size, texture, spatial |different vocabulary than story |clarify meanings of words they |new words and descriptions to the |

|words |Jill). |relationships) |books. |are using. |words they use as they play. |

| |Many songs help children|Add new words to what your child says. | | |Children learn new words best when |

| |with concepts such as |Explain words or give synonyms. | | |they learn them in context, that |

| |opposites, size, shapes.|Avoid replacing unfamiliar words with familiar ones. | | |is, in a natural setting. |

| | |Use words for ideas—responsibility, honesty, loyal | | | |

| |Sing |Talk |Read |Write |Play |

|Print Awareness/ |Have flipcharts of words to|Point out signs and logos everywhere and labels on containers. |Babies will chew on and bat the pages of |Have children |Add print to play. For example,|

|Conventions |songs to follow along. |Hold a favorite book upside-down or start reading it backwards |books. |make lists, |menus to restaurant, labels to |

|Knowing that print has meaning; |As singing song, put up |from the last page. Encourage your child to talk about what is |Point to the title of the book; Point to |write |stores or restaurants, |

|how to handle a book; direction |pictures and words of some |“wrong” with the way you are reading the book. |words in repeated phrases as children say|invitations and|prescriptions for doctor play, |

|of print; author/title; |of the items. |Point to the text as you read the words, making connection between|words. |cards, |etc. |

|environmental print |Sing “Oh no my book is |printed and spoken words. |Tell children what the author and |write/draw | |

| |upside down” to tune of |Point out pictures/text represents real things. |illustrator do as you say their names. |their own | |

| |London Bridge is Falling | | |books. | |

| |Down. | | | | |

| |Use songbooks, point to | | | | |

| |words in chorus. | | | | |

|Letter Knowledge |Sing the Alphabet song. |Talk about letters—start with letters in child’s name; Talk about |Read alphabet books, not necessarily from|Scribble, draw |Play with blocks—shapes, |

|Same letter can look different; |Sing the alphabet to Mary |shapes. |beginning to end. |shapes, air |colors, size, so many ways to |

|letters have names and represent|Had a Little Lamb. |Make observations comparing items—what is alike and different; |Point out shapes in books; Point out how |writing, |sort and categorize. |

|sounds |Sing other songs with |explain as you sort or match items. |two pictures of same object or character |draw/write |Play with puzzles. |

| |letters such as BINGO. | |might be alike and different. |letters; make |Play matching and sorting |

| |Sing songs that highlight | | |your own book. |games—notice what is alike and |

| |shapes. | | | |different. |

| | | | | |Include foam, magnet, block |

| | | | | |letters in play. |

|Background Knowledge |Go through a sequence (This|As children explore objects, describe them and their uses; compare|Read informational books. |Have children |Play matching and sorting |

|[Includes Print Motivation and |is the way we . . .) |and contrast objects |Read books on topics of interest to |draw pictures |games. |

|Narrative Skills] |Many songs help children |Put processes in sequence (recipe, making things, plants growing, |child. |for a story; |Puzzles for problem solving |

|Prior knowledge (what children |with concepts such as |seasons) |Have children tell you what they know |write what they|Play is a good way to develop |

|already know) Includes: |numbers, size. |Give children time to figure things out, to problem solve; if you |about the book you are reading. |say. |background knowledge through |

|( conceptual thinking* |Sing songs about loving |solve it, explain what you did and why |Relate what is happening in the book to |Have children |role playing different |

|( content knowledge |books: The More We Read |Tell children what you know on a variety of topics. |children’s experiences. |draw or write |situations: restaurant, |

|( book/story knowledge |Together, for example. |Encourage children to tell you what they know. |Encourage child to join in while sharing |down what they |doctor’s office, school, car |

|( enjoyment—print |Share songs that tell a |Encourage children to recount events, to describe things. |books. |know on topics.|repair shop, library. |

|motivation |story like Mary Had a |Allow time (may take several seconds) for child to process what |Retell stories with or without |Draw and |Dramatic play—act out stories |

|( story structure—narrative |Little Lamb. |they hear and formulate a response. |props/flannel board/puppets. |describe |together; can use puppets |

|skills | |Use decontextualized speech (not only the here and now, use past |Read books on various concepts and that |objects that |and/or props. |

|( uses of books | |future, what would you do, imagine). |bring out ideas. |are different |Provide toys that can represent|

| | |Encourage children to retell stories. |Encourage your baby to enjoy books, even |sizes, |the characters in a favorite |

|*Conceptual thinking is not just| |Talk about concepts (color, shape, size, texture, spatial |when chewing on them. |opposites, etc.|book to act out book or extend |

|about the development of a | |relationships like above/below, opposites, number and quantity) |Allow the child to choose what to read. |Use charts and |story in imaginative play. |

|specific concept (seasons, | |Encourage children to guess and predict what might happen |Read with expression. |graphs to | |

|shapes, etc.) but about use of | |Encourage children to solve problems and resolve conflicts. |If your child loses interest, try another|classify | |

|strategies to encourage | |Embed conversation into every day routines such as bathtime, |time. |objects. | |

|understanding and thinking | |dinnertime. |Talk about what books you like and what | | |

|skills | |When you share information that you read, tell your child how you |you like about them. | | |

| | |learned the information. | | | |

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