Effective ECE Classrooms

Effective ECE Classrooms:

S&H 10:

In this chapter the authors discusses how to implement vocabulary instruction from prekindergarten through second grade. This is a key component to an environment that supports literacy and language development.  Throughout this text the authors went into detail about the various pieces of vocabulary instruction.  This chapter was meant to pull all of those facts together in a way that would prove useful to classroom teachers.  The author provided examples of rich literacy environments that used assessment to drive instruction, with instructional techniques specified.  These included explicit and extended instruction leading to word awareness and word learning strategies.

One key component to an environment that supports literacy and language development is a schoolwide investment in vocabulary instruction.  This is a shared responsibility that doesn’t stop at the class doors but goes beyond to all parts of the school.  Vocabulary instruction integrated across areas is most beneficial.  

Within the classroom there are various ways to support literacy and language development.  One is through the use of co-teaching.  This is somewhat out of the teacher’s control.  While I feel this is a wonderful tool, it isn’t always available.  Working with a co-teacher can be very beneficial to students providing many opportunities for small group instruction and hands-on learning.

Vocabulary instruction takes on different appearances even in early childhood classrooms, thus the authors provide examples at four different grade levels to reinforce how effective instruction looks at various grade levels.

This definitely reminded me of the need for vocabulary usage throughout the school day across the subject areas.   I like the idea of giving the kids a little motivation to try to use new words throughout the day.  This could be a high five or a class cheer.

B&M ch4:

This chapter specifically spoke about quality preschool programs.  There has been a lot of research that I have read and this chapter confirms, that early literacy skills are a predictor of future reading success.  This is a logical connection but is great to know that it is research based.  High quality preschool can have large effects on emergent literacy and vocabulary.  

Brain research shows that there is a “window of opportunity” that opens in a child’s mind due to rapid brain development in preschool age children.  This is a time interventions make a huge impact.  This is also a time where the lack of interaction also has a huge impact on a child.  

What is high quality preschool?  According to the author and a focus beyond literacy, a high quality preschool program is composed of  interaction with a child that develops physical, emotional, social, cognitive, and language domains.  The focus of this blog is on language and literacy, but a young child does not develop these skills in isolation.  They are interrelated and affect one another.

Oral language is one component of a quality preschool programs.  This is a foundation for learning and includes listening comprehension, verbal expression, and vocabulary development.  The author stresses the importance of teachers engaging children in beneficial conversations that expand and extend language.  Also, interactive experiences with book are very effective on oral language development.

Phonological awareness is another component to a preschool program.  This forms the basis for the early decoding and spelling of words.   This skill is rarely simply acquired but is gained through planned instructional activities.  I loved the song activity the author mentioned.  THe kids replace the first letter of their name in a song.  This is a natural way for kids to make connections to sounds.

Alphabet knowledge is another component of a quality pre-k program. This often comes as a result of other literacy activities.  The author warns against just drilling a child over letters.  This is not developmentally appropriate for a preschool child.  Children need to be given opportunities to explore a letter and the sound it makes in rich literacy environment.  This includes the use of magnetic letters, stamps, real world materials, and name identification.

Concepts about print are key to becoming a successful reader.  This is a process that happens from pre-k through first and second grade depending on the child.  This is largely influenced by the literacy experiences that children have.  In the classroom it is important that books be placed throughout the room, not just in the library area.  I have included them in many centers, at the front of the room, on audio playback, poetry on the walls, etc.  Also, there needs to be both narrative and informational books.

Writing development in another factor in an effective pre-k program.  This is a process of engagement with print long before actual printing begins.  The child can make a picture and the adult can dictate what the child says.  There should be opportunities for students to write in centers and other times throughout the day.

B&M 14:

Emergent literacy involves the use of play as a part of acquiring literacy.  Play-literacy now has strong theory to support it’s use though research is still being conducted in this area.  Literacy rich play environments contain the presence of many types of print materials and play that stimulate interaction.

A literacy rich play environment be designed with proper room to accommodate a small group of children.  It should have graphics and information that is child friendly.  There should be enough materials and writing supplies for bookmaking and storytelling.  The area needs to be appealing. Good organization, predictability, and a welcoming mood helps it run smoothly.  

There are two types of play discussed in this chapter: topic-oriented dramatic play and play- contingent literacy instruction. My understanding of topic oriented, is play that is centered around a theme like shopping in a grocery story.  Play- contingent literacy instruction is where a story is chosen, read aloud, and discussed.  The story is acted out.  Then parts of the classroom are made to look like the setting of the story.  The class is divided into group of characters.  The story is reread and the class acts out the story.