Language is the key to literacy, and literacy is the key to writing and reading. That’s the pattern, how it develops. So, what do I do in school to make this happen?
I sing. Singing cements words. I sing “The Days of the Week” song. I sing the “Hello To” song to each child. I sing books, like Goodnight Moon. I sing in the bathroom with children. When I was a child I learned how to spell ‘encyclopedia’ from Jiminy Cricket singing in the movie “Pinocchio.”
I read aloud. When it comes to language and words, the receptive part of the brain is well-developed compared to the expressive part of the brain. That means children ‘get it’ long before they can verbalize. I read picture books throughout the day, sometimes to a group, sometimes to an individual child. It often happens that a child brings me a book and asks, “Jennie, will you read this to me?” I chapter read at rest time. This is a work-out for the brain, as there are no pictures.
Pouring all these words into little brains is the beginning. Next, they need to see words in print. In the classroom, everything is labeled. Does that mean children can read those words? No. But it lets a child know there is a written word for everything. This helps develop familiarity and comfort. This is the start of literacy.
Next, I write their names and I write letters, all with children looking on beside me. Sometimes children want to try and write, too. We play games with alphabet letters, and we focus on the first letter in a child’s name. Children roll playdoh to make letters. There is no structure or agenda, just exposure and fun.
Ramping up words into writing happens when we write giant thank you notes to guests. I write the words with children, and they decorate the thank you note. Here is smiling General Z holding the thank you note we mailed to him:
It gets better! We are learning about woodland animals. Bears have been a big focus and very popular. I have a huge collection of stuffed bears and clothing which we put into dramatic play. Nothing else, just bears. Children started to give bears names and personalities. I added a doll so we could do “Goldilocks and the Three Bears”. Children used voices. They were ‘in the zone’.
I seized the moment; “Let’s write a bear story!” Yes, they were eager. “Wait, I have to get the clipboard so I can write your words.” We were all huddled together. I had my pen and paper ready. Here is their bear story:
THE BEARS
Once upon a time there were five bears.
They lived in the woods.
They were friendly.
They were a family.
They ate meat. They were always hungry.
They wanted to go on an adventure.
They went to the river to get fish.
They stayed in the boat and fished.
Then they went to Florida.
They went to Disney and saw Mickey Mouse.
They used the boat to get pizza
and go back home.THE END
Isn’t this wonderful? Do you see what’s happening here? Language and literacy are spilling over into writing, making connections between the spoken word and the written word. This will set up a foundation for reading. I’m so proud!
Jennie
P.S. Speaking of language, there is only one common denominator among National Merit Scholars. One. It’s not class president or captain of a team. They have dinner together with their families at least four times a week. That speaks volumes (pun intended.)
I love this picture!
If you’re a book lover or a writer, I highly recommend attending an event with an author!
A Teacher's Reflections 