Getting children ready for kindergarten is on the front burner these days. When it comes to literacy, what's the best way to "bring those children to the door"? It isn't with flashcards, flashy computer games or worksheets. It takes an integrated approach to three big ideas:
Oral language - Our speech and how we use our words is the foundation for how we understand what we read. Rich conversations about the child's immediate world and the world beyond, engaging in frequent chats, exploring new words are all a part of this foundation. Stay off the "regimented" channel.
Exploring books together. I don't often use the term "reading aloud to children" anymore because it seems to draw up images of a circle of children all sitting passively and quietly while the teacher reads an entire story from beginning to end or an individual parent or teacher "shushing" a child into quiet submission. Occasionally, if the language is rhythmic and musical and has great power, just listening to a story is OK. But most of the time it needs to look more like the entire group up to their eyeballs in thick rich meaning, interacting with the text. That's how children get the message of what reading is all about. The technique is called Engaged Interactive Read Aloud.
Playing with the language and its patterns. I underscore the word "play" because too often I see preschool teachers believing that structured lessons like those in first grade and kindergarten work for young children. They don't. You can teach children to "parrot" that way but you cannot teach what is essential - concepts. For that, children need to have concrete connections, integrated introductions, full of games and playful experiences with rhymes, alliteration, the movement and flow of the language. So sing, and have fun manipulating the language and talking about words apart from their meaning; don't make it a drill.
Want to know more? Check out sample activities from my new book, Before They Read, from Maupin House.
How do you focus on these three big ideas in your preschool environment? How do you keep the instruction developmentally appropriate while taking children as far as they are ready to go? Everyone will benefit from comments and dialogue!
Showing posts with label decontextualized. Show all posts
Showing posts with label decontextualized. Show all posts
Friday, November 20, 2009
Monday, September 21, 2009
Teaching Vocabulary
It's easy to think that having children say the definitions of words over and over is the best way to learn. Absolutely not in preschool especially. So how do we help young children grow vocabulary? Here are two ideas:
1) recognize that your everyday conversations are a primary source for growing vocabulary. Talk with your children throughout the day, during read aloud time, at lunch, outside. No preschool teacher should be at her desk or standing to the side during center or free play time.
Get down on the children's level and inquire, investigate, draw in those words from your read aloud that may be new to your children. When you teach on themes, this is easy. Have a new word to celebrate each day or each week and use it often, in different circumstances and contexts.
Don't be afraid to use big words with them. But use them as naturally as you are able. Even if you aren't used to talking that way, be purposeful in your use of those words with them. Connect them to synonyms that your children already know. I love Ogden Nash's Adventures of Isabelle because in the midst of teaching children to be confident, he uses great words like "cavernous" and "ravenous". Here are a few other titles that are excellent for growing vocabulary (did you know you can do that, even if there are few or no words?). You'll be able to find a complete list of such titles to build conversation in my upcoming book for teachers, Before They Read: Language and Literacy Development Through Conversations, Interactive Read-alouds and Listening Games (to be released in November, 2009). Here's a taste, but stay tuned!
Actual Size by Steve Jenkins
Bear Snores On (and other books by Karma Wilson)
Dear Zoo: A Lift-the-Flap Book by Rod Campbell
Fuzzy, Fuzzy, Fuzzy by Sarah Boynton
I Like Black and White by Barbara Jean Hicks
2) Share those same words with your families that you use during the day so they can talk about those big (and not so big) interesting words too and use them in conversations with their children. Do you know what "decontextualized" language is? That's speaking in the future or past tense, rather than just the here and now. Talking in that way not only encourages vocabulary but also more abstract thinking skills. You may already do that when you talk in circle time about what the children had for breakfast or plan together what you will do later in the day. Be sure to remember to send those books with great vocabulary home so the children can explore them with Mom or Dad, big brother, Grandma or a neighbor.
Oral language is the basis for written language. When your preschool children are ready to learn to read conventionally (either before or after they go to kindergarten -- either might be normal for them), their strong vocabulary will make reading easier. They'll listen to the word as they sound it out and blend it, it connects to that word they know in their oral language and BAM! they've got it. Ask thinking questions to expand their language; use scientific terms like "document" instead of "write down" or "experiment" instead of "try it out." With a little thought, you'll have a great impact!
1) recognize that your everyday conversations are a primary source for growing vocabulary. Talk with your children throughout the day, during read aloud time, at lunch, outside. No preschool teacher should be at her desk or standing to the side during center or free play time.
Get down on the children's level and inquire, investigate, draw in those words from your read aloud that may be new to your children. When you teach on themes, this is easy. Have a new word to celebrate each day or each week and use it often, in different circumstances and contexts.
Don't be afraid to use big words with them. But use them as naturally as you are able. Even if you aren't used to talking that way, be purposeful in your use of those words with them. Connect them to synonyms that your children already know. I love Ogden Nash's Adventures of Isabelle because in the midst of teaching children to be confident, he uses great words like "cavernous" and "ravenous". Here are a few other titles that are excellent for growing vocabulary (did you know you can do that, even if there are few or no words?). You'll be able to find a complete list of such titles to build conversation in my upcoming book for teachers, Before They Read: Language and Literacy Development Through Conversations, Interactive Read-alouds and Listening Games (to be released in November, 2009). Here's a taste, but stay tuned!
Actual Size by Steve Jenkins
Bear Snores On (and other books by Karma Wilson)
Dear Zoo: A Lift-the-Flap Book by Rod Campbell
Fuzzy, Fuzzy, Fuzzy by Sarah Boynton
I Like Black and White by Barbara Jean Hicks
2) Share those same words with your families that you use during the day so they can talk about those big (and not so big) interesting words too and use them in conversations with their children. Do you know what "decontextualized" language is? That's speaking in the future or past tense, rather than just the here and now. Talking in that way not only encourages vocabulary but also more abstract thinking skills. You may already do that when you talk in circle time about what the children had for breakfast or plan together what you will do later in the day. Be sure to remember to send those books with great vocabulary home so the children can explore them with Mom or Dad, big brother, Grandma or a neighbor.
Oral language is the basis for written language. When your preschool children are ready to learn to read conventionally (either before or after they go to kindergarten -- either might be normal for them), their strong vocabulary will make reading easier. They'll listen to the word as they sound it out and blend it, it connects to that word they know in their oral language and BAM! they've got it. Ask thinking questions to expand their language; use scientific terms like "document" instead of "write down" or "experiment" instead of "try it out." With a little thought, you'll have a great impact!
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