Childrens Literature and Literacy

This page is read only. You can view the source, but not change it. Ask your administrator if you think this is wrong.
===== The Standards =====
L.48.13 Demonstrate comprehension through retelling with use of pictures and props, acting out main events or sharing information learned from nonfiction text.

L.48.14 Ask and answer simple who, what, where and why questions related to story or text

L.48.15 Make predictions and/or ask questions about the text by examining the title, cover, picture

L.60.12 With prompting and support, retell familiar stories, including story elements (e.g., setting, characters, events) and/or share key details from informational text.

L.60.13 Identify main components of a story or text (the major plot points of a story or the main topic of an informational text)

L.60.14 Use connections between self and character, experience and emotions to increase comprehension

===== In the Classroom =====

In the early childhood classroom you build up [[vocabulary]] and background knowledge through [[oral_language_development|oral language development]]. You will want to understand the other domains of early childhood learning to maximize dialogue in the classroom.

In terms of teaching comprehension do not focus so much on the concepts. Students need to tell you a story is in a forest and not what setting means for example.

Students will also develop comprehension through incidental play. Connect your centers to the books you read in class. For example they can mail letters to characters or reviews to other students in the post office. You can have stick figure puppets in the drama center. The word work center may focus on the first sound of words.

During your book reading you rely on [[dialogical reading]] to increase student use about the story and text elements.