TM Language and Literacy Guided Observation

Teacher provides a language and literacy rich environment

For example:

• Teacher provides audiotapes or CDs at a listening area for children to use. (PCF, p. 145, ECERS, p. 23)
• Teacher uses picture cards or electronic switch-activated speaking devices for children who cannot speak, allowing them to communicate their choices. (Inclusion Works! p. 17, PEL Guide, p. 69)
• Teacher provides picture symbols for children to initiate comments or respond to questions. (PCF, p. 104)
• Teacher places information books in all areas of the classroom. (PCF, p. 150, ECERS, p. 23, Prekindergarten Learning & Developmental Guidelines, p. 101)
• Classroom has relevant books, signs, and other print artifacts in each of the areas, along with writing supplies to support children in using print props in play (e.g., notepads and telephone directories, menus and order pads, road signs) and in routines (e.g., paper for a turns list, name tags for an activities chart, a helper chart). (PCF, p. 104, ECERS, p. 23, Prekindergarten Learning & Developmental Guidelines, p. 100)
• Children have access to books, pictures, and materials showing people of different races, cultures, ages, abilities, and gender in non-stereotyping roles. (ECERS, p. 36, PEL Guide, p. 28, Prekindergarten Learning & Developmental Guidelines, p. 101)
• Teacher provides writing materials in multiple interest areas other than the writing area both inside and outside. (PCF, pp. 131, 162, ECERS, pp. 30, 31, PEL Guide, p. 85, Prekindergarten Learning & Developmental Guidelines, p. 100)
• Children’s attempts a writing are visible throughout the classroom (e.g., tickets for bus play in the block area, a list for grocery shopping in the dramatic play area, a colorful painting of letters). (PCF, p. 164)
• Teacher provides a rotation of materials frequently to the writing area. New materials can support units of study (e.g., envelopes, stationary, card stock cur into postcards sizes, and stickers for use as stamps when children are investigating the post office) or spark children’s interest in writing. (PCF, p. 162, Prekindergarten Learning & Developmental Guidelines, p. 102)
• To support children with special needs, teacher modifies materials to meet their needs, such as placing art and other materials on lower shelves to give children easier access or wrap duct tape around the handles of some paintbrushes to make the handles larger and easier for children with limited fine motor development. (Inclusion Works! pp. 39, 41, PEL Guide, p. 69)

Teacher facilitates the development of literacy and language through daily routines and activities

For example:

• Teacher maintains a consistent routine, along with a picture or photo schedule, so that, with a little observation, children can pick up clues about what to do next. (PEL Guide, p. 31)
• Teacher explains the helper chart and assist children to find their names and their job. (PCF, p. 100)
• Teacher uses language and literacy activities for transitions. For example, send children to the next activity by saying each of their names in parts (e.g., “Me-lin-da) or hold up a card with the child’s name. (PCF, pp. 138, 163)
• Teacher uses children’s printed names as labels and to support routines. For example, use name cards on the tabletop for a mealtime or snack time to designate children’s seats. (PCF, p. 142, PEL Guide, p. 85, Prekindergarten Learning & Developmental Guidelines, p. 102)
• Teacher uses a plan for children to request stories, songs, and poems for the teacher to read at circle time. (PCF, p. 153)

Teacher facilitates the development of literacy and language through modeling

For example:

• Teacher demonstrates effort to learn specific ways of interacting or communicating with a child, such as sign language. (Inclusion Works! pp. 17, 47)
• Teacher models authentic uses of book and nonbook forms of information text. For example, uses information texts when setting up a new aquarium, making muffins, or drying flowers. (PCF, p. 150, 153,  ECERS, p. 23)
• While writing teacher shares their thinking by describing their actions (e.g., To write the letter K, you start with a long vertical line like this, and then you draw a short diagonal line like this, and then another short diagonal line from here down to here.”). (PCF, p. 102)
• Teacher points out print on walks, read print on road signs, storefronts, and passing vehicles (e.g., bus stop, school bus) to children. (PCF, p. 132)
• Teacher uses print as a tool to get things done and to record information. For example, write steps on a chart for small-group activities requiring specific directions (e.g., cooking, planting seeds). (PCF, p. 132)

Teacher facilitates the development of literacy and language through adult-child interactions

For example:

• Teacher creates adult-child interactions around focused play opportunities. (PCF, pp. 103 & 105, ECERS, pp. 24, 30, & 41,  Prekindergarten Learning & Developmental Guidelines, pp. 99 & 101)
• Teacher asks children open-ended questions that require more than one word to answer (e.g., “What are all the foods you like to eat for breakfast?” rather than “What did you eat this morning?”). (PCF, p. 102, ECERS, p. 25, Prekindergarten Learning & Developmental Guidelines, p. 103)
• Teacher uses caregiving situations to help children learn new vocabulary (e.g., “Rub the palms of your hands together, like this, to work up a lather.”). (PCF, p. 100)
• Teacher talks with a child about what happened the day before to support both language development and narrative skills. (PCF, p. 100, ECERS, p. 26)
• Teacher talks one on one with children and have conversations with individual children whenever possible. (PCF, p. 124, ECERS, p. 24)
• Teacher focuses on the meaning that children are trying to convey in writing (e.g., “Tell me about this.”). (PCF, p. 163)
• Teacher models language by playing imitation games in which the child has to do or say what the adult or puppet says. (PEL Guide, p. 40)
• Teacher asks questions that prompt the children to provide information. e.g., “Where were you when the wind blew your hat off?”). (PCF, p. 100, ECERS, p. 26, Prekindergarten Learning & Developmental Guidelines, p. 103)
• Teacher asks children to predict what will happen next and other questions about a story. (PCF, p. 124, ECERS, p. 26)
• Teacher notices where children look and then talk about the things that are the focus of their attention and action. (PCF, p. 118, ECERS, p. 24, Prekindergarten Learning & Developmental Guidelines, p. 96)
• Teacher allows trial-and-error speech and accept mistakes in pronunciation, vocabulary, and grammar. (PEL Guide, p. 41, Prekindergarten Learning & Developmental Guidelines, p. 103)

Teacher facilitates the development of literacy and language through planned learning experiences

For example:

• Teacher uses dialogic reading with one child at a time or with a small group of children. (PEL Guide, p. 79)
• Teacher intentionally makes stories come alive and encourage children to do the same. For example, use voice for expression. (PCF, p. 152, Prekindergarten Learning & Developmental Guidelines, pp. 97 & 103)
• Teacher relates literacy activities to the children’s cultures, languages, and experiences to motivate the children’s participation. (PEL Guide, p. 85)
• Teacher uses activities and games to interest children in letter matching and naming. (PCF, p. 144)
• Teacher plays language games that focus on blending sounds. (PCF, pp. 114 & 137)
• Teacher plays language games that focus on segmenting sounds and deletion. (PCF, p. 113 & 137, Prekindergarten Learning & Developmental Guidelines, p. 100)
• Teacher models language by playing imitation games in which the child has to do or say what the adult or puppet says. (PEL Guide, p. 40)
• Teacher structures activities so that children can engage in telling stories or recounting events by expressing themselves through various means, such as speech, pantomime, pointing, and role-playing. (PEL Guide, p. 28)

Teacher uses language and literacy to promote the connection between school and home

For example:

• Teacher provides books in a lending library including books in the home language of the children in the group. (PCF, p. 155, PEL Guide, p. 43)
• Teacher asks family members and specialists to provide information regarding a child who uses (or is learning to use) an alternative communication system. (PCF, p. 101, ECERS, p. 46, PEL Guide, p. 69)
• Teacher provides basic clothing and other props from home and community environments in a dramatic play area, introducing cultural differences in preferred foods, clothing, or eating utensils. (PCF, p. 105, ECERS, p. 31)
• Teacher plans literacy projects in which children bring something from home. (PCF, p. 126, ECERS, p. 36, PEL Guide, p. 40)
• Teacher provides a list of the kinds of questions that parents might ask when sharing books with their child, in both English and the home language. (PCF, p. 155)
• Teacher talks to families about resources where they can get access to more books (e.g. local libraries, resources and referral agencies). (PCF, p. 156, ECERS, p. 46)
• Teacher encourages family members to share writing with their child. For example, some family members might make shopping lists or write letters to relatives. A teacher may suggest that family members show these to their preschool child and explain what they are. (PCF, p. 166)
• Teacher provides ideas about where family members can find paper on which their preschooler can write and draw. In a parent meeting, teachers can show parents how to cut up cereal boxes and other light cardboard food containers, as well as envelopes from mail they receive. (PCF, p. 16)