I never teach my pupils. I only attempt to provide the conditions in which they can learn. ~ Albert Einstein


Tuesday, January 31, 2012

Meeting Pre-K Standards Through Play: Reading

***Reading & art my own personal favorites. Reading is such an important part of our day, and always a priority. Although we have "set" reading times, I am always available to read a book to a child, and will never hesitate to change plans when a child asks me to read them a story. I think its also important for children to watch us read for ourselves, whether it be for need or enjoyment. It is my hope to pass my love of reading on to every child who is in my care. We belong to a few books clubs, and the children enjoy receiving our new box of books each month. With our group getting a little older, I am also planning on making a trip to our local library a regular occurrence here at daycare.

Our group is currently a little younger, so meeting Pre-k standards in this area is just at the beginning stages. But it is never too early to expose children to written language and give them the opportunity to become avid life-long readers.***

Pre-K Benchmark: Children demonstrate motivation to read.

The children's motivation to read is supported by having a wide range of printed materials, books, and magazines throughout the room. There are many types of books, including fiction and non fiction. Books and other printed materials are found throughout the space, not just in the "library" area. Children are encouraged to look at and read books throughout the day, and we read as a group for 15 minutes, twice each day.

Our love of reading starts early!

Pre-K Benchmark:Children demonstrate Phonological/phonemic awareness.

The children begin to demonstrate phonemic awareness when engaged in games, songs, and hands on activities. Nursery rhymes, poems, and books with rhyming text help develop phonological awareness. We also have many manipulatives and toys which promote these skills such as reading rods, magnetic word builders, and sound matching games.

older children read to younger children and help them sound out words

letters on our light table

Pre-K Benchmark:Children demonstrate knowledge of the alphabetic principles.


Pre-K Benchmark: Children demonstrate word recognition skills.

Rather then using flash cards and rote memorization, children begin to recognize letters of the alphabet by engaging in fun, hands on letter learning activities and also by having a literacy rich environment. Many of our shelves are labeled, the children's cubbies are labeled, and many everyday objects found throughout our room are labeled. (i.e. the door, the window, a plant, etc)

writing letters on a fingerpaint pad

our menu board

Pre-K Benchmark: Children demonstrate knowledge and awareness of book/print concepts.


Pre-K Benchmark:Children recognize informational text, stories, and poetry.

When reading, we also practice the proper way to care for a book, how to turn the pages, the difference between the front and back, what a spine is, and so forth. We learn that we always read left to right, top to bottom, and that there are spaces between each word. We also recognize that there are other purposes for printed materials, such as directions for recipes, lists for groceries, road signs, etc.

reading a recipe

Pre-K Benchmark: Children demonstrate back round knowledge and vocabulary skills.

The children learn to correctly identify words related to pictures, and to use strategies to figure out a words meaning (e.g. looking at the pictures for clues)

using pictures to help us learn words

Pre-K Benchmark: Children demonstrate comprehension of printed material.

The children are able to identify meaning and purpose of common signs and symbols seen throughout the space. Many of the children can also retell their favorite story, identify facts and concepts, and understand the main idea of the story. Many times, we use dramatic play props or puppets to act out familiar stories.

recognizing a familiar letter

Pre-K Benchmark:Children engage in the discussion about authors and illustrators.

When reading a book aloud to the children, we also discuss the author and illustrator, and what their roles are. Many times, we create are own stories, taking turns being the author or illustrator ourselves.

writing our own stories

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