2.E.02
- daily opportunities to hear and respond to various types of books including picture books, wordless books, and books with rhymes.
- access to durable books that enable independent exploration.
- experiences that help them understand that pictures represent real things in their environment.
The children participate in group time twice a day. During are transitions we use a lot of songs and nursery rhymes. The children also have a large variety of books available to them. The classroom is also labeled with pictures/words.
2.E.03
Children have opportunities to become familiar with print. They are actively involved in making sense of print, and they have opportunities to become familiar with, recognize, and use print that is accessible throughout the classroom:
- Items belonging to a child are labeled with his or her name.
- Materials are labeled.
- Print is used to describe some rules and routines.
- Teaching staff help children recognize print and connect it to spoken words.
The children are very familiar with the print in the classroom:
- Labeling the cubbies
- Labeling our toys
- Attendance chart
- Name Tags for Lunch
2.E.04
Children have varied opportunities to
- be read books in an engaging manner in group or individualized settings at least twice a day in full-day programs and at least once daily in half-day programs.
- be read to regularly in individualized ways including one-to-one or in small groups of two to six children.
- explore books on their own and have places that are conducive to the quiet enjoyment of books.
- have access to various types of books, including storybooks, factual books, books with rhymes, alphabet books, and wordless books.
- be read the same book on repeated occasions.
- retell and reenact events in storybooks.
- engage in conversations that help them understand the content of the book.
- be assisted in linking books to other aspects of the curriculum.
- identify the parts of books and differentiate print from pictures.
The children have a lot of opportunities to explore literacy in the classroom. During AM & PM circle time a story is read. The children also have access to books during free play. The center also has a story teller that meets with the children various times during the year. Parents are also encouraged to come in and read stories to the children. 2.E.05
Children have multiple and varied opportunities to write:
- Writing materials and activities are readily available in art, dramatic play, and other learning centers.
- Various types of writing are supported including scribbling, letter-like marks, and developmental spelling.
- Children have daily opportunities to write or dictate their ideas.
- Children are provided needed assistance in writing the words and messages they are trying to communicate.
- Children are given the support they need to write on their own, including access to the alphabet and to printed words about topics of current interest, both of which are made available at eye level or on laminated cards.
- Children see teaching staff model functional use of writing and are helped to discuss the many ways writing is used in daily life.
2.E.06 & 2.E.07
Children are regularly provided multiple and varied opportunities to develop phonological awareness:
- Children are encouraged to play with the sounds of language, including syllables, word families, and phonemes, using rhymes, poems, songs, and finger plays.
- Children are helped to identify letters and the sounds they represent.
- Children are helped to recognize and produce words that have the same beginning or ending sounds.
- Children's self-initiated efforts to write letters that represent the sounds of words are supported.
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