I need preschool and kindergarten teachers to answer three questions.?

Question

I need these questions answer for an education class. please help

The questions are:

1. What emergent literacy skills do you expect to see already developed in each child when they arrive in your classroom?

2. What emergent literacy skills do you include in your curriculum?

3. What accommodations do you make in your classroom to meet the emergent literacy developmental needs of each student? How do you address the wide range of emergent literacy abilities present in your classroom?

Answer 1

Below is a link to a great website for early childhood teachers. You will get alot of professional resources, many which you can use on your homework. But, you want instant answers to ?? that need in-depth answers. So, here is the short version:
1) know how to take of yourself, know your name. answer questions
2) sing, sing, sing, move, move, move (you learn alot through song and movement)
3) assessments, and an open-curriculum helps kids learn at their own pace. A good lesson will teach begining to high level skills all at the same time, keeping all kids engaged.

Answer 2

I hope that I can answer your questions. As a preschool teacher, I have children enter my classroom at many different levels. It is hard to place expectations based on that fact alone. There is one thing that I notice right away, vocabulary. I listen to see if a child can speak in complete sentences. If a child does not speak in complete sentences, it gives me an Idea of where I need to start with that child. Our school uses a literacy program called "Literacy First". Skills that are taught throughout the year include:
name recognition, name writing, concept of a spoken word, rhyme recognition, rhyme completion, rhyme production, syllable blending, syllable segmentation, syllable deletion, phoneme isolation-initial sound, isolation-final sound, reciting alphabet, distinguishes letters from words, letter names-upper then lowercase, Letter sounds, lower and uppercase vowel sounds

I use a word wall, word cards with pictures on them, magazines to cut up and make word or letter collages, (just depends on the child’s abilities), we make an environmental print book all year, and children have books of some type, paper, pencils, pens, and crayons in all centers.

I cover all the literacy skills throughout the year. To provide one on one time, I bring my students to my table during center time. I pull a set of students that are working on like skills and we work directly on the skill that they are trying to master. The child progress at his/her own speed. As a child maters a concept, they move up on my chart and they will continue to move from skill to skill using this method.

This process allows me to assess the wide range of emergent literacy abilities of my students. I have found that this process keeps progress going and it is not unusual to have several children reading by the end of the year. I had 16 "readers" by the end of last year.

Note* This program is used district wide. When these children go to kindergarten, the teacher will assess them again and pick up where I left off. They will not have to go back and master the same skills again.

Answer 3

1. I hope for recognition of symbols and color charts. Children are all different and unique and I treate them this way. Any child who rides in a car knows the McDonalds sign , Taco Bell, Mommies favorite store. They are way smarter than we give them credit for.
2. Everything is labeled. The doors, chairs, cabients,floor ,calendar,wall,clock. trash can. We read nursery rhyme cards daily. Alphabet is posted at their eye level. Lots of books!! Paper and pencil and crayons are ready available for their attempts at writing. We have word wall. Fun signs with the days of the week,months,feelings. 3. If they have a special need I accomodate according to their own needs. I use age approriate material but I also try to stimulate them into expanding their thoughts and questions by using open ended questions. Anything can be a learning experience.

Answer 4

Well, all those would depend greatly on the AGE of the children in question... there is quite a difference between the emergent literacy skills of a two year old, and that of a 5-6 year old in kindergarten. I teach 2-3 year olds.
1. I expect very little in the form of emergent literacy skills in my toddlers. I expect that the no longer use books to chew on (unless their cognitive abilities do not put them past htis stage), and that is it. Many of the children I see have never even been read to before, so we start with trying to get them to sit long enough to enjoy being read to.
2. After initiating a like of being read to, I next start with proper use of books. I show the children how to handle the books (not using them as throwing objects) and how to turn the pages carefully. Then, we help them gain confidence in identification skills, by pointing out objects/pictures in the books and helping them to name them. We post picture cards in our classroom, with the photo and name of the object/toy on the shelves, so that children can see that objects have names. We put pictures of children with their names on them on their placemats, around the room, and on name cards so that they can develop a visual pattern of recognition. With my own children at home, I encourage environmental reading by allowing my children to point out signs they recognize. (Just about every three year old can tell you that a giant yellow M signifies McDonalds).
3. Emergent literacy accommodations are easy to make if you know the developmental continuum. Children typically follow a specific set of patterns for developing skills. If you know where on the spectrum that a specific child is functioning, you can easily figure out the next step above that to work on. Using Vygotsky's theory of "zone of proximal development", you can scaffold the child to the next level above where they are now. I work in a center for children with disabilties, where about 60% of our population are children with identified disabilities. We have a WIDE range of skills in our classroom, with some children functioning as low as an 18 month old, with others functioning closer to a typical three-year-old. We also have an occupational therapist at our work who helps us if we are truly stuck on helping a child achieve the next level. You work the problem one child at a time, with the understanding that there is no one solution for all children.

Answer 5

If we answer them you will never learn....I don't think this is what your teacher had in mind.,...