1 / 26

Fostering Language and Literacy through Science Faith Polk, PhD. October 4, 2014

Fostering Language and Literacy through Science Faith Polk, PhD. October 4, 2014 Stan and Carol Little ECE Conference. Outcomes. Describe science content and processes for young children Review key concepts in language and literacy development

ruby-tyler
Download Presentation

Fostering Language and Literacy through Science Faith Polk, PhD. October 4, 2014

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fostering Language and Literacy through Science Faith Polk, PhD. October 4, 2014 Stan and Carol Little ECE Conference

  2. Outcomes • Describe science content and processes for young children • Review key concepts in language and literacy development • Demonstrate the ways science is an effective vehicle for language and literacy learning

  3. Almost all young children in almost all environments ‘do science’ most of the time; they experience the world around them and develop theories about how that world works(Conezio & French, 2003, p. 5).

  4. What is Science For Young Children? • Exploring and discovering the everyday world that surrounds them • Developing enduring mental representations of their experiences • Using language to translate and share their understandings

  5. Scientific Reasoning

  6. Scientific Reasoning

  7. I Wonder …? Ask Reflect What Do I Know About It?

  8. Ask and Reflect • Open the bag on your table • List what you know about the contents • Develop questions about the contents • Prepare to share with the large group

  9. Scientific Reasoning

  10. What Do I Want to Know? Plan Predict What Do I Think Will Happen?

  11. Plan and Predict • Create a list of what you want to know about the bag’s contents • Develop a plan for obtaining that information • Develop a hypothesis or prediction about the bag’s contents

  12. Scientific Reasoning

  13. Act Observe

  14. Scientific Reasoning

  15. Create a Report Report Reflect

  16. Scientific Reasoning

  17. Emergent Literacy • Begins prior to learning to read • Includes a set of experiences and skills that are developmental precursors • Develops through interactions involving language and print

  18. Emergent Literacy Skills • Oral Language • Phonological Awareness • Print Knowledge • Print Motivation

  19. Phonological Awareness • Sensitivity to and ability to manipulate sounds in words independent of meaning • Developmental Progression: Word, Syllable, Onset-Rime, Phoneme • Related closely to decoding ability

  20. Print Knowledge • Letter Names • Letter Sounds • Print carries meaning

  21. Print Motivation • Reading is valuable • Reading is enjoyable • Reading is purposeful

  22. Literacy Language(s) Mathematics Science

  23. Content areas offer specific ways to investigate the world and communicate their discoveries to others (California Department of Education, 2000, p. 127).

  24. Eager to Learn • Teaching and learning will be most effective if they engage and build on children’s existing understandings • Key concepts in each domain must be linked with information and skill acquisition • Metacognitive skill development allows children to solve problems more effectively (National Research Council, 2001, p. 308)

  25. From the Field • Non-fiction books provide a foundation for conversation • Prior knowledge/experience and new observations and activities support vocabulary growth • Read-alouds and discussion foster receptive language • Engaging in scaffolded scientific reasoning builds expressive language (Conezio & French, 2003, p. 7)

  26. CA Preschool Learning Foundations Strands • Scientific Inquiry • Observation & Investigation • Documentation & Communication • Physical Science • Properties & Characteristics • Changes • Life Science • Properties & Characteristics • Changes • Earth Science • Properties & Characteristics • Changes

More Related