Lesson 1

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Module Overview
Module 1
Foundations of Early Language & Literacy Development and Instruction
Lesson 1: The K-3 Learner in the Context of K-12: Who Are We Teaching?
Lesson 2: The Domains of Literacy: What Do We Teach?
Lesson 3: Early Literacy Instruction: How Do We Teach?
Topics
1.0 Who is the child?
2.0 What can children do?
3.0 How do children learn?
Activities and Assignments
Pre-Lesson Activity
Activity 1
Activity 2
Assignment 1
Checklists and Worksheets
Checklist of Kindergarten Developmental Behaviors
Checklist of Grade 1 Developmental Behaviors
Introduction
Learning Objectives
Pre-Lesson Activity
Topics
Reflection
Lesson Synthesis
Assignment
References
This courseware is made possible by the generous support of the American People through the United States Agency for International Development (USAID). The contents of this courseware are
the sole responsibility of the Foundation for Information Technology Education and Development (FIT-ED) and do not necessarily reflect the views of USAID or the United States Government.
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Lesson 1
The K-3 Learner in the Context of K-12:
Who Are We Teaching?
Welcome to the first lesson of the course!
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Learning Objectives
At the end of this lesson, you should be able to:
1. Describe how young children learn how to read.

2. Identify developmental and literacy accomplishments in a K-3 learner.
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Pre-Lesson Activity
Read the following statements about K-3 learners and their literacy development and indicate (by ticking the relevant choice) whether you agree or disagree with each one. These statements will
help you to reflect on your attitudes toward children and literacy learning. After completing Lesson 1, you will need to review these statements again to find out if there are changes in what you
know and in your perceptions and attitudes.
1. A child is literate when he/she starts reading books and writing letters.
Agree Disagree
2. A child should be taught how to read first before being asked to write.
Agree Disagree
3. Before children learn to read, they should know the sounds of most letters.
Agree Disagree
4. Evidence of literacy development is only seen during class sessions or reading classes.
Agree Disagree
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What do we need to know about our students aside from their names, chronological age, and gender?
What aspect of the child's development should we teachers know?
Why is it important for us to have this knowledge?
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As teachers of young children, we need to understand child development to be able to help children learn effectively. According to Bredekamp & Rosegrant (1992), knowledge of child development
is useful in the following ways:
It provides theoretical perspectives on the hows and whys of child behavior.

It helps teachers determine what children can do and understand in specific stages of development.
It provides research-based data showing when children can be expected to reach various milestones of development.
It provides perspectives on the development of individual children and differences between cultures.
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Teachers of young children need to know about the following areas of development.
Click on each tab below to find out the details.
Physical development
Physical development refers to the child's physical growth and motor development as seen in their movement in different experiences.
Pause and reflect:
Am I providing activities that would help my students' physical and motor development?
Are the activities I am preparing too difficult for my students to do physically?
Socio-emotional development
Socio-emotional development includes the ability to identify, understand, and manage one's feelings, and the ability to establish positive relationships with others.
Pause and reflect:
Am I asking questions to help my students identify their own emotions?

Am I giving enough guidance to help my students manage their feelings?
Am I providing activities to help my students interact with each other, like pair work or small-group activities?
Language development
Language development refers to the acquisition, understanding, and use of oral language.
Pause and reflect:
Do I consider my students' mother tongue when I decide on the language of instruction in my lesson?
Do I provide my students with activities to enhance their language development?
Are the materials I am providing suitable for my students' language development?
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2.1 Developmental characteristics of children 5 to 8 years old
How are Kindergarten children different from Grade 1, Grade 2, and Grade 3 children in terms of their physical, socio-emotional, and language development?
Try Activity 1.
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Activity 1
Here is a list of what children can do at different ages. Click on each behavior and drag it to the correct blank in the table below.
Draws a recognizable
person
Shows stable grasp
of writing instruments
Tends to be a know-it-all
Has a sense of
self-identity
Expresses ideas
or experiences orally
in simple complete
sentences
Follows 2- to 3-step
instructions
Holds pencil, toothbrush,
and tools less tensely
Draws objects placed on
the ground instead of
floating in space
Asks and answers "why,"
"how," and "what‑if"
questions relevant to
the discussion
Shows independence
in completion of routines
Bilingual capacities
nearly complete
Concerned about
fairness and rules
Socio-emotional
Physical development Language development
development
5 years old
6 years old
7 years old
8 years old
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Compare your answers with the developmental characteristics under each grade below (click on the grade number).
Kindergarten
Grade 1
Grade 2
Grade 3
Kindergarten (5 years old)

Physical development Socio-emotional development Language development
Defines some words

Spells out simple words
Completely coordinated Sense of self-identity Takes turn in conversation
Adult-like posture Self-confident Follows the meaning of others' conversations
Tremendous physical drive Enjoys group play, competitive games Expresses ideas or experiences orally in simple complete sentences
Catches ball from three feet Sociable Uses big words to give and receive information
Skips using alternate feet Gets involved in group discussions Talks about past, present, and future events
Enjoys running, jumping, doing stunts Likes adult companionship Insists "I already know that"
Balances on a balance beam Respects authority Understands and uses "how" and "why" questions
Jumps rope Asks permission Makes up songs
Dances with grace and rythm Aware of rules Enjoys dictating stories
Draws a recognizable person Insists on fair play Tells a familiar story
Dresses self Enjoys jokes Answers the telephone, takes a message
Colors within lines Remains calm in emergencies Follows 1- to 2-step instructions
Cuts on a line with scissors Sensitive to ridicule Describes objects and situations according to position, size, quantity, and other descriptors
Asks meanings of words
Uses language in pretend play
Grade 1 (6 years old)

Uses new vocabulary in own speech

Uses "how" and "where" questions
Uses more complex sentences in different situations (play and
classroom)
Follows 2- to 3-step instructions
Challenged by balancing activities Active, outgoing Uses more accurate time language to indicate past, present, and
Stable grasp of writing instruments Proud of accomplishments future events
Slower growth Likes to bring home evidence of good work
Enjoys acrobatics Observes family rules (6-7 years old)
Boisterous, enjoys stunts Understands different emotions
Needs active play to let off steam Tends to be a know-it-all Enjoys putting language skills to paper
Likes to test limits of own body Makes friends through play Talks with adults rather than at them
Hungry at short intervals Enjoys performing for others Chatters incessantly
Insatiable taste for sweets Has difficulty making decisions Dominates conversation
Basic skills developed but need Shows jealousy of others Speech irregularities still common
refinement Easily excited Acquisition of new words tapers off
Bones solidifying Persists with chosen activities Bilingual capacities nearly complete
Susceptible to fatigue Responds better to praise of positive behavior than to criticism of Ability to learn new language still present
Visual acuity reaches normal negative behavior Can sequence events and tell stories
Likes games with simple rules
May "cheat" or change rules
Appetite for "real" knowledge
Sifts through and sorts information
Conceptualizes situations

Shows evidence of expanding language (e.g., making jokes, arguments, explaining complex
situations), including increasing use of more formal language registers
Growth has slowed Follows multistep instructions
Enjoys acrobatics Shares ideas relevant to the conversation
Boisterous, enjoys stunts Gives short oral reports on familiar topics
Needs active play to let off steam Uses more complex sentences in different situations (play, class, small group)
Enjoys challenges in balancing Shows politeness, consideration of others Poses possible answers to "how," "why," and "what-if" questions
Likes to test limits of own body Enjoys solitary activities Uses correct grammar functions such as nouns, pronouns, adjectives, verbs, and adverbs
Variability in activity level Relates physical competence to self-concept orally
Runs smoothly on balls of feet More serious
Hungry at short intervals Proud of accomplishments (6-7 years old)
Insatiable taste for sweets Shows independence in completion of routines
Basic skills developed but need Learns to screen out distractions and focus on Enjoys putting language skills to paper
refinement one task at a time Talks with adults rather than at them
Bones solidifying Becomes quiet and sullen when angry Chatters incessantly
Susceptible to fatigue Better control of voice and temper Dominates conversation
Visual acuity reaches normal Sets high expectations for self; frequently Speech irregularities still common
Draws objects on the ground disappointed by own performance Acquisition of new words tapers off
instead of floating in space Anxious to please others; sensitive to praise and Bilingual capacities nearly complete
Well-developed hand-eye blame Ability to learn new language still present
coordination Can sequence events and tell stories
Draws triangle in good proportion Likes games with simple rules
Copies vertical and horizontal May "cheat" or change rules
diamonds Has appetite for "real" knowledge
Sifts through and sorts information
Conceptualizes situations

Helps others in solving problems

Concerned about fairness and rules
Shows empathy through actions and
language
Engages in collaborative/cooperative
Shows special physical skills such as cooperative Follows multistep instructions
activities
and competitive games and other creative Uses appropriate grammar in speech and written work
Sensitive to criticism, especially in front of
movements Asks and answers "how," "why," and "what-if" questions relevant to the
others
Shows rhythmical and somewhat graceful discussion
Shows strong interest in own past (e.g.,
movement Shows evidence of expanding language (e.g., making jokes, arguments,
stories, baby books, life books)
Frequent accidents due to misjudging of abilities explaining complex situations), including increasing use of more formal
Begins to have sense of humor for own jokes
(e.g., broken arm) language registers
or riddles
Holds pencil, toothbrush, and tools less tensely Shows evidence of expanding vocabulary
May be snippy and impatient in talk with
Enjoys exercise of both large and small muscles Expresses thoughts and feelings
family members
May be selfish and demanding of attention
May be cheerful
Curious about activity of others
Learning to lose at games
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2.2 Reading development
Now that we know who our young learners are, let us investigate further how they learn how to read.
Reading experts like Jeanne S. Chall say that young learners develop reading skills in stages.
Click on each stage to find out the details.
0
1
2
3
4
5
6 months -
6 years
6 years -
7 years
7 years -
8 years
9 years -
13 years
14 years -
17 years
18+ years
Stage 0: Pre‑reading, "pseudo reading"
Characteristics and masteries by end of stage
"Pretends" to read; retells story when looking at pages of book previously read to him/her; names letters of alphabet; recognizes some signs; prints own name; plays with books, pencils, and paper
How acquired
Being read to by an adult (or older child) who responds to and warmly appreciates the child's interest in books and reading. Being provided with books, paper, pencils, blocks, and letters. Dialogic
reading.
Stage 1: Initial reading and decoding

Learns relation between letters and sounds and between printed and spoken words; able to read simple text containing high frequency words and phonically regular words; uses skill and insight to
"sound out" new one-syllable words
How acquired
Direct instruction in letter-sound relations (phonics) and practice in their use. Reading of simple stories using words with phonic elements taught and words of high frequency. Being read to on a
level above what the child can read independently to develop more advanced language patterns, vocabulary, and concepts.
Stage 2: Confirmation and fluency

Reads simple, familiar stories and selections with increasing fluency. This is done by consolidating the basic decoding elements, sign vocabulary, and meaning context in the reading of familiar
stories and selections.
How acquired
Direct instruction in advanced decoding skills. Wide reading (instruction and independent levels) of familiar, interesting materials that help to promote fluent reading. Being read to at levels above
the child's own independent reading level to develop language, vocabulary, and concepts.
Stage 3: Reading for learning the new

Reading is used to learn new ideas, gain new knowledge, experience new feelings, and learn new attitudes, generally from one viewpoint.
How acquired
Reading and study of textbooks, reference works, trade books, newspapers, and magazines that contain new ideas and values, and unfamiliar vocabulary and syntax. Systematic study of words and
reading text through discussion, answering questions, writing, and the like. Reading of increasingly more complex text.
Stage 4: Multiple viewpoints

Reading widely from a broad range of complex expository and narrative materials with a variety of viewpoints.
How acquired
Wide reading and study of the physical, biological, and social sciences and the humanities, high quality and popular literature, newspapers, and magazines. Systematic study of words and word
parts.
Stage 5: Construction and reconstruction

Reading is used for one's own needs and purposes (professional and personal). Reading serves to integrate one's knowledge with that of others, to synthesize, and to create new knowledge. It is
rapid and efficient.
How acquired
Wide reading of ever more difficult materials. Reading beyond one's immediate needs. Writing papers, tests, essays, and other forms that call for integration of varied knowledge and points of view.
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Now that we know the stages of reading among young children, let us find out how our students show what they know through their various literacy behaviors inside the classroom. How do
children show that they are learning to read?
Click on each grade below to find out the answer to this question.
Kindergarten
Grade 1
Grade 2
Grade 3
Literacy behaviors in Kindergarten
Connects information and events in text to life experiences

Listens attentively to books the teacher reads to the class
Retells, reenacts, or dramatizes stories or parts of stories
Correctly answers questions about stories read aloud
Makes predictions based on illustrations or portions of stories
Writes many uppercase and lowercase letters independently
Writes to express own meaning
Literacy behaviors at Grade 1
Predicts and justifies what will happen next in stories

Creates own written texts for others to read
Notices when difficulties are encountered in understanding text
Reads and understands simple written instructions
Discusses prior knowledge of topics in expository texts
Discusses "how," "why," and "what-if" questions
Describes new information gained from texts in own words
Composes fairly readable first drafts
Engages in a variety of literary activities voluntarily (e.g., choosing books and stories to read, writing a note to a friend)
Reads and comprehends both fiction and nonfiction that are appropriately designed for the grade level
Reads voluntarily for interest and own purposes
Recalls facts and details of texts
Takes part in creative responses to texts, such as dramatizations, oral presentations, and fantasy play
Understands the difference between reality and fantasy
Represents the complete sound of a word when spelling independently
Attends to spelling, mechanics, and presentation of final products
Produces a variety of types of compositions (e.g., stories, reports, correspondence) showing developing written language skills
Reads voluntarily for interest and own purposes

Reads aloud with fluency and comprehension any text that is appropriately designed for the grade level
Produces, presents, and discusses own writing with other students; edits own work and responds helpfully to other students' compositions
Takes part in creative responses to texts, such as dramatizations, oral presentations, and fantasy play
Correctly spells previously studied words and spelling patterns in own writing
Presents and discusses own writing with other students
Can decide which information is acceptable or relevant
Shows appreciation for different literary genres
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Activity 2
1. Here is a checklist of developmental behaviors of children in Grade 1. Click on and study the checklist.
Observed behavior
1. Connects information and events in texts to life, and life to text experiences
2. Listens attentively to books teacher reads to class
3. Retells, reenacts, or dramatizes stories or parts of stories
4. Correctly answers questions about stories read aloud
5. Makes predictions based on illustrations or portions of stories
6. Follows the meaning of others' conversations
7. Independently writes many uppercase and lowercase letters
8. Writes to express own meaning
9. Follows 1- to 2-step instructions
10. Expresses ideas or experiences orally in simple sentences
11. Talks about past, present, and future events
12. Describes objects and situations according to position, size, quantity, and other descriptors
13. Understands “how” and “why” questions
14. Asks meanings of words
15. Uses language in pretend play
16. Enjoys running, jumping, and doing stunts
17. Draws recognizable persons and objects
18. Cuts along a line with scissors
19. Enjoys group play
20. Gets involved in group discussions
Download and print this sheet
Observed behavior
1. Predicts and justifies what will happen next in stories
2. Creates own written texts for others to read
3. Notices when difficulties are encountered in understanding text
4. Reads and understands simple written instructions
5. Discusses prior knowledge of topics in expository texts
6. Discusses "how," "why," and "what-if" questions
7. Describes new information gained from texts in own words
8. Composes fairly readable first drafts
9. Engages in a variety of literary activities voluntarily (e.g., choosing books and stories to read, writing a note to a friend)
10. Uses new vocabulary in own speech
11. Uses "how" and "where" questions
12. Uses more complex sentences in different situations (play and classroom)
13. Describes objects and situations according to position, size, quantity, and other attributes
15. Uses more accurate language of time to indicate past, present, and future events
16. Challenged by balancing activities
17. Shows stable grasp of writing instruments
18. Can understand different emotions
19. Tends to be a know-it-all
20. Makes friends through play
Observed behavior
1. Reads and comprehends both fiction and nonfiction that is appropriately designed for the grade level
2. Shows evidence of expanding language (e.g., making jokes, arguments, explaining complex situations), including increasing use of more formal language registers
3. Reads voluntarily for interest and own purposes
4. Recalls facts and details of texts
5. Takes part in creative responses to texts such as dramatizations, oral presentations, and fantasy play
6. Understands the difference between reality and fantasy
7. Represents the complete sound of a word when spelling independently
8. Attends to spelling, mechanics, and presentation of final products
9. Produces a variety of types of compositions (e.g., stories, reports, correspondence) showing developing written language skills
10. Follows multistep instructions
11. Shares ideas relevant to the conversation
12. Gives short oral reports on familiar topics
13. Uses more complex sentences in different situations (play, class, small group)
14. Poses possible answers to "how," "why," and "what-if" questions
15. Orally uses correct grammar functions such as nouns, pronouns, adjectives, verbs, and adverbs
16. Shows politeness to/consideration for others
17. Shows basic physical skills but needs refinement
18. Draws objects placed on the ground instead of floating in space
19. Proud of accomplishments
20. More serious
Observed behavior
2. Reads aloud with fluency and comprehension any text that is appropriately designed for the grade level
3. Produces, presents, and discusses own writing with other students; edits own work and responds helpfully to other students' composition
5. Uses appropriate grammar in speech and in written work
6. Takes part in creative responses to texts, such as dramatizations, oral presentations, and fantasy play
7. Asks and answers “why”, “how”, and “what-if” questions relevant to the discussion
9. Correctly spells previously studied words and spelling patterns in own writing
10. Shows evidence of expanding vocabulary
11. Expresses thoughts and feelings
12. Helps others in solving problems
13. Shows special physical skills such as cooperative and competitive games and other creative movements
14. Concerned about fairness and rules
15. Presents and discusses own writing with other students
16. Uses appropriate grammar in their speech and written work
17. Can decide which information is acceptable or relevant
18. Shows empathy through actions and language
19. Engages in collaborative/cooperative activities
20. Shows appreciation for different literary genres
2. Watch the two video clips below showing Grade 1 children in different situations. In the checklist for Grade 1 children, tick the developmental behaviors that you observed among the
children in the two video clips.
3. Find out if you were able to identify all the developmental behaviors demonstrated in the videos by clicking on this Answer Key.
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Development and learning progress from a beginning point and proceed in predictable directions (Kostelnik, Soderman & Whiren, 2004).
Click on each tab below to learn about developmental directions in children's learning.
Simple Complex
Learning is from simple to complex.
As children gain more experience, their thinking also expands. They begin to see more differences among elements and learn to combine them. Following this principle, teachers can gradually
introduce challenges to children by increasing the number of elements, by encouraging them to determine more subtle differences, and by asking them to combine elements.
Known Unknown
Learning is from the known to the unknown.
Children base what they learn and do on what is familiar. They build skills on previously learned behavior, thus making that skill or behavior more sophisticated. Experiences become more
meaningful when children can connect new learning with what they already know. Therefore, teachers need to discover what children know and what they can do before introducing new lessons or
materials.
Self Other
Learning is from self to other.
The young child's world revolves around himself or herself. This egocentric worldview is part of child development and is not a sign of a problematic personality. It is the child's way of learning
about what is closest to himself or herself. It is also the child's way of relating new experiences with familiar ones. As the child gains more experience, his or her interpretations also expand. The
child begins to recognize different points of view and learns to accommodate others' needs, reactions, and experiences. It is, therefore, important for teachers to understand that not all explanations
and experiences that make sense to adults will also make sense to children.
Whole Part
Learning is from whole to part, or from general to specific.
Children take in experiences and see things as a whole before they begin to look at details. For example, they might hear a song several times before differentiating some of the words or lyrics.
They start paying more attention to letter sounds only after they have been exposed to a lot of print, and to how print is connected to their lives. Teachers who apply the whole-to-part principle offer
their students a variety of experiences revolving around one lesson, and repeat activities often while gradually drawing the children's attention to meaningful details. They also teach skills or
concepts within a context that children already know, instead of in isolation.
Concrete Abstract
Learning is from concrete to abstract.
Children learn better when they are given concrete and real-life experiences of concepts and ideas. Concrete experiences allow children to interact with real objects that they can touch, smell, taste,
see, and hear. Giving or showing children pictures is is more abstract. The most abstract is letting children just listen to someone explaining concepts. When teachers ignore this principle, children
may just repeat what the teacher wants to hear without really understanding it.
Exploratory Goal-Oriented
Learning is from exploratory to goal-oriented.
Children tend to experiment and "play around" with objects and materials before using them in prescribed ways. Children's knowledge grows as they interact more with these materials, learn to
think about them, and organize them in their minds. After exploring, children begin to show signs of being ready to learn by asking questions or by trying to make something. This is when they will
respond well to instruction. Having learned something new, children would want to practice again and again through activities that the teacher plans for them. Sufficient practice would establish the
learned skills or concepts enough to allow the children to apply them in different situations. The teacher's role is to create situations where children can apply and use what they have learned.
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Lesson Synthesis
The developmental and literacy milestones outlined in this lesson give a general idea of who your students are and what they can do. But this knowledge needs to be used with caution.
Not all children develop in the same way at the same time. We should recognize and respect the diversity that we find in our classrooms, and plan activities and manage outcomes that support all
children's development.
Consider the following when looking at children's development and learning (Kostelnik et al., 2004) (click on the underlined words to know more about them):
Children's learning is influenced by the environment.

Children's learning styles differ and affect their learning.
Learning styles also result from temperament or cultural factors.
Variations in learning style imply that there is no single "correct" way to learn and, therefore, no single "correct" way to teach children.
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Assignment 1
Congratulations! You have finished the first lesson of this module. It is now time for you to apply what you have learned.
A. Here are the checklists of developmental behaviors of children from Kindergarten to Grade 3. Download and study the checklist for the grade level that you are teaching.
Checklist of Kindergarten
Developmental Behaviors
Checklist of Grade 1
Observed behavior
1. Connects information and events in texts to life, and life to text experiences
2. Listens attentively to books the teacher reads to the class
3. Retells, reenacts, or dramatizes stories or parts of stories
4. Correctly answers questions about stories read aloud
5. Makes predictions based on illustrations or portions of stories
6. Follows the meaning of others' conversations
7. Independently writes many uppercase and lowercase letters
8. Writes to express own meaning
10. Expresses ideas or experiences orally in simple sentences
11. Talks about past, present, and future events
12. Describes objects and situations according to position, size, quantity, and other descriptors
13. Understands “how” and “why” questions
14. Asks about meanings of words
15. Uses language in pretend play
16. Enjoys running, jumping, and doing stunts
17. Draws recognizable persons and objects
18. Cuts along a line with scissors
19. Enjoys group play
20. Gets involved in group discussions
Observed behavior
1. Predicts and justifies what will happen next in stories
2. Creates own written texts for others to read
3. Notices when difficulties are encountered in understanding text
4. Reads and understands simple written instructions
5. Discusses prior knowledge of topics in expository texts
6. Discusses "how," "why," and "what-if" questions
7. Describes new information gained from texts in own words
8. Composes fairly readable first drafts
9. Engages in a variety of literary activities voluntarily (e.g., choosing books and stories to read, writing a note to a friend)
10. Uses new vocabulary in own speech
11. Uses "how" and "where" questions
12. Uses more complex sentences in different situations (play and classroom)
13. Describes objects and situations according to position, size, quantity, and other attributes
15. Uses more accurate time language to indicate past, present, and future events
16. Challenged by balancing activities
17. Shows stable grasp of writing instruments
18. Can understand different emotions
19. Tends to be a know-it-all
20. Makes friends through play
Observed behavior
1. Reads and comprehends both fiction and nonfiction that is appropriately designed for the grade level
4. Recalls facts and details of texts
6. Understands the difference between reality and fantasy
7. Represents the complete sound of a word when spelling independently
8. Attends to spelling, mechanics, and presentation of final products
9. Produces a variety of types of compositions (e.g., stories, reports, correspondence) showing developing written language skills
11. Shares ideas relevant to the conversation
12. Gives short oral reports on familiar topics
13. Uses more complex sentences in different situations (play, class, small group)
14. Poses possible answers to "how," "why," and "what-if" questions
15. Uses correct grammar functions such as nouns, pronouns, adjectives, verbs, and adverbs orally
16. Shows politeness to/consideration for others
17. Shows basic physical skills but needs refinement
18. Draws objects placed on the ground instead of floating in space
19. Proud of accomplishments
20. More serious
Observed Behavior
2. Reads aloud with fluency and comprehension any text that is appropriately designed for the grade level
3. Produces, presents, and discusses own writing with other students; edits own work and responds helpfully to other students' composition
5. Uses appropriate grammar in speech and in written work
7. Asks and answers "why," "how," and "what-if" questions relevant to the discussion
9. Correctly spells previously studied words and spelling patterns in own writing
10. Shows evidence of expanding vocabulary
11. Expresses thoughts and feelings
12. Helps others in solving problems
13. Shows special physical skills such as cooperative and competitive games and other creative movements
14. Concerned about fairness and rules
15. Presents and discusses own writing with other students
16. Uses appropriate grammar in speech and written work
17. Can decide which information is acceptable or relevant
18. Shows empathy through actions and language
19. Engages in collaborative/cooperative activities
20. Shows appreciation for different literary genres
B. Observe and describe the literacy behaviors of one of your students using the checklist, and then answer the following questions:
1. Which behaviors does your student exhibit?
2. Which of your student's behaviors do you think shows the greatest evidence of being literate?
Note: This is an open-ended assignment with no "correct" answers. This assignment can help you become more aware of the different developmental behaviors that young learners display. To
maximize the use of these checklists, you can:
Observe some learners over a period of time (monthly, quarterly, etc.) to see whether they are displaying more of these behaviors over time;
Think about activities that you can plan and implement in class, to provide more opportunities for learners to display these behaviors; and
Study the behavioral expectations of learners one grade level above and one grade level below the grade level you are teaching, to see whether you can help bridge gaps, if any.
C. Discuss your observations with your colleagues during your first LAC session.
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References
Bredekamp, S. & Rosegrant, T. (eds.). (1992.) Reaching potentials: Appropriate curriculum and assessment for young children, Volume 1. Washington, DC: NAEYC.
Chall, J.S. (1983). Stages of reading development. McGraw-Hill Book Company.
Kostelnik, M.J., Soderman, A.K. & Whiren, A.P. (2004). Developmentally appropriate curriculum: Best practices in early childhood education (3rd ed.). New Jersey: Pearson Prentice Hall.
Krogh, S.L. (1997). How children develop and why it matters : the foundation for the developmentally appropriate integrated early childhood curriculum. In Hart, C.H., Burts, D.C. & Charlesworth, R. (eds.) Integrated curriculum and
developmentally appropriate practice: Birth to age eight. NY: State University of New York Press.
Pado, F.E. (2014). Handouts for "Getting To Know the K-3 Learners". Early Literacy and Numeracy Training. Philippines: Department of Education.
Snow, C.E., Burns, M.S. & Griffin, P. (eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Szarkowicz, D. (2006). Observations and reflections in childhood. South Melbourne: Thomson Social Science Press.
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Lesson 1

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Lesson 1

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At the end of this lesson, you should be able to:

1. Describe how young children learn how to read.

1.0 Who is the child?

What aspect of the child's development should we teachers know?

Why is it important for us to have this knowledge?

It provides theoretical perspectives on the hows and whys of child behavior.

Click on each tab below to find out the details.

Pause and reflect:

Pause and reflect:

Am I asking questions to help my students identify their own emotions?

Pause and reflect:

2.0 What can children do?

2.1 Developmental characteristics of children 5 to 8 years old

Kindergarten (5 years old)

Defines some words

Grade 1 (6 years old)

Uses new vocabulary in own speech

Grade 2 (7 years old)

Grade 3 (8 years old)

Helps others in solving problems

2.2 Reading development

Click on each stage to find out the details.

Stage 1: Initial reading and decoding

Stage 2: Confirmation and fluency

Stage 3: Reading for learning the new

Stage 4: Multiple viewpoints

Stage 5: Construction and reconstruction

Literacy behaviors in Kindergarten

Connects information and events in text to life experiences

Literacy behaviors at Grade 1

Predicts and justifies what will happen next in stories

Literacy behaviors at Grade 2

Literacy behaviors at Grade 3

Reads voluntarily for interest and own purposes

Checklist of Kindergarten Developmental Behaviors

Checklist of Grade 1 Developmental Behaviors

Checklist of Grade 2 Developmental Behaviors

Checklist of Grade 3 Developmental Behaviors

3.0 How do children learn?

Learning is from simple to complex.

Learning is from the known to the unknown.

Learning is from self to other.

Learning is from whole to part, or from general to specific.

Learning is from concrete to abstract.

Learning is from exploratory to goal-oriented.

Children's learning is influenced by the environment.

Checklist of Kindergarten Developmental Behaviors

Checklist of Grade 1 Developmental Behaviors

Checklist of Grade 2 Developmental Behaviors

Checklist of Grade 3 Developmental Behaviors

1. Which behaviors does your student exhibit?

Chall, J.S. (1983). Stages of reading development. McGraw-Hill Book Company.

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