Goal 1: Children will use and appreciate books, use emergent reading skills by pretending to read, and know some features of a book (title, author, and illustrator)
Goal 2: Children will learn about cultures through a variety of media and experiences.
- Provide high-quality children’s literature from a variety of genres. Include picture books, poetry, and informational books. Call attention to how ideas are presented in different ways in different types of books.
- Prepare children for reading by taking a picture walk. Introduce the story by previewing the pictures. Ask children to predict what the story is about by looking at the cover. Turn the pages slowly as you walk through the book so children can make predictions about the story.
- Provide repeated readings of the same book so children can focus on different aspects of the book each time e.g., story line, details, specific vocabulary words.
Goal 1: Children will begin to demonstrate knowledge of letter sounds.
Goal 2: Children will demonstrate an understanding of spoken words, syllables, and sounds (phonemes) (i.e. They will recognize and produce rhyming words, become increasingly aware of alliteration eventually producing it, count syllables in words, and engage in word play that highlights specific phonemes).
- Know each child’s level of phonological awareness and provide appropriate experiences. Plan specific activities to help children attend to rhyme, alliteration, and smaller units of sound.
- Use songs, stories, and rhymes that play with language. Informally, but intentionally, draw children’s attention to the sound of language.
- Encourage children to play with words and make up their own rhymes.
Goal 1: Children will begin to identify letters in the alphabet, especially those in their own name.
Goal 2: Children will be exposed to print in multiple ways and understand how print works (left to right).
- Create a print-rich environment. Include print that is meaningful, functional, and interesting. Avoid displaying so much print that it clutters the room.
- Talk with the children about the many ways print is used around them. For example, look on the internet to check the day’s weather. Read them the lunch menu. Read aloud a card to be sent to a sick classmate.
Print Concepts, Conventions, and Early Writing
Goal 1: Children will use print concepts such as showing awareness of various features of print letters, words, spaces, upper and lowercase letters.
Goal 2: Children will connect an increasing number of Ojibwe words with pictures.
Goal 3: Children will represent ideas and stories through pictures, dictation and play.
- Support children’s play with print as they imitate real life situations. For example, offer books, newspapers, or magazines to the doctor’s office. Supply paper and markers for making signs, writing checks, or creating appointment books.
- Provide ample time, materials, and space for children to write throughout the day. Offer unlined and lined paper of different sizes, shapes, pencils of various sizes, crayons, markers, and white boards, magic slate, and other writing supplies.
- Include activities that give children reasons to write their names. For example, they may write their names on drawings, letters, greeting cards, sign-up sheets for a popular activity, or attendance sheets upon arrival each day.
- Label classrooms in Ojibwe and English
- Provide books and pictures featuring Ojibwe words and sentences.