What children are doing is associating print with meaning but I have to agree with the poster who suggests that these labels must be co-created. When I observed in Sue Kempton's gorgeous kindergarten room in Denver, the labels were two-tier. Level one--student attempts based on emergent understanding of letters and sounds with an underwriting in conventional spelling. The children in this classroom were writing more than any other kinders I had observed up until that point. Between No More Letter of the week and lots of supported writing experiences, these kiddos were a bloomin' garden of literate folks!
Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > Date: Wed, 19 Aug 2009 20:22:34 -0400 > From: [email protected] > To: [email protected] > Subject: [MOSAIC] labeling > > I am going to be doing my early childhood student teaching in the fall. I > have already been able to tour the early childhood center where I will be at > and I noticed (and have noticed in many other early childhood classrooms) > that many things are labeled for the children. The crayon box is labeled > 'CRAYONS' and the kitchen center is labeled 'KITCHEN'. Would this be > considered an effective reading strategy, or are students just memorizing the > words? > > Lauren Checkeroski > [email protected] > Wayne State University > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
