Emergent Literacy
Through a variety of literacy experiences at home and school children learn concepts about print. Reading aloud to children helps them to understand that pictures relate to the meaning of a story, that letters are put together to form words, words are separated by spaces, and there is a definite progression from beginning to the middle to the end of a story. Some of the other assumptions which the ITLC model are based on include:
The ITLC classroom includes a reading center with a variety of reading material for young children to explore. Books at a variety of levels including simple picture books, predictable books, and books with repetitive themes, are available and easily accessible for children. Also books which relate to the current theme or unit are within easy reach for the children. Teachers change the books regularly to keep children's renewed interest in the center. The center may also include children's favorite books for reading during storytime, childrenšs magazines and reference types of books. The center contains comfortable seating, such as bean bag chairs, pillows, and carpeting, and plenty of room for a small group of children to explore books.
The reading centers in the ITLC classrooms also include books made by the children. A special book hanger contains books made with HyperStudio, an authoring computer program used frequently by the teachers and children. Computer programs, such as or with graphics or beginning word processing programs, can be displayed in the book center and shared during individual or group reading time, or during free play. Children are usually proud of the books which they have created and therefore enjoy reading them often. A check out system can be established for children to take books home to share with family members also.
The reading center is kept neat and orderly and maintained as an interesting, inviting area for children to explore. The ITLC teachers spend time during the day in the center with the children to encourage their reading and to read to those who request it.
The writing center has an inviting appearance and is kept well stocked with materials, with new items added occasionally, so that childrenšs interest in writing is maintained. The teacher may provide suggestions for writing, such as thank-you notes or invitations to special events for parents, which helps children realize the functionality of writing. By providing the appropriate environment which includes writing materials and suggested activities the teacher assists young children in the development of emergent writing skills.
Sign-up sheets are used at the computer center as a method of managing childrenšs turn-taking and as a technique to encourage emergent writing. Children write their names on the sheet in the form of scribbles and mock writing next to their picture. As they sign up for a turn at the computer, they are learning that their writing has a purpose. The teacher may provide guidance to children by showing them the letters in their name as it appears on their name card. These signatures can be kept in childrenšs portfolios as documentation of their progress in emergent writing during the school year. Samples can then be shared with families at the end of the year.
An area of the classroom is designated for art activities which may include drawing, painting, and construction of props for dramatic play or to go along with a theme. The art center includes a variety of tools, materials, and surfaces for drawing and painting. Adaptive art tools are available for children who need them. Literacy skills are encouraged through childrenšs artwork and their description of their work. Some children will include writing with their art creations.