Mrs. Mischnick’s Literacy Newsletter

Reading and Writing

Learning to read goes hand in hand with learning to write. We will work on both simultaneously throughout the year. Writing opportunities will be provided daily. Several studies have shown that working on writing and handwriting, in particular, strengthens the relationships between letters and the spellings of words (Edwards, 2003). We will use a handwriting program called Handwriting without Tears (http://hwtears.com) along with our phonics program.

We write in our journals three to four times a week. Journal writing provides a chance for students to integrate something occurring in their life with independent writing (Strickland, D. and Morrow, L. ,1990). Those who would like can share what they have written with the class.

The Primer School

Arlington, TX

 

August 19, 2005

Volume 1, Issue 1

What does a literate classroom look like?

 

Our classroom is very print rich. (U.S. Department of Education, 2003) Everything is clearly labeled from the tables and chairs to the doors to the trash can.

The students are also welcomed with their own names when they first walk in the room. (Kirk, E. and Clark, P. , 2005) Their names are on the door, on our word windows, on the daily pick up schedule and the job charts. Their names are also on their own table in the classroom. Attaching their names to various locales in the room is one more way for them to take ownership of the classroom.

The daily schedule and the job chart provide another opportunity for students to read with a purpose daily. The text is supported clearly with pictures so it is easier for students to read.

Literacy and Music

 

Music is an integral part of each day. But what does that have to do with reading, you may ask? Research has shown that music is an effective tool to increase the instructional value of literacy education (Hill-Clarke, K. and Robinson, N., 2004). Music is used to reinforce concepts such as rhyming and letter sounds as well as many other ideas. Two of our favorite musicians are Dr. Jean and Stephen Fite. Both use music as a wonderful teaching tool.

READY TO READ

 

Literacy and Dramatic Play

 

 

Play is an important facet of a kindergartener’s day. Through play children are able to experiment and work out concepts we have discussed in the classroom. (Stegelin, 2005.) Learning centers are provided that allow the students to continue and solidify their learning. For example, in the home center, students find a note pad so they can make their list to go to the grocery store. By the telephone is a message board to write down phone messages. Another favorite is the alphabet stamps in the writing center. Students are able to explore letters and writing independently at the learning centers. Another avenue of literacy exploration is puppets are also on hand to reenact a story read during snack time. All of these play experiences and many more allow opportunities for literacy development.

Library Day

 

Each Wednesday, your child will have the opportunity to check out a book for the week. Please read it with your child. Your child may even want to read it to you after hearing it read aloud several times.

What You Can Do at Home

 

· Read daily! Reading aloud with your child is one of the best ways to support literacy.

· Talk with your child, not just at your child. Having conversations with your child helps them  develop language skills critical to literacy development. (Blasi, 2005.)

· Model literacy for your child. Write notes as reminders and leave them on the refrigerator.

· Leave the cereal box out at breakfast. There are many engaging things for children to look at and read. Reading doesn’t always have to involve a book.

· Feel free to use your child’s take home folder as tool for communication between the classroom and home. If you are having questions or concerns, I want to hear about them.

Favorite Websites

 

Visit Arthur and Friends

 http://www.pbs.org/wgbh/pages/arthur/

Fun Facts about Animals and other interesting stuff

http://www.kidzone.ws/

Poems and songs for children

http://www.mamalisa.com/house/index.html

Fun Learning Games

http://www.professorgarfield.org/pgf_home.html

Stephen Fite and Dr. Jean

http://melodyhousemusic.com/

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me:  Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

         Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me: Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.

 

 

 

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me: Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.

 

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me: Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.

 

 

 

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me: Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.

 

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me: Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.

 

 

 

 

Resources

 

Blasi, M. (2005). Families as Educators: Supporting Literacy

Development. Childhood Education. 82, 1, 46-47.

 

 

Edwards, L. (2003). Writing instruction in kindergarten:

Examining an emerging area of research for children with writing and reading difficulties. Journal of Learning Disabilities, Vol. 36, 2, 36-148.

 

 

Hill-Clarke, K. and Robinson, N. (2004).  It’s Easy as A-B-C and

Do-Re-Me: Music, Rhythm and Rhyme Enhance Children’s

Literacy Skills. Young Children, 59, 5. 91-95.

 

 

Kirk, E. and Clark, P. (2005). Beginning with Names: Using

Children’s Names to Facilitate Early Literacy Learning.

Childhood Education, 81, 3.  139-144.

 

 

Stregelin, D. (2005). Making the Case for Play Policy: Research

Based Reasons to Support Play-Based Environments. Young

Children, 60,2. 76-85.

 

 

Strickland, D. and Morrow, L. (1990). The Daily Journal: Using

language experience strategies in an emergent literacy

curriculum. The Reading Teacher, 43, 6. 422-423.

 

 

U.S. Department of Education (2003). Retrieved October 30,

2005 from http://www.ed.gov/admins/lead/read/

ereadingsbr03/edlite-slide38.html.