Discussion | Topic 4 Overview | Topic
4 Case Examples | Topic 4 Resources]
Scheduling time for language and literacy may seem overwhelming until interventionists accept the philosophy that language and literacy can be integrated into every activity all day long. Remember Ken Goodman's gloomy assertion in 1986 that reading accounts for only 6% of time in the elementary school classroom? When literacy learning is compartmentalized and time is wasted on isolated skill development activities such as worksheets, the percentages of literacy learning time will continue to appall observers, researchers, and parents, as children are denied important exposure to print and practice opportunities. A number of authors have suggested schedules that incorporate literacy into all daily events. For example, class sign-in can replace a simple roll-call in the kindergarten class, with the sign-in notebook saved to demonstrate progress in name-writing across time.
First, go to Susan comments on theme-based learning and Barbara's comments on theme-based learning. As Caroline and Pati discussed in week 1, theme-based learning offers an excellent framework for supporting emergent literacy. A theme-based learning approach is the key to the activities we will describe below.
Next, review the handout "Print Rich Environment Checklist" to determine if your classrooms are print rich, and to get ideas for enhancing print opportunities for your students.
[Topic 4 Discussion | Topic 4 Overview | Topic 4 Case Examples | Topic 4 Resources]
[EC Workshop Home | EC Workshop Guide | EC Workshop Activity | EC Tour]
[ NCIP Home | Library | Videos | Tour | Spotlight | Workshops | Links ]
This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
ŠEducation Development Center, Inc.