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Milestones
Preschoolers that are 3-4 years of age typically should be
able to complete the following language milestones:
continued
From Dickensons research, scientists claim the following:
Picture books are essential for young children. They provide vocabulary, structure, meaning of print, story
sequences, can keep attention and are typically pleasurable. This article states how Preschoolers need food,
shelter, love; they also need the nourishment of books.
Reading frequently is important to literacy development, but also the manner in which we read is equally as
crucial. In Dialogic Reading, the following seeps are taken:
Expands the child's response by rephrasing and adding information to it, and
Repeats the prompt to make sure the child has learned from the expansion.
Completion prompts
Recall prompts
Open-ended prompts
Wh- prompts
of Picture Books
One of the first picture books to come into print was
Beatrix Potters The Tale of Peter Rabbit (1902). Picture
books contain two important elements that help readers
process information: text and images. Gill explains how a
significant aspect of enjoying picture books is discovering
how the illustrations and text work together. Some tips
both teachers and parents can implement while reading
picture books with young children are to point to
illustrations, commenting on details about the text or
pictures, see if the children can predict what may happen,
and use a variety of texts to broaden students experience.
Some discussions that you can facilitate with the readers
are how the words and pictures work together (or against)
one another, analyzing the illustrations, how color is a
factor, as well as how the print is laid out, and the medium
the illustrator uses.
Gill, S.R. (2015). Learning the language of
picture books. NAEYC Young Children. Vol 2, no 3.
What makes a picture
book quality?
1. Style and Language
2. Character
3.Plot
4.Pacing
5. Setting
6. Tension
Tunnell,M., Jacobs,J., Young,T., Bryan,G. (2016).
Childrens literature, briefly. Boston, MA: Pearson.
Qualities
7. Mood
8. Tone
9. Point of View
10. Theme
11. Accuracy
12. Illustrations
books
This text also outlines different types of picture books, however, sing along books are
not included.
ABC Books
Counting
Concept/Informational Books
Participation Books
Wordless
Predictable
Engineered Books
Poetry
Tunnell,M., Jacobs,J.,
Young,T., Bryan,G. (2016).
Childrens literature, briefly.
Boston, MA: Pearson.
Elements of a Song
MELODY
Pitch, notes, phrase, contour, interval
HARMONY
chords
KEY
Notes within the same scale, major/minor
METRE
Pulse of the song (4/4 time), accenting certain beats
RHYTHM
How time is applied to music
DSLM
DSLM is Development of Speech and Language
training through music.
-Hayoung Lim
Lim, H. (2011). Developmental speech-language training through music for children with
autism spectrum disorders: theory and clinical application. London: Jessica Kingsley
Publishers.
Songs in the Heads
Music and its Means in Childrens Lives
In the section Some music helps the stories along in this text,
the author describes how music adds emotion and an
additional element to visuals. They suggest experimenting
with turning off the sound from famous movies, like Lion
King. The author also states how storybooks can be the
launch to childrens imaginative musical play. Children are
much more active than passive in nature. What better way
to engage students and enrich their literacy development by
tying in musicality?
Campbell, P.S. (2010). Songs in their heads: music and its meaning in
childrens lives. New York, NY: Oxford University Press.
Singing and Songwriting
Activities
Meta analysis of arts education research studies suggest that
music activities in particular are strongly associated with
nonmusical curricular outcomes.
activities
Background Knowledge- choosing songs that involve
content knowledge, rewriting songs to make applicable to
content concepts
Along Book
Keeping in mind the elements of song writing and early literature
writing, a good song book will include:
Repetition
Characters
Precise vocabulary
Rhythm
Figurative language
Meter
Dickenson, D., McCabe, A., Anstasopoulos, L., Peisner-Feinber, E.S. (2003). The comprehensive language
approach to early literacy: the interrelationships among vocabulary, phonological sensitivity, and print
knowledge among preschool aged children. Journal of educational psychology. American Psychological
Association. DOI: 10.1037/0022-0663.95.3.465. Retrieved from:
https://cpin.us/sites/default/files/fcab_resources/fcab_res_langlit/fcab_ll_bg/language_approach_to_early
_literacy.pdf
Gill, S.R. (2015). Learning the language of picture books. NAEYC Young Children, 2 (3).
Lim, H. (2011). Developmental speech-language training through music for children with autism spectrum
disorders: theory and clinical application. London: Jessica Kingsley Publishers.