Re: 2nd attempt for Randolph Congrats Randolph


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UofL Family and Geriatric Medicine

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----kA;wtjz;enf N urturing E arly L earners A Curriculum for Kindergartens in Singapore 4 Volume Copyright © 2013, Ministry of Education Republic of Singapore All rights reserved. This publication shall not be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright owner. All information contained herein is correct at the time of printing. ISBN: 978-981-07-8551-2 Designed by LOUD! Productions Pte Ltd Table of Contents Introduction ......................................................................................................... 04 Chapter 1: Language and Literacy in the Early Years ....................................... 05 Listening and speaking ................................................................................. 06 Reading ......................................................................................................... 07 Writing ............................................................................................................ 11 Chapter 2: Learning Goals for Language and Literacy ..................................... 17 Lear ning goal 1 ............................................................................................. 18 Lear ning goal 2 ............................................................................................. 20 Lear ning goal 3 ............................................................................................. 22 Lear ning goal 4 ............................................................................................. 27 Chapter 3: Strategies for Language and Literacy .............................................. 31 Modelling ...................................................................................................... 32 Reading aloud .............................................................................................. 34 T eaching target vocabulary ........................................................................ 38 Using songs, r hymes and finger plays .......................................................... 39 Using functional r ole play ............................................................................. 41 Using language games ................................................................................ 42 Shar ed writing ............................................................................................... 43 Chapter 4: Organising the Learning Environment .............................................. 47 Cr eating a print-rich environment ............................................................... 48 Setting up lear ning centres to support language and literacy ................. 51 Chapter 5: Observation and Assessment ........................................................... 59 Observing and documenting childr en's learning ...................................... 60 Examples of how observations ar e documented ....................................... 64 Bibliography ......................................................................................................... 69 Copyright © 2013, Ministry of Education, Singapore 4 Introduction Children begin learning language, learning about language, and learning through language from the time they are born (Halliday, 1969). They learn how language is used as they listen to adults talking and reading to them and as they interact with others and play with their friends. Children learn what written language looks like when they encounter signs, labels, posters, books and images on television. They begin learning about reading and writing as they observe others making lists, writing notes and reading newspapers in their daily lives. With these experiences, children develop literate behaviours even before they can read and write conventionally. They hold a book and turn the pages as if they were reading. They use the pictures and other clues in the book to tell the story as they 'read' the book. They draw a picture and make marks on the paper as if writing a story, and tell the story from their scribbles. When children are provided with opportunities to interact with adults and peers as well as engage in meaningful literacy activities with purposeful instruction, they develop listening, speaking, reading and writing skills that enable them to be effective communicators. While Language and Literacy encompasses the teaching and learning of English and the Mother Tongue Languages, this volume addresses the development of children in the English Language. https://www.moe.gov.sg/docs/default-source/document/education/preschool/files/nel-edu-guide-language-literacy

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