Training Modules Children and Youth Module 2 Early Literacy Domains and The Five Practices
Training Modules Children and Youth Module 2 Early Literacy Domains and The Five Practices
So what are these Early Literacy Domains?
Early Literacy Domains (also known as Early Literacy Skills) are what we need to know about reading and writing before we can actually read or write – they involve language-both verbal and non-verbal, conversation, stories, oral and written, books and print. (For example children know how to turn pages of a book before they can read, they know the meaning of words before they can read them) Storytimes are one of the ways we can help children develop these skills in a fun and enjoyable way. It is also a way of sharing information with parents and caregivers so they can continue to support their children’s early literacy skills at home.
For more information go to Early Language and Literacy Framework in NSW Public Libraries: Framework for developing and evaluating early literacy sessions.
https://www.sl.nsw.gov.au/public-library-services/services/early-language-and-literacy-nsw-public-libraries
Resources can also be found at
“We strengthen our storytimes when we are able to understand connections between the activities we are doing and helping children later learn to read, developing their early literacy skills. We are also able to share these connections with parents and caregivers in our storytimes and in the community. Reaching parents and caregivers with early literacy information is one of our storytime goals.” p77 Ghoting, Saroj Storytime Manual for East Albemarle (NC) Regional Library System. 2020.
By sharing the importance of these activities with parents and caregivers we help them to continue these activities with their children at home.
(1) Phonological awareness
(2) Alphabet & letter knowledge
(3) Concepts of print
(4) Oral language and vocabulary
(5) Background knowledge
(6) Print motivation.
Phonological awareness-the ability to distinguish different sound patterns and break speech into sound units of different sizes.
Alphabet and Letter Knowledge -knowing the names of the letters of the alphabet and their sounds.
Concepts of print -understanding how books and print function and their conventions and the ability to distinguish print from images and that they both construct meaning.
Oral language and vocabulary -knowledge of words and ability to use them and other features of oral language to communicate effectively in different situations.
Background knowledge -knowledge of the physical, biological and social world and human experience in it.
Print motivation -the willingness to engage in literacy practices that involve print such as reading and writing.
The Five practices
Research shows us that babies and young children learn through talking, through songs and rhymes, through stories and through dramatic play. Reading, singing, playing, talking and writing; these are called the five practices and we do these in our programs.
|
Practice |
Actions |
Literacy Domains |
|
Sing |
Slows down language, hear smaller sound in words, syllables are more defined, include unfamiliar and interesting words. |
Supports phonological awareness Oral language and vocabulary |
|
Read |
Positive experiences with books, different words than daily conversation, includes new information and concepts, recognise and point to words, use terms such as ‘cover’, ‘page’, talk about title, author and illustrator, point out letters in words |
Supports print motivation, Oral language and vocabulary, Background knowledge Concepts of print Letter awareness Print motivation |
|
Write |
Children scribble/draw and say what it means-connects markings to meaning |
Supports concepts of print Letter knowledge Print motivation |
|
Talk |
Children learn language through hearing people talk. Building vocabulary through adding new words and information to conversations. Listen allowing child to think, copy and babble. Talk about signs and logos, books, their name. |
Supports oral language and vocabulary Background knowledge Letter knowledge |
|
Play |
Dramatic play retelling and action stories. Using puppets and feltboards or props to tell stories |
Supports background knowledge Print motivation |
You can learn more about this in Storytimes for Everyone! Developing Young Children’s Language and Literacy by Saroj Ghoting and Pamela Martin-Diaz ALA 2013
Available in our collection b/c 32232013017562
This will take you to Module 3
Click on Do this to access the answerable questions
Do this
Pick one of the Early Literacy Domains.
Write down some ways in which we support this in our programs For example:
Background knowledge: Talking about the content of a book before reading it. Setting a theme for storytime. Asking questions about a book after reading it, relating it to their lives. Giving definitions to words in context (Also supports vocabulary development)
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