The Partners for Literacy (PfL) Early Childhood Component is designed to assure children enter school with the skills necessary to be successful academically and socially. The Curriculum is based on the philosophy that all domains of child development need to be addressed in an early childhood program. PfL has a developmentally appropriate emphasis on early literacy and oral language skills integrated with an emphasis on children’s social and emotional development. Early literacy skills include those identified through research as critical for reading success in school.
The Partners for Literacy Curriculum strategies and materials are appropriate for children across a wide range of developmental levels, including children with developmental delays and children who have advanced literacy and language skills. The Curriculum is also appropriate for children who are English language learners.
Curriculum Goals
- oral language and vocabulary
- concepts of print
- phonological awareness
- alphabet knowledge
- comprehension
- early writing
- early numeracy
- content knowledge
- social/emotional development
- problem solving
Instructional Strategies for Early Childhood Education
Instructional strategies are an important part of the PfL Curriculum. Each strategy provides teachers guidance necessary to support children’s early learning and development. These strategies include:- Interactive Book Reading
- 3N Strategy
- Extended Teaching
- Problem Solving
- Curriculum-embedded Assessments
Interactive Book Reading
Interactive Book Reading uses specific procedures that facilitate an instructional conversation with a child while reading. Interactive Book Reading takes place at least once a day with each child, either individually or in pairs, in addition to large or small group reading. This teaching format provides each child opportunities to engage in a responsive conversation with a teacher. Three key strategies are used for Interactive Book Reading:
- 3S Strategy
- Wh Questions
- Expanded Book Reading
The 3S Strategy- See, Show, Say - is used during Interactive Book Reading. See, Show, and Say refer to different levels of response required of a child during any Interactive Book Reading session. A child is first asked to “see” or look at a specific feature of the book, such as the bear in Brown Bear, Brown Bear. If the child follows this direction, the teacher can then ask the child to “show” an object or word on the page. If the child can follow this direction, the teacher can then ask the child to “say” a word or answer a question. In this way, the teacher is calling for multiple responses from the child, encouraging attending behavior and building on the child’s individual abilities.
Wh Questions- Who, What, When, Where, Why - are used when a child reaches the "say" level of the 3S Strategy. Wh Questions help teachers gauge a child’s level of comprehension. They also help to encourage an ongoing conversation between teacher and child.
Expanded Book Reading Strategies are used to increase motivation to read and promote comprehension. When using Expanded Book Reading, teachers can:
- ask the child to predict what the book might be about
- provide an overview of the book
- talk about the characters, events, and setting
- help the child connect the story to his or her life
- use props such as puppets to help bring meaning to the story
- provide art, music, math, or science activities that relate to the book
- ask the child to retell the story
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