Mother Goose Time Tool Hands-On Letters Click to Enlarge Focus Skill L3.5 Phonics

Theory/Supportive Research Conscious awareness of the sounds in language is learned. (Liberman et al. 1974). Source Liberman, I.Y., D. Shankweiler, F.W. Fischer, & B. Carter. 1974. Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-12. Impact on Curriculum Children trace the cutout letter with their finger. Feel the edges and practice the letter name and sound. This interactive tool invites children to play hide-and-seek with the letter and find matching letters printed in books, on signs and throughout the classroom.

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Mother Goose Time Tool My Little Journals Click to Enlarge Focus Skill L4.2 Writing for a purpose

Theory/Supportive Research Children’s early writing begins with the realization that oral language can be written down (Strickland, 121). Writing even in the scribble stage provides a valuable foundation for literacy growth. Scribbles and drawing demonstrate a child’s understanding that marks on a paper communicate ideas (IRA, 24). Source Strickland, Dorothy S. & Morrow, Lesley Mandel (Eds). (2000). Beginning Reading and Writing. New York: Teachers College Press. International Reading Association and the National Council of Teachers of English. (1996). Standards for the English Language Arts. Retrieved Aug.21, 2008, from www.ncte.org/about/over/standards. Impact on Curriculum This multi-page journal is used all month as children write, draw, scribble or collage ideas related to the letters, number, colors and shapes they are learning.

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Mother Goose Time Tool Class Book Click to Enlarge Focus Skill L4.3 Shares ideas through writing

Theory/Supportive Research Through dictation children understand that oral language can be written down (Strickland, 121). As children begin to differentiate between drawing and writing, they first surround their pictures with letter-like marks. Slowly, they notice that writing is linear (Owocki, 15). Source Owocki, Gretchen. (2001). Make Way for Literacy! Teaching the Way Young Children Learn. Washington D.C.: National Association for the Education of Young Children. Impact on Curriculum Children express their ideas by drawing and dictating thoughts on a piece of paper, which will be combined with their classmates’ pages to make a single book.

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Mother Goose Time Tool Participation Stories Click to Enlarge Focus Skill L1.1 Listening skills L1.3 Auditory discrimination E2.4 Approaches learning with joy

Theory/Supportive Research Listening is the first language mode that children acquire. It provides a foundation for all aspects of language and cognitive development, and it plays a life-long roll in the processes of learning and communication essential to productive participation in life (Hyslop & Tone, 1988). Children learn many new words from listening to stories (Elley 1989, Adams, 1990, Robbins & Ehri 1994). Similarly, sensitivity to the individual sounds of language, which develops as children hear and recite nursery rhymes and sing songs, aids in learning to read and write because it helps children become aware of the unit of sound represented by alphabet letters. (Schickendanz, 2001). To be prepared for school, children also must be excited and curious about learning and confident that they can succeed (motivational qualities) (Boyd, et al, 2005). Source Hyslop, Nancy B. & Bruce Tone. 1988. Listening: Are We Teaching It, and If So, How? Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. Schickedanz, J., A. 2001. Much more than the ABC’s: Early stages of reading and writing. Washington, DC: National Association for the Education of Young Children. Boyd, J., Barnett, W.S., Bodrova, E., Leong, D.J., & Gomby, D. 2005. Promoting children’s social and emotional development through preschool. NIEER Policy Report. National Institute for Early Education Research. Retrieved on July 6, 2010, from: http://nieer.org/resources/policyreports/report7.pdf The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) Impact on Curriculum Children practice active listening skills and participate by pointing to or holding up picture cards that correlate to the key words for which they are listening. Other stories may have children make sounds or actions when they hear key words or sounds.

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Mother Goose Time Tool Discover Cutting Click to Enlarge Focus Skill P2.1 Small muscle control

Theory/Supportive Research Movement of the fingers in actions such as cutting stimulates the brain and enhances cognitive abilities (Schiller, 116). Source Schiller, Pam (1999). Start Smart! Building Brain Power in the Early Years. Beltsville, Maryland: Gryphon House. Impact on Curriculum Children build fine motor control needed for holding pencils and writing. As children practice cutting skills, they use their cut-outs to collage and create a scene..

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Mother Goose Time Tool Book of the Month Click to Enlarge Focus Skill L1.4 Listening comprehension L3.3 Awareness of Print

Theory/Supportive Research Reading aloud to children builds critical skills in phonemic awareness and language abilities. From reading a range of texts together, children enjoy the learning process and begin using reading and writing to express their ideas and needs (IRA, 14). Source International Reading Association and the National Council of Teachers of English. (1996). Standards for the English Language Arts. Retrieved Aug. 21, 2008, from www.ncte.org/about/over/standards. Impact on Curriculum Children learn about concepts of print and listen to stories. The children participate in book discussions and comprehension questions. They discover a joy for reading and begin to independently look at books.

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Mother Goose Time Tool American Sign Language Cards Click to Enlarge Focus Skill L2.4 Uses different forms of communication

Theory/Supportive Research When children learn English and ASL together they process language on both sides of their brain. They process verbal sounds on the left side of the brain and ASL signs on the right side. This allows children two places from which to recall language (Berg, 4). Source Berg, Laura. (2008). The Benefits of Using American Sign Language with Preschoolers. Retrieved Aug. 11, 2008, from www.babies-and-sign-language.com/baby-sign-language-preschoolers.html Impact on Curriculum Children learn simple signs to communicate throughout the day.

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Mother Goose Time Tool Folder Game Click to Enlarge Focus Skill L2.6 Explores and explains concepts

Theory/Supportive Research Development of appropriate social behavior such as taking turns and sharing evolve from playing games. The use of dice, tokens and game boards with a path help children make concrete connections to the meaning of numerical concepts (Linn and Poussaint, 2008). Source Linn, Susan, Ed.D., Alvin Poussaint, M.D. (2008). Puzzles and Games for Preschoolers. Retrieved January 16, 2009, from http://fun.familyeducation.com/early-learning/games/34965.html. Impact on Curriculum Children practice taking turns, following directions and independent problem-solving while playing a variety of word and letter folder games.

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Mother Goose Time Tool Theme Poster Click to Enlarge Focus Skill L2.5 participates in discussions

Theory/Supportive Research Children exposed to oral language experiences that focus on gestural expression, verbal expression, vocabulary development, building background knowledge, and listening to others, build verbal skills (Morrow, 23). Source Morrow, Leslie Mandel (2007). Developing Literacy in Preschool. New York, NY: Guildford Press Impact on Curriculum Children point and tell what they see on the poster. They make up stories, discuss actions of animals and count objects.

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Mother Goose Time Tool Rebus Reader Click to Enlarge Focus Skill L3.3 Awareness of Print

Theory/Supportive Research Young children use pictorial representations of words or phrases, such as those represented in rebuses, for support in taking the first steps in reading by oneself (Schiller, 60). Source Schiller, Pam (2001). Creating Readers: over 1000 activities, tongue twisters, fingerplays, games, songs, poems and stories. Beltsville, Maryland: Gryphon House. Impact on Curriculum Children read along and say words with the identified picture symbols. Children build awareness that printed pictures and words represent concepts.

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Mother Goose Time Tool Sight Word Circles Click to Enlarge Focus Skill L3.6 Sight word

Theory/Supportive Research Learning to recognize high-frequency words by sight is critical to developing fluency in reading. Recognizing these words gives students a basic context for figuring out other words (Rog, 96). Source Rog, Lori. (2003). Guided Reading Basics. Markham, Ontario: Pembroke Publishers. Impact on Curriculum Children learn to recognize and read basic sight words by manipulating the word circle cards. Children hunt for these common words in the Rebus Reader, I Can Read Book, and other storybooks.

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Mother Goose Time Tool Story Sequence Cards Click to Enlarge Focus Skill L2.1 Oral communication

Theory/Supportive Research Sequencing is an important pre-reading skill that helps children make sense of words and sounds. Children benefit from exposure to story sequences, word sequences (often found in songs) or sound sequences of letters (Silberg, 104). Source Silberg, Jackie. (2005). Reading Games for Young Children. Maryland: Gryphon House, Inc. Impact on Curriculum Children use a set of three picture cards to retell a story in sequential order. They use their creativity to practice new vocabulary in their storytelling.

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Mother Goose Time Tool I Can Read Book Click to Enlarge Focus Skill L3.1 Shows interest in reading

Theory/Supportive Research Instructional activities designed to help children focus on print, attend to sounds, and match sounds to letters should frequently take place in meaningful and functional contexts to build literacy and fluency (McGee & Richgels, 104). Source McGee, Lea M. & Richgels, Donald J. (2003). Designing Early Literacy Programs. New York, NY: The Guildford Press Impact on Curriculum Children build literacy skills with their very own “I Can Read Book.” They use picture clues to read the simple words and practice seeing letters in print. I Can Read Books reinforce basic sight words.

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Mother Goose Time Tool Language Immersion Set Click to Enlarge Focus Skill L2.3 Acquires new words

Theory/Supportive Research Children from birth to age 6 benefit from learning 50 words of a second language. This allows the brain to assign neurons to the sounds of the language (Schiller, 109). Preschoolers exposed to a non-native language learn best when language-learning activities are immersed within a range of tactile, kinesthetic, auditory and visual experiences (Reynolds, 40). Source Schiller, Pam. (1999). Start Smart! Building Brain Power in the Early Years. Beltsville, Maryland: Gryphon House. Reynolds, Kate E. (1995). Sign Language and hearing preschoolers: An Ideal Match. Retrieved Sept. 4, 2008, from http://findarticles.com/p/articles/mi_qa3614/is_/ai_n8709962?tag=artBody Impact on Curriculum Children learn 40 new thematic words annually in English and Spanish through repetition and strategic integration of words throughout various games and activities. Each word is coded so that teachers can replace English words with Spanish during music, story-telling and games.

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Mother Goose Time Tool Letter Sets Click to Enlarge Focus Skill L3.5 Phonics

Theory/Supportive Research Phonemic awareness and letter knowledge are highly correlated with later reading accuracy and fluency (Brand,133). Source Brand, Susan Trostle (2006). Facilitating Emergent Literacy Skills: A Literature-Based, Multiple Intelligence Approach. Journal of Research in Childhood Education. 21, 133-148. Impact on Curriculum Children build letter recognition and letter-sound connections by playing with the letter cards, letter pointers and picture tags.

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Mother Goose Time Tool Alphabet Strips Click to Enlarge Focus Skill L3.5 Phonics

Theory/Supportive Research Phonemic awareness and letter knowledge are highly correlated with later reading accuracy and fluency (Brand,133). Source Brand, Susan Trostle (2006). Facilitating Emergent Literacy Skills: A Literature-Based, Multiple Intelligence Approach. Journal of Research in Childhood Education. 21, 133-148. Impact on Curriculum Hang this Alphabet poster stip on your wall at child’s eye-level. Invite children to find and point to the letters of the month. This display allows children to visualize the entire alphabet and see where the letters and letter sounds they learn fit within the greater context of the alphabet.

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Mother Goose Time Tool Rhyme Time Poster Click to Enlarge Focus Skill L3.4 Phonemic Awareness

Theory/Supportive Research Recent research studies indicate that phonemic awareness and letter knowledge are highly correlated with later reading accuracy and fluency. (Brand, 133) Source Brand, Susan Trostle. (2006). Facilitating Emergent Literacy Skills: A Literature- Based, Multiple Intelligence Approach. Journal of Research in Childhood Education. 21, 133-148. Impact on Curriculum Children build phonemic awareness by hearing and reciting familiar rhymes. Creative activities printed in the Lesson Plan Book and at the bottom of each poster encourage children to play with sounds and role-play the rhyme.

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Mother Goose Time Tool Daily Topic Posters Click to Enlarge Focus Skill L2.2 Uses conversational speech

Theory/Supportive Research Children exposed to oral language experiences that focus on gestural expression, verbal expression, vocabulary development, building background knowledge, and listening to others, build verbal skills (Morrow, 23). Source Morrow, Leslie Mandel (2007). Developing Literacy in Preschool. New York, NY: Guildford Press Impact on Curriculum Children begin each day by discussing and exploring their ideas about a given topic. The topic is represented by a Daily Topic Poster found inside each day bag within your curriculum kit. These posters can be used in many different ways during Circle Time. Save all 20 topics from a given month, hole punch and tie together to make your very own theme picture book.

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Mother Goose Time Tool Discover Color Click to Enlarge Focus Skill C1.1 Colors

Theory/Supportive Research Source Impact on Curriculum Children make a collage or open-ended painting/ coloring project to reinforce the color of the month. Children play with the color, which helps them build a personal connection to the color within their environment.

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Mother Goose Time Tool Postcard Click to Enlarge Focus Skill L4.1 Shows interest in writing

Theory/Supportive Research Through dictation children understand that oral language can be written down (Strickland, 121). As children begin to differentiate between drawing and writing, they first surround their pictures with letter-like marks. Slowly, they notice that writing is linear (Owocki, 15). Source Owocki, Gretchen. (2001). Make Way for Literacy! Teaching the Way Young Children Learn. Washington D.C.: National Association for the Education of Young Children. Impact on Curriculum Children finish a drawing as desired on the front of the postcard. This open-ended drawing allows children to express their learning and ideas on a topic. On the back of the postcard, children can scribble or use inventive spelling to write about their day or learning experiences. This postcard can be addressed and mailed to the child’s family.

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Mother Goose Time Tool Practice Pal Click to Enlarge Focus Skill L4.1 Shows interest in writing

Theory/Supportive Research Children’s early writing begins with the realization that oral language can be written down (Strickland, 121). Writing even in the scribble stage provides a valuable foundation for literacy growth. Scribbles and drawing demonstrate a child’s understanding that marks on a paper communicate ideas (IRA, 24). Source Strickland, Dorothy S. & Morrow, Lesley Mandel (Eds). (2000). Beginning Reading and Writing. New York: Teachers College Press. International Reading Association and the National Council of Teachers of English. (1996). Standards for the English Language Arts. Retrieved Aug.21, 2008, from www.ncte.org/about/over/standards. Impact on Curriculum Children practice basic pencil strokes, which serve as the foundation to future writing skills. Such fine motor practice helps children have the small muscle control needed to form letters and numbers.

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Mother Goose Time Tool Word Family Cards Click to Enlarge Focus Skill L3.5 Phonics

Theory/Supportive Research Source Impact on Curriculum Children use the Word Family cards to visually experience how multiple sounds make up a single word. Children cut apart a picture of cat while at the same time see how to cut apart the letters such as “c” and “at.” Children experiment by adding new letters to the front of ‘at’ to make words such as “hat, bat, sat.”

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