Information for Child Care Providers
Literacy
learning through conversation
Alison Levitch, M.A., and Sara
Gable, Ph.D., University of Missouri Extension
Literacy learning is about much more than
reading and writing. Having opportunities for conversation helps
young children understand the connection between written letters and
sounds. Gathering children in small groups (four to five students)
creates a wonderful setting for encouraging conversation.
David Poveda, a university professor in Spain,
describes how teachers in Madrid use small groups to promote
children’s conversation skills. The teachers ask children specific
questions about their daily lives and the children, in turn, talk
and listen to each other. Through these informal discussions,
children learn about each other and develop conversational skills.
By adding a writing component, teachers can link written text with
children's spoken words and conversation.
Activities that promote literacy learning
through conversation
Things I like to do
Supplies
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For each child, create a simple booklet with
at least 10 pages. On the front page, write the child's name
followed by "Things I Like to Do"
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Pens, pencils and markers
Instructions
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Gather four or five children and tell them to
think about their favorite things to do.
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Have children take turns describing their
three favorite things to do. Encourage children to describe why
they like these activities.
-
Record each child's answers in his or her
booklet and include the date.
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Encourage children to ask questions and engage
in conversation.
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Show children the written text that
corresponds to the things they have described.
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Repeat this activity monthly and discuss the
similarities and differences between children's current and past
activities.
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Share the book with family members.
Places I like to go
Supplies
Instructions
-
Gather four or five children and tell them to
think about places they like to go.
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Have children take turns discussing a favorite
place to go. Encourage children to discuss why the places they
mention are favorites.
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Record children's answers on paper and include
the date.
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To illustrate the text, have children draw
pictures, ask parents for photos, or take photographs of the
children’s favorite places. This way, children can see the
connection between the written words and the pictures of their
favorite places.
My favorite people
Supplies
-
25 colorful felt figures (round felt head with
facial features drawn in, glued to a rectangular felt body)
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Small pieces of paper (with tape on the back)
to label felt figures
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Construction paper
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Pens or markers
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Felt board
Instructions
-
Gather four or five children and tell them to
think about their three favorite people.
-
Next, have children take turns picking out
felt figures to represent their favorite people. Encourage
children to tell the group about their favorite people and why
they are "favorites".
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Label the figures children select with names
(Grandpa) or other descriptors (lifeguard at pool).
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After discussion, allow children to tape the
labels onto another piece of paper and draw their own pictures of
their favorite people.
These activities provide children with the
opportunity to engage in conversation and to experience the
connection between the written words and what they have discussed.
Through discussions about activities, places and people, children
learn about one another's daily lives and develop closeness with
their peers. At the same time, they gain an appreciation for spoken
and written language.
Source Poveda, D. (2001). La Ronda in a
Spanish kindergarten classroom with a cross-cultural comparison to
sharing time in the U.S.A. Anthropology of Education Quarterly,
32(3), 301-325.
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