Capítulo 1. Influencia Social
1.2. Influencia, persuasión, manipulación y poder
Language and Literacy
Receptive and Expressive Language (Listening and Speaking) Receptive and Expressive Language (Listening and Speaking) Language is the basis or understand
Language is the basis or understanding and commuing and communicating in most aspects o lie. nicating in most aspects o lie. Te development o Te development o
language begins in inancy, and by the preschool years many children have vocabularies that include several language begins in inancy, and by the preschool years many children have vocabularies that include several thousand words and continue to
thousand words and continue to increasincrease at a e at a remarkable rate. remarkable rate. One o the best predictors o reading success isOne o the best predictors o reading success is the number o
the number o spoken words a preschooler knows and uses.spoken words a preschooler knows and uses.
Adults support learning when they:
Adults support learning when they:
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• Engage in Engage in conversaconversations with tions with children.children.
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• Model correct grammar, articulation, and vocabulary.Model correct grammar, articulation, and vocabulary.
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• Read daily rom a variety o literature genres.Read daily rom a variety o literature genres.
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• Reread avorite books or other literature.Reread avorite books or other literature.
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• Design learning activities that develop vocabulary.Design learning activities that develop vocabulary.
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• Utilize real objects or pictures when introducing or reinorcing new vocabulary.Utilize real objects or pictures when introducing or reinorcing new vocabulary.
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• Create a language-rich environment, including eye-level alphabet charts, reading centers, listeningCreate a language-rich environment, including eye-level alphabet charts, reading centers, listening centers, writing centers, dramatic play centers, and labels.
centers, writing centers, dramatic play centers, and labels.
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• Include literacy props, materials, and literature in learning centers.Include literacy props, materials, and literature in learning centers.
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• Strategically place and remove objects throughout the room that will instigate conversations amongStrategically place and remove objects throughout the room that will instigate conversations among children.
children.
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• Know children’s language levels, and group them in ways that will support language development.Know children’s language levels, and group them in ways that will support language development.
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• Model complex sentence structures that are just above the children’s level.Model complex sentence structures that are just above the children’s level.
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• Use a wide variety Use a wide variety o media and o media and presentation orms, incpresentation orms, including storytelling, pictures or drawings,luding storytelling, pictures or drawings, posters, appropriate multimedia presentations, drama, show and tell, signs, paintings, sculptures, posters, appropriate multimedia presentations, drama, show and tell, signs, paintings, sculptures, puppets, and hand signs.
puppets, and hand signs.
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• Sing a wide variety o Sing a wide variety o songs, including thosongs, including those that refect the cultural makeup o the group.se that refect the cultural makeup o the group.
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• Rephrase comments to improve children’s understanding.Rephrase comments to improve children’s understanding.
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• Wait or children to make requests.Wait or children to make requests.
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• Check or understanding by asking questions.Check or understanding by asking questions.
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• Give children opportunities to present, such as show and tell Give children opportunities to present, such as show and tell and sharing work.and sharing work.
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• Provide opportunities to memorize a variety Provide opportunities to memorize a variety o rhymes, including chants, poems, and nursery o rhymes, including chants, poems, and nursery rhymes.rhymes.
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• Participate in and encourage pretend play.Participate in and encourage pretend play.
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• Play with language by making up silly words, singing rhyming songs, and playing with children’s names.Play with language by making up silly words, singing rhyming songs, and playing with children’s names.
Adults support English language learners (ELLs) when they:
Adults support English language learners (ELLs) when they:
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• Recognize that a “silent period,” which may last several months, is typical or children who are initiallyRecognize that a “silent period,” which may last several months, is typical or children who are initially learning English.
learning English.
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• Limit length o speech Limit length o speech to essential words and concepts or children who are just beginning ELLs.to essential words and concepts or children who are just beginning ELLs.
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• Speak at a moderate rate.Speak at a moderate rate.
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• Oer translations or ELL children when possible.Oer translations or ELL children when possible.
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• Provide visual aids Provide visual aids that support language.that support language.
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• Accompany oral language with gestures and intonation that assist comprehension.Accompany oral language with gestures and intonation that assist comprehension.
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• Rephrase in English what children Rephrase in English what children have said in their have said in their home language, i possible.home language, i possible.
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• EncouragEncourage children to connect e children to connect their home language with newly their home language with newly learned words.learned words.
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• Provide reading and listening materials in the children’s rst language, i possible.Provide reading and listening materials in the children’s rst language, i possible.
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• Develop peer support Develop peer support within the group or assisting ELL within the group or assisting ELL children with translations or explanationschildren with translations or explanations when necessary.
when necessary.
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• Create daily opportunities or children to work collaboratively.Create daily opportunities or children to work collaboratively.
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• Allow more time or students to respond to Allow more time or students to respond to questions based on cultural norms.questions based on cultural norms.
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page 20 page 20 Concepts o Print
Concepts o Print
Understanding how printed words wor
Understanding how printed words work is a k is a critical reading and writing skill. critical reading and writing skill. Te understanding that printTe understanding that print carries meaning is the conn
carries meaning is the connection between the spoken and written woection between the spoken and written word. rd. Tis needs to be present beoreTis needs to be present beore children can read or write.
children can read or write. ChildrenChildren’s purposeul exposur’s purposeul exposure to various orms o print wile to various orms o print will build this essentiall build this essential understanding.
understanding.
Adults support learning when they:
Adults support learning when they:
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• Provide a variety o texts such as menus, books, magazines, charts, record sheets, recipes, telephoneProvide a variety o texts such as menus, books, magazines, charts, record sheets, recipes, telephone directorie
directories, journals, s, journals, theater programs, newspapers, maps, theater programs, newspapers, maps, instrucinstruction booklets, tion booklets, movie or movie or music labels,music labels,
ood and product labels (including those in
ood and product labels (including those in dierent languages), and stordierent languages), and store fiers.e fiers.
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• Display and reer to environmental print such as Display and reer to environmental print such as posters, signs, and logos.posters, signs, and logos.
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• Use big books or story time.Use big books or story time.
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• PoinPoint to words, modeling directionality and return sweep while t to words, modeling directionality and return sweep while reading texts (running a nger acrossreading texts (running a nger across the line and returning to the beginning o
the line and returning to the beginning o the next line).the next line).
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• Provide opportunities to look at books and other written materials independently.Provide opportunities to look at books and other written materials independently.
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• Provide opportuniProvide opportunities or independent emergent wties or independent emergent writing (such as writing that iriting (such as writing that is dictated by the s dictated by the child)child) and using writing tools to
and using writing tools to scribble, writing letterscribble, writing letter-like orms.-like orms.
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• Provide opportunitiProvide opportunities to es to use manipulatives such as use manipulatives such as magnetic letters, elt letters, sandpaper letters, andmagnetic letters, elt letters, sandpaper letters, and letter stamps.
letter stamps.
Phonological and
Phonological and Phonemic AwarenessPhonemic Awareness Research shows that phono
Research shows that phonological awareness begins with logical awareness begins with hearing and understanding dierent sound units inhearing and understanding dierent sound units in language such as words,
language such as words, syllablessyllables, , and rhymes, and rhymes, and expressive eatures such as and expressive eatures such as pitch, stress, pitch, stress, and rate. and rate. PhonemicPhonemic awareness is a strong predictor o success in beginning reading.
awareness is a strong predictor o success in beginning reading. Children need to hear and identiy individualChildren need to hear and identiy individual sounds (phonemes) within spoken words
sounds (phonemes) within spoken words (e.g., the word (e.g., the word “bed“bed” consists o ” consists o three individual sounds or three individual sounds or phonemes:phonemes:
b-e-d).
b-e-d).
Adults support learning when they:
Adults support learning when they:
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• each lessons that are explicit and delivered in a logical sequence.each lessons that are explicit and delivered in a logical sequence.
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• Read stories, sing songs, and recite poems that have rhyme and/or alliteration.Read stories, sing songs, and recite poems that have rhyme and/or alliteration.
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• Lead children in playing with Lead children in playing with language.language.
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• Provide activities that increase an awareness o Provide activities that increase an awareness o the rhythm o language, such as clapping the rhythms o the rhythm o language, such as clapping the rhythms o
children’s names or other amiliar words.
children’s names or other amiliar words.
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• Provide activities that increase childrenProvide activities that increase children’’s listening skills s listening skills or awareness o sor awareness o sound units in language spokenound units in language spoken around them.
around them.
Emergent Writing Emergent Writing Although childr
Although children develop wen develop writing abilities at dierent rates, they ollow similar developmental stages.riting abilities at dierent rates, they ollow similar developmental stages.
Children express their ideas and eelings symbolically beginning with drawings or squiggles which symbolize Children express their ideas and eelings symbolically beginning with drawings or squiggles which symbolize words.
words. Eventually, Eventually, these squigglthese squiggles begin to approximate es begin to approximate letter shapes. letter shapes. Later, Later, as children begin to learn aboutas children begin to learn about letters, random letters will beg
letters, random letters will begin to appear in their writing. in to appear in their writing. Finally, Finally, letters willetters will be used purposeull be used purposeullyly, ater the, ater the child has developed an association between letters and their sounds.
child has developed an association between letters and their sounds.
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Adults support learning when they:
Adults support learning when they:
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• Supply a variety o writing tools, including thick and thin pencils, crayons, markers, white boards, paintSupply a variety o writing tools, including thick and thin pencils, crayons, markers, white boards, paint brushes, and Magna Doodles.
brushes, and Magna Doodles.
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• Supply a variety o Supply a variety o paperpaper, such as colored paper and paper , such as colored paper and paper o dierent thicknesses and textures.o dierent thicknesses and textures.
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• Model proper writing in many ways (e.g., writing children’s dictation, writing questions that could beModel proper writing in many ways (e.g., writing children’s dictation, writing questions that could be asked o a
asked o a visitorvisitor, or making a list , or making a list or a ood experience).or a ood experience).
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• Conduct interactivConduct interactive writing experiences e writing experiences where children explore the nature o words beore writing.where children explore the nature o words beore writing.
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• Provide genuine writing opportunities that are connected to learning activities (e.g., sign-in sheet orProvide genuine writing opportunities that are connected to learning activities (e.g., sign-in sheet or activity center, attendance roster, and daily graph).
activity center, attendance roster, and daily graph).
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• Explain and demonstrate purposeul writing, such as writing a Explain and demonstrate purposeul writing, such as writing a thank you note to a parent or thank you note to a parent or child.child.
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• Encourage children’s writing approximations (e.g., squiggles, drawings, letter approximations).Encourage children’s writing approximations (e.g., squiggles, drawings, letter approximations).
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• Provide writing opportunities in all learning centers.Provide writing opportunities in all learning centers.
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• Immerse the children in written lImmerse the children in written language (e.g., labanguage (e.g., labels on els on supplies and toys, environmensupplies and toys, environmental print intal print in writing center, children’s names displayed next to their work, interactive collection o words that writing center, children’s names displayed next to their work, interactive collection o words that children can use posted on a wall).
children can use posted on a wall).
Language and Literacy Guidelines Language and Literacy Guidelines Guideline I:
Guideline I: The child develops an underThe child develops an understanding o language or the purpose o eectivelstanding o language or the purpose o eectivelyy communicating through listening and viewing.
communicating through listening and viewing.
Objective 1:
Objective 1:
Listens attentively and Listens attentively and
comprehends a variety o oral comprehends a variety o oral language orms.
• Play games such as “Simon Says” and “Mother May I?” which allowPlay games such as “Simon Says” and “Mother May I?” which allow children to respond nonverbally.
children to respond nonverbally.
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• Provide a listening center with a Provide a listening center with a variety o stories, songs, and books,variety o stories, songs, and books, including some rom dierent cultures.
including some rom dierent cultures.
b.
b. Listens or diListens or dierent purposes.erent purposes. •• Have children listen and signal when they hear a specic word orHave children listen and signal when they hear a specic word or sound in a story or song.
sound in a story or song.
•
• Provide opportunitiProvide opportunities or es or children to listen children to listen or enjoyment, learning,or enjoyment, learning, and instructions.
and instructions.
c.
c. Responds appropriately Responds appropriately toto questions.
questions.
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• EncouragEncourage interaction by e interaction by asking questions during asking questions during read-alouread-alouds,ds, presentations, news items, and show and tell.
presentations, news items, and show and tell.
•
• Allow think time (three or more seconds) between asking aAllow think time (three or more seconds) between asking a question and accepting responses.
question and accepting responses.
d. Connects inormation d. Connects inormation
and events with real-lie and events with real-lie experiences.
experiences.
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• Ask open-ended Ask open-ended questions that connect activities, stories, orquestions that connect activities, stories, or situations to past experiences (e.g., “Who do you know that has an situations to past experiences (e.g., “Who do you know that has an animal like the one in the story?”).
animal like the one in the story?”).
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• Read a wide Read a wide variety o variety o inormatiinormational (nonction) texts.onal (nonction) texts.
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page 22 page 22 Objective 2:
Objective 2:
Develops language through Develops language through viewing a wide variety o
viewing a wide variety o
presentation orms.
presentation orms.
Possible Strategies Possible Strategies
a.
a. Describes Describes details odetails orr
descriptions o what has been descriptions o what has been seen.
seen.
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• Employ a wide variety o Employ a wide variety o presentation orms, supresentation orms, such as reading picturech as reading picture books, plays, posters, charts, and multimedia images.
books, plays, posters, charts, and multimedia images.
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• Provide conveniently located books and props so that children areProvide conveniently located books and props so that children are able to retell a story independently.
able to retell a story independently.
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• Help children describe events in Help children describe events in daily activities (e.g., what they sawdaily activities (e.g., what they saw on a nature walk).
on a nature walk).
b.
b. Predicts outcomes Predicts outcomes usingusing pictures or other visuals.
pictures or other visuals.
•
• EncouraEncourage children to read wordless books using ge children to read wordless books using the pictures asthe pictures as prompts.
prompts.
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• Read texts interactively, asking children to predict what will happenRead texts interactively, asking children to predict what will happen next.
next.
c.
c. Connects whaConnects what is seen witt is seen withh real-lie experiences and events.
real-lie experiences and events.
•
• Ask open-ended Ask open-ended questions that connect activities, stories, orquestions that connect activities, stories, or situatio
situations to ns to past experiences (e.g., past experiences (e.g., “Does “Does this remind you o this remind you o
anything you’ve done beore?”).
anything you’ve done beore?”).
•
• Share own insights and experiences with Share own insights and experiences with children.children.
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Guideline II:
Guideline II: The child develops an underThe child develops an understanding o language or the purpose o eectivelstanding o language or the purpose o eectivelyy communicating through speaking.
communicating through speaking.
English language learners (ELLs
English language learners (ELLs) move from silent ) move from silent periods to usperiods to using single words for concrete objects, anding single words for concrete objects, and from short phrases to using simple or complex sentences in all
from short phrases to using simple or complex sentences in all areas of expressive language.areas of expressive language.
ELLs may respond inconsistently as they attempt to
ELLs may respond inconsistently as they attempt to follow the lead of other chfollow the lead of other children when they do notildren when they do not understand what is h
understand what is happening.appening.
Objective 1:
a. Uses language to Uses language to play or create.play or create. •• Ensure that children have uninterrupted time to explore and buildEnsure that children have uninterrupted time to explore and build with interesting and engaging materials and play in
with interesting and engaging materials and play in the dramaticthe dramatic play area.
play area.
•
• Engage children in conversation by scripting or planning out playEngage children in conversation by scripting or planning out play (e.g., “Are you the worker in the grocery store? Who can I be? What (e.g., “Are you the worker in the grocery store? Who can I be? What do I do? What do I say?”).
do I do? What do I say?”).
•
• Play with and alongside children to spark creativity and engage Play with and alongside children to spark creativity and engage lessless interested children.
interested children.
•
• Allow children to play using Allow children to play using their home language to validate theirtheir home language to validate their culture and language.
culture and language.
b.
b. Speaks in Speaks in simple sentences o simple sentences o
varying length.
varying length.
•
• Provide puppets and props or children to act Provide puppets and props or children to act out scenarios and useout scenarios and use language in pretend play.
language in pretend play.
•
• Use literature, songs, and chants with repetitive phrases that areUse literature, songs, and chants with repetitive phrases that are incorpora
incorporated into daily ted into daily language use.language use.
•
• Correctly rephrase children’s grammatically incorrect statementsCorrectly rephrase children’s grammatically incorrect statements without negative connotation.
without negative connotation.
•
• Help children extend sentences by saying “tell me more.”Help children extend sentences by saying “tell me more.”
c.
c. Speaks clearly enough Speaks clearly enough to beto be understood by adults.
understood by adults.
•
• Initiate conversations with children.Initiate conversations with children.
•
• Listen and Listen and respond to child-initiated conversations.respond to child-initiated conversations.
d.
d. Participates Participates in in conversationsconversations.. •• Occasionally join in on play, interacting verbally with children.Occasionally join in on play, interacting verbally with children.
d. Participates Participates in in conversationsconversations.. •• Occasionally join in on play, interacting verbally with children.Occasionally join in on play, interacting verbally with children.