Literacy All the Livelong Day: A Picture Portfolio of Kindergarten Teaching and Learning Author(s): Shelly Hudson Bowden Source: Language Arts, Vol. 82, No. 4, Literacy Learning and the Young Child (March 2005), pp. 278-285 Published by: National Council of Teachers of English Stable URL: http://www.jstor.org/stable/41483488 . Accessed: 20/05/2013 08:48 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp

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Literacy A

Picture

Teaching

All

the

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Portfolio

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Day:

Livelong

Kindergarten

Learning

Teachers can infuse the classroom experiences

teacherfor14 As a kindergarten years,I oftenheardmypeerscomplainthattheyneverhad enough timeforrichliteracyteaching.I foundthatauthenticteachingand literacylearningcan takeplace continuallyfrom8:00 until3:00 and farbeyondthose30-40 after, or minuteblocksof instruction scriptedlessonsteachersset aside for traditional languageartsteaching. Childrenlearnliteracywhenimmersedin classroomenvironments thatsupportnaturalliteracyexperiencesthroughout theday.Routman (1999) describesthesetypesof activitiesas authenticlearningbecause studentsuse thetoolsof thediscipline(languagearts)and applythem to real-lifesituations.Forkinderthatmightmeanreading garteners, thesnackposterand comprehending whatone is supposedto do or know. a related Authenticinstructing, conceptto authenticlearning,requiresteachersto infusethe classroomwithrichmaterialthatdraws studentsintothe learningprocess (Cambourne,1988). Hence,kindergartenand primaryclassroomsthat offerprint-rich environments withmultipleopstudents provide to interactwiththe portunities writtenword.Stimulatingprint-

with rich materials and

that draw young children into literacy.

thatengage richenvironments youngmindsbuild on the all-toobriefreadingblock of time. Throughoutthe day,as teachersgo about theirinstructional routines, theycan referto the posters,bulletinboards,and wall storiesthat containinformation thatis informative,requiresstudentsto think and act, and builds confidence throughtheirincreasingknowledge and effectiveness withwritten language. Thispictureportfoliodocumentsthe teachingand learningof literacyin acrosstheschool day. kindergarten literature tendsto describe, Current notvisuallyshare,ways literacy skillsare taughtand learnedin specified,segmentedtimes(Klenk, 2001; Korat,Bahar,8tSnapir,2003; 2002). Photographsof literTriplett, have ate classroomenvironments documentedliteracyteachingand learning(StreckerEtWells,2000; Yopp EtYopp,2000). However,these studiesare limitedto isolatedsubIn conject and skillsinstruction. trast,I hope thisarticlehelps see how educatorsand researchers teachers can createopkindergarten and portunities experiencesin classroomsettingsto offerliteracy learning,all thelivelongday.

References B.(1988).Thewhole Cambourne, story: of andtheacquisition Natural learning intheclassroom. NewYork: literacy Ashton Scholastic. in withliteracy L.(2001).Playing Klenk, classrooms. Childhood Educapreschool tion , 77,150-158. M.(2003).SoKorat, 0.,Bahar, E.,EtSnapir, forlitciodramatic playas opportunity The teacher's role. eracy development: TheReading Teacher, 56,386-393. R.(1999).Conversations: StrateRoutman, and evaluatfor learning, gies teaching, NH:Heinemann. ing.Portsmouth, J.(2000).Thearts Strecker, S.,EtWells, artsinkindergarten: meetthelanguage Aphotoessay.Language Arts, 78, 543-547. C.(2002).Dialogic responses: Triplett, and Toward synthesis, complexity, inourresponses toyoung literholism ofLiteracy ReJournal acylearners. 34,119-158. search, R.(2000).Supporting H.,EtYopp, Yopp, in awareness development phonemic TheReading theclassroom. Teacher, 54, 130-143.

isassociate Bowden ShellyHudson in Childhood Education at professorEarly Auburn University Montgomery.

2005 Language Arts, Vol.82 No.5, March

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8:00-8:1

5

Reading and writing begin as students enter the classroom.

Bobbyreads the chart and chooses juice for his snack.

8:1 5-9:00

Ronnie signs in as the newest memberof the class's Lost Tooth Club.

In a print-rich environment, students choose their literacy activities.

Julie,Tazon, and Katie read TheRed Rose wall storythat they helped illustrate.

A movie video poster promptsJoshua's "sno dag" story.

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9:00-10:00

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The class

participates in whole-group

literacy instruction.

Megan and her mom share Simon, the family'sAfrican Greyparrot,during Pet Week while classmates learn new vocabulary.

"Megan's Parrot" becomes the shared writing and reading story of the day.

2005 Language Arts, Vol.82 No.5, March

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10:00-11

:00

Literacy learning continues through P.E. and snack time.

Classmates followtheir tricyclesafety signs during P.E. ("Sped Limt25").

Beforejoining her classmates forP.E.,snack helperof the day Chef Pennyreads and followsthe cookie recipe as she preparesthe class snack.

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n> CD n > r-h 3" n> <' GL o 13 LO O QJ <

1 1 :00- 1 2 :00

Learning Centers provide experiences with language

arts, science, and math.

n> CD =r m < CL o LQ O CD < Students shop and then select activitiesfromthe center chart.

Cereal box panels create meaningfulreading puzzles.

2005 Language Arts, Vol.82 No.5, March

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Jennyand Jill observe and recorddata as theyexplore the Science Center filledwith

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pumpkins, plants,seeds theyare growing,and books for research.

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Mesha sells blooms to classmates at the Flower Store.

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1 2:00-2:00

The afternoon

schedule

sustains students'

literacy explorations.

The shared reading chart remindsBillyto clean up before lunch. p-h n> CÛ n ~< > r-t 3" n> n<' CL o 3 m O Authorsand theirwritingstylesare shared and discussed during read-aloud time.

Writer'sWorkshopinspiresauthentic writing.("Iweargisses.")

Rest time buddies take turnsreading aloud to one another.

2005 Language Arts, Vol.82 No.5, March

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2:00-3:00

Students share their literacy activities and prepare to go home.

Assessment and instructional planning are ongoing through student verbal and written responses and teacher observation.

Johnuses the "How will you get home from school?" chart while Katie checks out a book to read with her mom. Today's literacylearning does not end at 3:00 but continues with supportfromfamily members.

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