ABSTRACT
This chapter focuses on the use of meaningful contexts for early literacy instruction throughout a typical day in an early years classroom. It explores how can one design a classroom schedule that could incorporate the various approaches to reading, writing and oral language. A large portion of the class are English language learners (ELLs). A literacy block can contain shared reading, guided reading/literacy centres and a writers’ workshop. Literacy skills can be developed throughout the day by using rhymes, songs and teacher read-alouds between lessons and during lessons across the curriculum. Literacy skills provide frequent opportunities for children to talk in pairs, individually with the teacher, in small groups, or as part of a whole-class discussion. A thematic approach tends to engage children, focuses the teaching and enables ELLs to learn vocabulary in a variety of contexts.
