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1. If you can't read then how will you know how to write. in order to write you have to know how to read so you can spell the words and comphrend what your writing.

2. Children get more information each time they listen to the story. 3.

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Group Stories: When the whole story is created, the teacher rereads it from beginning to end, carefully pointing to each word and emphasizing the left-to-right and return-sweep progression.
Then the class reads the story as a group (a practice called choral reading).
Often a child points to the words with a pointer as the class reads.

Idividual Experience stories: In an individual experience story, each student meets individually with the teacher and dictates her or his own story. As the child dictates, the teacher writes the story. A variety of media can be used to record individual experience stories, each with its own advantages.

Interactive Writing: An extension of the group experience story approach is known as interactive writing. There are six recommended steps of interactive writing:
(1), Negotiate a sentence. (2), Count the number. (3), Recall each word to be written and stretch. (4), Using a felt-tip pen. (5), Point and read. (6), Recall the sentence.

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Functional Literacy Activities: A child’s home reading experiences are usually functional in nature. It is important that teachers provide opportunities for children to continue to learn about functional qualities of reading and writing.

Environmental print: includes the real-life print children see in the home or community, including print on food containers and other kinds of product boxes, store signs, road signs, and advertisements.

Shared reading and read-alouds: Teachers usually read picture books to their classes by holding the books so that the children can see the illustrations and by pausing occasionally to elicit students’ reactions to the stories or to ask story-related questions. and read-alouds Select high-quality literature, Show the children the cover of the book. Ask the children for their predictions about the story, provide a brief introduction to the story, Identify where and what you will read.Read with expression and at a moderate rate.Read stories interactivel, Read favorite books repeatedly.Allow time for discussion after reading.

repeated reading: Read the same book at least three or four times. Children get more information each time they listen to the story. It is also important to remember to focus on different aspects of the story each time the book is read.

slide 5 dramatic play is described as an ideal context for developing young children’s oral language. Dramatic play can also offer a context in which children can have meaningful, authentic interactions with reading and writing in early childhood classrooms (Roskos &
Christie, 2000, 2007).. For example, empty product boxes such as cereal containers and milk cartons can be used in the kitchen area of housekeeping or home centers. As children act out home-related themes such as making dinner, they will have opportunities to attempt to read the print on the containers.