Read the following description of an activity in a preschool classroom. At Circle Time, the teacher and children briefly engage in a sound play activity. They touch their head and say /k/, their knees and say /a/, and their toes and say /t/. The teacher says, What word do those three sounds make? No child responds. Let's say those sounds a little faster. /k/ (head) . . . /a/ (knees) . . . /t/ (toes). What word do those three sounds make? Again there is no response. Let's say those sounds still faster. /k/ (head) . . . /a/ (knees) . . . /t/ (toes). Faster. /k/ (head), /a/ (knees), /t/ (toes). Domenico yells, CAT It's CAT I got it Let's do it again. The teacher switches to /d/ (head), /o/ (knees), /g/ (toes). From which approach does this originate?
A. Emergent literacy approach
B. Scientifically based reading research approach
C. Neither approach
D. Both approaches
Question 2
Which strategy does the literature suggest teachers use during read-alouds to help children process the decontextualized language found in books?
A. Engage children in discussions related to the story
B. Read stories about topics known to the children
C. Highlight the illustrations in the book
D. Provide follow-up activities
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Attention and memory are in demand during circle time.
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