Emergent Literacy, Concepts of Print, and Stages of Reading

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Emergent Literacy, Concepts of Print, and Stages
of Reading Writing
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Objectives

• Identify and assess emergent literacy skills,
  including concepts of print
• Differentiate between qualities of emergent,
  beginning, and fluent readers and writers
• See connections between early literacy skills,
  effective teaching practices, and Common Core
  Expectations

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Quick-write

• Opportunities for natural language development in
  an early literacy classroom list as many as you
  can in the next 90 seconds

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Hart Risley (1995)
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Biemiller (2001)
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Emergent Readers

• Quick Write Write as many emergent reading
  skills as you can think of in 2 minutes.
• Watch the videos What does each reader
  understand about reading and books?

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Emergent Reading Skills

• Satya 6 mos.

• Cam 20 mos.

Satya
Cam
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Hannah

• What does Hannah know about print and how it
  works?

Hannah knows
Evidence
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Concepts About Print

• Marie Clays term for what emergent readers need
  to understand about how printed language works
  and represents language. Its basic components
  include
• Print carries a message (even if pretend
  reading)
• Books are organized, with a cover, title, and
  author
• Directionality Reading flows in a particular and
  consistent direction, left to right and top to
  bottom.
• Printed language consists of letters, words, and
  sentences (gradually learn to distinguish
  between)
• One-to-one matching More experienced readers
  begin to recognize matching or upper and lower
  case letters Concepts About Words gt Concepts
  About Letters

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Hannah

• What does Hannah know about print and how it
  works?

Evidence Points to the print Points to the
pictures rather than the words Points to things
from left to right She uses good and appropriate
expression (fluency)

• Hannah knows
• Print has meaning
• There is meaning in the pictures
• Where the cover is and how to open a book
• Title and author
• Directionality
• Print should sound interesting

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Emergent Reading

• Concepts About Print (book orientation,
  directionality, print meaning purpose)
• Concepts of Word (things gt label objects gt
  combine to tell stories gt hold concept of word in
  their mind)
• Concepts of Alphabet (letter name, formation,
  special features, direction, isolated combined
  sound)

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Stop and Think.

• Whats the difference between emergent literacy
  and traditional definitions of reading readiness?

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Connecting Speech to Print

• Some make the connection automatically through
  rich and frequent exposure to oral language
• Most benefit from explicit instruction in that
  essential relationship
• Few will not develop the understanding unless
  they have explicit, direct instruction, plus many
  opportunities for repetition to become
  proficient readers

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Concepts About Print

• How will you know which of your students has
  mastered concepts about print and which have not?
• See your handout Assessing Print Understanding
• Lets Try It Out

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Concepts of Print in the Common Core Standards
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Reviewing Reading Guide 1
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The Big 5 (National Reading Panel Report, 2000)

• Phonemic Awareness (manipulating sounds)
• Phonics (relationship between sounds and visual
  letters)
• Fluency (speed and accuracy)
• Vocabulary (listening, speaking, reading, and
  writing)
• Text Comprehension (active and purposeful meaning
  making)

Developmental OR balanced/comprehensive??? ALL
FIVE areas should be taught at every grade level
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Five Essential Areas of Reading Instruction

• REFER TO YOUR READING GUIDE 1
• Phonemic Awareness (3 levels 9 skills)
• Phonics (systematic explicit)
• Fluency (accuracy, automaticity, prosody)
• Vocabulary (everyday interactions and explicit
  instruction)
• Comprehension (MMDAVIS)

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Lets take a break
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Effective teachersQuestions you have?
Tompkins Chapter 1

• Understand how children learn (student-centered
  approaches that appreciate social and cognitive
  development)
• Support childrens use of multiple cueing systems
  (sound, meaning, structure, visual, social)
• I see the dog gt I see the puppy.
• I see the dog gt I see the dish.
• I see the dog gt I seven the dog.
• Create a community of learners
  (opportunity, responsibility, risks, and
  choices)

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Effective teachers
Tompkins Chapter 1

• 4. Adopt a balanced approach to literacy
  instruction
• Balance reading and writing (oral, reading,
  vocabulary, comprehension, phonics, spelling,
  content-area study)
• Balance ways of teaching
• Flexibly meet the needs of students
• Balanced vs. comprehensive
• 5. Scaffold childrens reading and writing (based
  on their development)
• 6. Use a combination of modeled gt shared gt
  interactive gt independent activities
• Gradual release of
  responsibility.

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Effective Teachers
Gradually Release Responsibility
MODELED
SHARED
INTERACTIVE
INDEPENDENT
I DO
WE DO
YOU DO
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Effective teachers
Tompkins Chapter 1

• 7. Use literature in their instruction
• 8. Organize literacy instruction in one of four
  ways
• (a) Basal
• (b) literature focused
• (c) literature circles
• (d) reading writing workshop
• 9. Connect instruction and assessment (identify,
  monitor, assess, analyze, adjust)
• 10. Become partners with parents.

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Seeing Connections (and Differences) between
Literacy Stages in RI Policy Manual and Tompkins
Textbook
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Stages of Reading Development (RI Policy)

• Emergent Reader - preschool reading
  environmental print
• Beginning Reader - understanding of the alphabet
  and words (concepts of print)
• Transitional Reader - recognizing and
  manipulating within word differences
• Intermediate Reader - Fluency and
  problem-solving about the meaning
• Advanced Reader - Reading to learn

TOMPKINS Emergent gt Beginning gt Fluent (pgs.
117-128)
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Linking Stages of Reading and Writing Development
(Tompkins pp. 118-128)

• Emergent Writer writing emerges from drawings
  directionality, name, 5-20 words
• Beginning Writer sentences and upper/lowercase
  spell phonetically, 20-50 words
• Fluent Writer uses writing process paragraphs,
  vocabulary, vowel patterns and word endings,
  punctuation

EMERGENT READER
BEGINNING READER
FLUENT READER
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ACTIVITY Detecting Stages of Reading and Writing
Development

• Work with your group
• How do you know the child is at that stage?
• How does the teacher foster progress toward the
  next stage? (materials/texts, opportunities,
  tasks)

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Homework

• Tompkins Ch. 5 Phonemic Awareness
• Yopp Yopp PA Activities
• Beck Keywords to PA Phonics
• WTW Chapter 1 (Word Study) and 4 (Emergent Stage
  of Spelling)
• Optional reading guide
• See outline on next slide

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Stages of Spelling Development

• I. Emergent spelling
• II. Letter Name-Alphabetic Stage
• Early letter name-alphabetic spelling
• Middle to late letter name-alphabetic
• III. Within-word pattern Spelling
• IV. Syllables and affixes Spelling
• V. Derivational Relations Spelling (meaning)