Emerging Literacy

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Emerging Literacy

• Dr. Peterson
• California University of PA

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Concepts About Written Language

• Children learn at a very young age that print
  carries meaning and that reading and writing are
  used for a variety of purposes.
• Teachers demonstrate the purpose of written
  language and provide students with opportunities
  to experiment with reading and writing.

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Concept of Word

• Concept of word is an important part of becoming
  literate.
• Young children only have vague notions of
  language terms, such as
• Word
• Letter sound
• Sentence
• Preschoolers equate words with objects the words
  represent. As they are introduced to
  reading/writing experiences they begin to
  understand that words have meaning on their own.

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Environmental Print

• Young childrens reading experiences often
  begin with environmental print.
• Children recognize logos on fast-food
  restaurants, department stores, grocery stores,
  and commonly used household items.
• Researchers found that young emergent readers
  depend on context to read familiar words and
  memorized texs.
• Slowly children develop relationships linking
  form and meaning as they learn concepts about
  written language and gain more experience reading
  and writing.

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Literacy Play Centers

• Young children learn about the functions of
  reading writing as they use written language in
  their play.
• Constructing block buildings they write signs to
  post on the buildings
• Playing doctor they write prescriptions on slips
  of paper
• Playing teacher they correct papers, pretend to
  read stories
• Children use these activities to reenact
  familiar, everyday activities and to pretend to
  be someone or something else.
• Teachers adapt play centers and add literacy
  materials to enhance the value of literacy
  learning.

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Literacy Play Centers
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Concepts About Alphabet

• Alphabetic principle
• One-to-one correspondence between the phonemes
  (sounds) and graphemes (letters), such that each
  letter consistently represents one sound.
• English is not a purely phonetic language
• 26 letters represent approximately 44 phonemes
• There are more than 500 spellings to represent
  the 44 phonemes
• Consonants are more consistent and predictable
  than vowels
• Researchers estimate that words are spelled
  phonetically approximately half the time.

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Letter Names

• The most basic information children learn about
  the alphabet is how to identify and form the
  letters in handwriting.
• They notice letters in environmental print, and
  they often learn to sign the ABC song.
• By the time children enter kindergarten they can
  recognize some letters, especially those in their
  own names, in names of family members and pets,
  and in common words in their homes and
  communities.

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Routines to Teach the Letters of the Alphabet

• Tompkins- Figure 4-2, page 149
• Environmental print
• Alphabet books
• Magnetic letters
• Letter stamps
• Key words
• Letter containers
• Letter frames
• Letter books and posters
• Letter sorts
• White boards

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Phonemic Awareness

• Phonemic awareness is the basic understanding
  that speech is composed of a series of individual
  sounds, an it provides the foundation for
  phonics.
• Sound-matching activities
• Sound-isolation activities
• Sound-blending activities
• Sound addition activities
• Segmentation activities

Tompkins- Figure 4-3, page 151
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Phonics

• The set relationship between phonology (the
  sounds of speech) and orthography (the spelling
  patterns of written language).
• The controversy of phonics now centers on how to
  teach phonics.
• Marilyn Adams (1990) suggests based on research
  that phonics be taught within a balanced approach
  that integrates instruction in reading skills and
  strategies with meaningful opportunities for
  reading and writing.
• Adams recommends that phonics instruction focus
  on the most useful information for identifying
  words and that it be systematic, intensive, and
  completed by third grade.

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Phonics

• Teachers teach
• Sound-symbol correspondence
• How to blend sounds together to decode words
• Segment sounds for spelling
• Phonics generalizations or rules
• Phonics concepts build on phonemic awareness.

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The most important concepts that primary-grade
students learn are

• Consonants
• Vowels
• Rimes and rhymes, p. 156 Tompkins
• Phonics generalizations, p. 158 Tompkins

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Young Children Emerge Into Reading

• Shared Reading
• Introduce the book
• Activate prior knowledge
• Read the book
• Individual shared reading books (same as
  teachers)
• Repeat after me (familiar phrases)
• Respond to the book
• Drawing and writing
• Reread the book
• Teacher and children or independently or with
  partners
• Teach minilesson
• Use the book as a basis to teach minilessons in
  exploring letters, words, and sentences in the
  text. Focus on rhyme, word-identification
  strategies, and reading procedures, strategies,
  and skills.

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Predictable Books

• Repetition
• I Went Walking (Williams)
• Cumulative Sequence
• The Gingerbread Boy (Galdone)
• Rhyme and Rhythm
• Hop on Pop (Dr. Seuss)
• Sequential Patterns
• The Very Hungry Caterpillar (Carle)

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Big Books

• Larger sized books make it easier to teach a
  large group of children.
• Used for shared reading, guided reading, or
  interactive reading.
• Can also make your own big books of favorite
  tales.

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Cross-Age Reading Buddies

• Upper grade students are paired with younger
  emergent readers. Used at a variety of primary
  grade levels (K-2)
• Teachers arrange the program
• Older students trained in selecting reading
  materials that are appropriate for age group they
  are reading to.

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Traveling Bag of Books

• Parent involvement
• Book bags or decorative baggies
• Enclose activities or stuffed animals
• Text sets of books (3-5 books)
• Collections can be related to a particular genre
  (multicultural, realistic fiction, poetry, etc.)
• Collections can be related to a particular theme
  (animals, space, humorous stories, etc.)

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Guided Reading

• Introduce book
• Read the book
• Talk about the book
• Teach minilessons
• Practice rereading the book

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Language Experience Approach

• Provide an experience
• Provide a stimulus
• Field trip
• Assemblies
• School visitor
• Talk about the experience
• Record the dictation
• Read the text that the class wrote together

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Young Children Emerge into Writing

• Pattern of learning to write similar to reading
• Emergent writing
• Beginning writing
• Fluent writing
• Emergent- scribbles
• Beginning- evidence of alphabetic principle
• Fluent- write in paragraphs and vary their
  writing according to genre or purpose

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Developing Writing Skills

• Shared writing
• Interactive writing
• Guided writing
• Invented spelling
• Independent writing
• Writing centers
• Print-rich environment/classroom

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Writing Minilessons

• Procedures
• Separate words into onsets and rhymes
• (c- at)
• Point at words as they are read
• Match printed word with words read aloud
• Buddy read
• Shared reading
• Language experience approach
• Interactive writing
• Play activities

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Writing Minilessons

• Concepts
• Direction of print
• A word
• A sentence
• Uppercase letters
• Lowercase letters
• Alphabetic principle
• Rhyming words
• Authors chair
• Kid writing
• Adult spelling

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Writing Minilessons

• Strategies and Skills
• Sing ABC song to identify a letter
• Identify letter names
• Match upper- and lowercase letter forms
• Identify phoneme-grapheme correspondence
• Stretch words
• Read environmental print
• Makes predictions
• Notice repetition patterns
• Copy familiar words from environmental print
• Use capital letters to begin sentences
• Use punctuation marks to end sentences
• Use invented spelling