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Fostering EmergentEarly Literacy

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The child is on the verge of acquiring this reading and writing knowledge. ... Sentences are made up of words and words are made up of letters. ... – PowerPoint PPT presentation

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Title: Fostering EmergentEarly Literacy


1
Chapter 3
  • Fostering Emergent/Early Literacy

2
What is Emergent/Early Literacy
  • Early literacy
  • The child already has some knowledge of reading
    and writing.
  • Emergent Literacy
  • The child is on the verge of acquiring this
    reading and writing knowledge.
  • It consists of the reading and writing behaviors
    that evolve from childrens earliest experiences
    with reading and writing.
  • This grows into conventional literacy.

3
What are Concepts of Print
  • What we say and what others say can be written
    down and read.
  • Words, not pictures, are read.
  • Sentences are made up of words and words are made
    up of letters.
  • Reading goes from left to right and top to
    bottom.
  • A book is read from front to back.

4
Concepts of Print Continued
  • What we say is divided into words.
  • Spaces separate written words.
  • Sentences begin with capital letters.
  • Sentences end with periods, question marks, or
    exclamation points.
  • A book has a title, an author, and sometimes an
    illustrator.
  • Students must develop phonological awareness and
    arrive at an understanding of the alphabetic
    principle.

5
What is a literacy rich classroom?
  • An environment that promotes opportunities for
    active reading, writing, listening, and speaking.
  • What are examples of how this can be done?
  • How could you arrange the classroom to most
    facilitate this type of environment?

6
Reading to Students
  • One of the best ways to develop students
    emergent literacy is to read interesting books to
    them.
  • It helps
  • Develop childrens vocabulary.
  • Develop their experiential background.
  • Make them aware of the language of books.
  • Introduce them to concepts of print and how books
    are read.
  • Provide them with an enjoyment of reading.

7
How Can You Develop Story Structure?
  • Discuss literary language with your students.
  • Point out story elements
  • Characters
  • Setting
  • Problem
  • Events
  • Solution
  • Theme

8
How Can You Build Comprehension
  • During book discussions, ask a variety of
    questions, including those that involve
  • Important details
  • Sequence
  • Drawing conclusions
  • Making Inferences
  • Use questions as a way of
  • Drawing attention to important details.
  • Relating details so that a conclusion can be
    drawn.
  • Constructing main ideas.
  • Think of discussions as a way of sharing so that
    books can be more fully understood and enjoyed.

9
How Can You Help Students Make Personal
Connections
  • After discussing a story, do follow-up or
    extension activities.
  • Use the book to develop learning centers.
  • Listening centertape of story
  • Watch a videotape
  • Read other books by the same author.
  • Activity related to the book.

10
What is a Themed Approach?
  • A way to make connections using units of study.
  • Focus is a common topic or theme.
  • ExampleTransportation
  • Read aloud books with a travel theme
  • Sing song and recite rhymes
  • Transportation vocabulary words
  • Environmental printroad signs, travel schedules,
    receipts.

11
What is Emergent Storybook Reading?
  • The evolving ability of a child to read
    storybooks.
  • Progresses from
  • Simply telling the story using the pictures in
    the book or after hearing it read aloud.
  • Reading the book conventionally.

12
What is a Shared Book Experience?
  • The teacher reads aloud to students using a big
    book.
  • Books chosen usually have repetitive text or
    chants, songs, and poems.
  • Provides multiple exposures to a book.
  • Reinforces concepts of print.

13
What is a Language Experience Approach?
  • Approach to literacy teaching where one student
    or a group of students dictates a story to the
    teacher.
  • The dictated story is used for reading and
    writing instruction.

14
Steps in the LEA
  • 1. Teacher and student discuss the topic to be
    focused on in the dictation. Observations and
    opinions are exchanged. Oral language skills are
    developed and reinforced.
  • 2. The student dictates an account or story to
    the teacher, who records the statements to
    construct the basic reading material.
  • 3. The student reads the story several times
    (with the teacher helping as needed), until the
    story has become quite familiar. Reading
    comprehension is made easier by the fact that the
    student is reading material that is
    self-generated.
  • 4. Individual story words are learned, and other
    reading skills are reinforced through
    teacher-designed activities related to the story.
  • 5. Students move from reading their own dictation
    to reading other-author materials as they develop
    confidence and skill with the reading process.

15
Shared Writing
  • Both the teacher and students compose a story
    together.
  • The class writes about experiences they have had
    or about books that they have read.
  • Students can actual participate in the writing.
  • Students help with the spelling or writing of
    initial, medial, or ending sounds.
  • The teacher emphasizes reading for meaning and
    basic concepts about print.

16
When Should Writing Instruction Begin
  • Immediately!!
  • Reading and writing skills develop simultaneously
    and are interrelated.
  • Writing instruction is not handwriting, copying,
    or spelling instruction.
  • Writing development progresses from random
    scribbling to meaningful marks.

17
Consonant Sounds
  • Consonants are formed by obstructing or
    interfering in some way with the flow of the
    breath.
  • There are 25 consonant sounds
  • Consonants can be distinguished by place and
    manner of articulation and voice.
  • Look at page 109. How do you use your tongue,
    lips, and teeth to form the consonant sounds?

18
Vowel Sounds
  • Vowels are articulated with the tongue, lips, and
    teeth.
  • Vowels are classified according to where they are
    articulated.
  • Look at page 109. Say each vowel sound. What do
    you notice about how it is articulated?
  • Why are /oy/ and /ow/ not included in the chart?

19
Spelling Developmental Stages
20
Encouraging Children to Write
  • Make sure every student realizes that he or she
    has something to say.
  • The teachers role should be active where she
    models the writing process at every opportunity.
  • Invitations to write should be extended whenever
    possible.
  • Children of all developmental stages can
    writewhether it is scribbling, drawing a
    picture, or using invented spelling.
  • Encourage children to read their writing to
    others.

21
Effective Writing Activities
  • Write letters to each other
  • Create invitations for events
  • Write stories about what is happening in their
    lives
  • Write stories about special events
  • Make connections to books they are reading
  • Encourage children to make lists

22
Key Words
  • Phonemeindividual speech sounds
  • How many sounds are in the word cake?
  • Phonemic Awarenessan awareness of sounds in the
    speech stream.
  • Coarticulationthe process of articulating a
    sound while still articulating the previous
    sound.
  • Phonological Awarenessthe ability to detect
    rhyme and separate the sounds in words. This is a
    broad area that includes phonemic awareness.

23
Using Word Play to Develop Phonological Awareness
  • Play games with words.
  • Read books that have fun with words.
  • Read books that call attention to word parts.

24
Developing the Concept of Rhyme
  • Read nursery rhymes and other rhyming stories to
    students to help develop their concept of rhyme.
  • Discuss the concept of rhyme. What does this
    mean?
  • Build rhymes with students.
  • Use word families to build concept of rhyme.

25
What is Blending?
  • Students create words by combining word parts.
  • Onsets and rimes can be used for blending
    activities
  • Onsetthe part of the word prior to the vowel.
    (c)
  • Rimethe vowel to the end of the word (-at)
  • Ask students to solve riddles that incorporate
    both rhyming and blending
  • Im thinking of a word that begins with /t/ and
    rhymes with man. What is my word?

26
Helping Students to Perceive Beginning Consonant
Sounds
  • Use the concept of alliteration to reinforce the
    beginning consonants sounds we hear in words.
  • Animalia
  • Four Famished Foxes and Fosdyke

27
What is Segmenting?
  • Segmenting is the process of separating words
    into sounds.
  • What sounds do you hear in horse?
  • Use Elkonin boxes to segment words.
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