Emerging Literacy

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Emerging Literacy

• Dr. Peterson
• California University of PA

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Emergent Literacy

• Defined
• The reading and writing
• behaviors that precede and
• develop into conventional literacy.

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Concepts of Print

• What We Say Can Be Written Down
• What We Say Can Be Divided into Words
• Words, Not Pictures, Are Read
• Sentences Are Made Up of Words
• Words Are Made Up of Letters
• Space Separates Words
• A Book Is Read from Front to Back Top to Bottom

• Sentences Begin with Capital Letters
• Sentences End with a Punctuation Mark
• Students Develop Phonological Awareness
• Students Develop an Understanding of the
  Alphabetic Principle
• A Book Has a Title, Author, and Sometimes an
  Illustrator

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Creating a Literacy Rich Environment
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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 texts.
• 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 sing 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

• 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

• Definition
• The ability to hear, identify, and manipulate
  individual sounds (phonemes) in spoken words.
• Phonemes
• Smallest part of spoken language that makes a
  difference in the meaning of words.
• 41 phonemes
• Examples
• If (has two phonemes /I/ /f/)
• Check (has three phonemes /ch/ /e/ /k/

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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

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Phonemic Awareness Includes

• Sound Matching Recognizing which words in a set
  of words begin with the same sound.
• Bell, boy, bat
• Sound Isolation Isolating and saying the first
  or last sound in a word.
• Dog begins with the sound /d/
• Sound Blending Combining or blending the
  separate sounds in a word to say the word.
• /m/ /a/ /p/ map

• Sound Addition Adding and/or changing sounds of
  the beginning, middle, or end of words.
• Row, row row your boat
• Mow, mow, mow your boat
• Low, low, low your boat
• Cow, cow, cow your boat
• Segmentation Breaking or segmenting a word into
  its separate sounds.
• Up /u/ /p/

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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.
• National Reading Panel identifies the effective
  phonetic instructional methods.

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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
• Phonics generalizations

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Reading to Students
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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

• Small group instruction throughout the week
• Introduce book
• Read the book
• Talk about the book
• Teach minilessons
• Practice rereading the book

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The Emergent Writer
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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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Refer to handout and writing samples.
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Learning Letters

• One of the Top Predictors
• Note Distinctive Features
• Use Childrens Names
• Use Computers, Games, Signs
• Read Alphabet Books
• Create Print Environment

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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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New Concept of Writing

• Students Write Early
• Students Construct Literacy
• Encouraging Children to Write
• Real Writing for Real Purposes
• Help with Spelling
• Place of Dictation

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Shared Writing

• Students participate in writing by contributing
  words that the teacher writes (Language
  Experience Approach- next slide)
• Students encouraged to contribute initial
  consonants, parts of words, or even whole words,
  as well as attention to capitalization and
  punctuation.
• Names used as clues (Roberto contributes the word
  ride and is able to identify the beginning
  sound.)
• Pieces put on wall or at reading center
• Students read wall or visit reading center to
  reread class writings.

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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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Guided Writing

• Teachers guide students writing
• Construct the writing together with teacher
  support
• Writing instruction geared towards the writers
  level
• Small needs group instruction
• Writing process or strategy lesson conducted in
  the groups

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Interactive Writing

• Teachers and students share the pen
• Teachers and students contribute to the writing
  piece
• Whole group or small group

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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

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What are your experiences with emerging literacy?
Class Discussion

• What methods do you or would you utilize?