Fostering Emergent/Early Literacy

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Chapter 4

• Fostering Emergent/Early Literacy

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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.

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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.

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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.

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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?

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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.

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How Can You Develop Story Structure?

• Discuss literary language with your students.
• Point out story elements
• Characters
• Setting
• Problem
• Events
• Solution
• Theme

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.
• Voiced consonant-accompanied by a vibration of
  the vocal cords-ex. /b/
• Voiceless consonant-no vibration is heard-ex. /p/

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Consonant Sounds Continued

• Look at page 143. How do you use your tongue,
  lips, and teeth to form the consonant sounds?
• Voiced stop-barn-/b/-lips deer-/d/-tongue behind
  teeth gate-/g/-back of mouth
• Voiceless stop-pot-/p/-lips time-/t/-tongue
  behind teeth kite-/k/-back of mouth
• Nasals-me-/m/-lips now-/n/-tongue behind teeth
  sing-/ng/-back of mouth
• Voiced fricative-van-/v/-lips and teeth
  this-/th/-tongue between teeth zipper-/z/-tongue
  behind teeth azure-/zh/-roof of mouth
• Voiceless fricative-fan-/f/-lips and teeth
  thin-/th/-tongue between teeth sight-/s/-tongue
  behind teeth ship-/sh/-roof of mouth
  horse-h-throat
• Voiced affricative-jug-/j/-roof mouth
• Voiceless affricative-chip-/ch/-roof of mouth
• Semivowels-we-/w/-lips yacht-/y/-roof of mouth
• Glides-whale-/hw/-lips
• Liquids-ride-/r/-lips and teeth lion-/l/-roof of
  mouth

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Vowel Sounds

• Vowels are articulated with the tongue, lips, and
  teeth.
• Vowels are classified according to where they are
  articulated.
• Look at page 144. Say each vowel sound. What do
  you notice about how it is articulated?
• Why are /oy/ and /ow/ not included in the chart?
  

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Vowel Sounds Continued
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Effect of Environment

• Speech sounds are altered by the other sounds
  that surround them. This can cause confusion for
  children when trying to spell the words.
• Nasalization-/m/, /n/, and /?/ are partially
  absorbed by the preceding and following
  consonants (ex. ant spelled as at, sand spelled
  as sad). It helps to present an and am patterns
  as units versus as individual sounds /a/ and /n/
  or /a/ and /m/.
• Syllabic consonants-/l/, /r/, /m/, and /n/ at the
  end of the word can represent a syllable (ex.
  letter spelled as letr, little as litl)
• Affrication-a stop of breath is followed by a
  fricative (ex. phonemes /t/ and /d/ are
  affricated when they appear before the /r/ sound
  (ex. train spelled as chran drum as jrm or jm)
• Aspiration-a puff of air made when you
  articulate. For example, pit versus tip-which
  moves the paper? The sounds /b/, /p/, and /k/ are
  usually aspirated at the beginning of a syllable,
  but not at the end. This may confuse students
  when they are spelling words.
• Vowel blending-some vowels blend in with the
  consonant sound that follows them. This is
  especially true of the consonant sounds /l/ and
  /r/--bird may be spelled as brid, and girl as grl.

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Spelling Developmental Stages
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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.

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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

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Key Words

• Phonological Awarenessthe ability to detect
  rhyme and separate the sounds in words. This is a
  broad area that includes phonemic awareness.
• 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.

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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.

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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.

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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?

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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

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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.