Emerging Into Literacy

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• Emerging Into Literacy
• Chapter 4

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Emerging Into Literacy

• Overview
• Objectives
• Key Terms

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Fostering Young Childrens Interest In Literacy

• Concepts About Written Language
• Purpose and Opportunities pp. 162-163
• Concept of a Word
• Environmental Print
• Literacy Play Centers

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Fostering Young Childrens Interest In Literacy

• Concepts About the Alphabet
• The Alphabetic Principle
• Letter Names
• Routines to Teach Alphabet p. 168
• Phonemic Awareness
• Manipulate spoken language p. 169
• 5 types of activities p. 171

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Fostering Young Childrens Interest In Literacy

• Concepts About the Alphabet, contd.
• Phonics
• Consonants
• Vowels
• Rimes and Rhymes
• Phonics Generalizations

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Young Children Emerge Into Reading

• Shared Reading
• Step by Step p. 179
• Predictable Books
• Repetition, Cumulative Sequence, Rhyme and
  Rhythm, Sequential Patterns
• Big Books
• Cross-Age Reading Buddies
• Traveling Bags of Books

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Young Children Emerge Into Reading

• Language Experience Approach
• Step by Step p. 187

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1. Provide an experience.

• Experience must be meaningful in which all
  participated
• school experience
• book read aloud
• field trip

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2. Talk about the experience.

• Students teacher discuss experience
• to generate words/vocabulary
• to review the experience
• to extend their understanding
• Ask open-ended questions.

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3. Record the dictation.

• Teacher writes down childs dictation
• for individuals in booklets or on sheets of
  paper.
• for groups on chart paper or using word
  processor.

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3. Record the dictation (cont.).

• About teachers writing
• Write neatly using schools style.
• Preserve as much student language as possible.
• Keep editing of word choice grammar to a
  minimum.

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3. Record the dictation (cont.).

• For individuals
• Take dictation until child finishes or hesitates.
• When child hesitates, reread what has been
  written encourage child to continue.

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3. Record the dictation (cont.).

• For groups
• Children take turns dictating sentences.
• After writing each sentence, teacher rereads it.

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4. Read the text.

• Teacher models reading correct intonation by
  reading text aloud, pointing to each word.
• Children read the text together.

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4. Read the text (cont.).

• Individuals may take turns reading.
• Text may be copied distributed to children.

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5. Extend language abilities.

• Language abilities may be reinforced through
  teacher-directed activities related to the
  dictation
• phoneme-grapheme correspondence
• punctuation sentence markers

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5. Extend language abilities (cont.).

• capitalization sentences, proper nouns
• words/vocabulary

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Young Children Emerge Into Writing

• Introducing Young Children to Writing
• Interactive Writing
• Step by Step p. 192
• Minilessons About Reading and Writing