A period of literacy development in which children begin to in and experiment with the formats and function of print:

• Directionality (left to right, top to bottom)

• Features of print

• Practicability

• Pretend Reading (retelling based off pictures)

• Reading from Memory (reciting text)

• Concept of a word in text (track words with finger)

• Pre-Alphabetic Phased (learn words based on visual cues)

 

Supporting Emergent Reading:

• Reading to and with students

• Interactive read alouds

• Shared readings

• Model techniques

• Print referencing-model

• Whole to part model- shared reading of rhymes (break down top down)

• Concepts about print

• Record experiences that students have to show the connection with print/speed

 

Emergent Writing

• Largely printed

• Pretend writing

• Spontaneously (encouraged, modeled, or incorporated into play)

• Broader contours of the writing system; start with linear arrangements of print (mock linear)

 

Supporting Emergent Writing

• Writing centers

• Journals

• Recording observations in journal inside and outside classroom

 

Interactive writing

• It is critical that the teacher writes for and with children

 

Literacy development with Student

• Discourse (text organized into words phrases/specific situation/prosody/orally and in written; word (print grouped into letters; match speech to written) sounds (phonemes to letters in prints- not easily separated in speech)

 

Stages of Orthographic Development

• Early: Conveys message by scribbling

• Middle: Letter like forms/ random strings of letters

• Late: Using letters to represent speech sounds in a systematic way

 

Word Study instruction

• Sort pictures/objects according to concept (farm animals)

• Sort pictures and objects according to initial sound

• Learn names and sounds for letters

• Develop phonemic awareness

• Encourage memory reading of familiar text

• Learn names and sounds of letters

• Finger pointing

• Invented spelling

 

Assessing and Monitoring:

• Vocab: read aloud and retelling

 

Phonological awareness:

• A range of understandings about speech sounds (syllables, rhymes, alliteration)

 

Alphabet knowledge:

• Learning the names of letters (point and recite letters randomly)

 

Letter- sound knowledge:

• Making connections between letters and sounds- observe how quickly and accurately they sort sounds (invented spelling/inventory)
   

Concepts about print:

• Informally assessed (asking questions while sharing a book)

 

Concept of word in text:

• Point to words in a familiar text (point to words and say word after)

 

ELL:

• Less depth in their knowledge

 

Emergent readers:

• Read books in L1; formal/informal assessments in books/conversations

 

Emergent Writers:

• Will exhibit same kinds of emergent writing but are likely to bring background experiences

• Literacy development with teacher and peers captured in print

 

The Language Experience Approach (LEA)

• Language rich, hands on experience that engages students

• Write down experiences and use them in emergent word knowledge

 

Activities:

• Book walks, concept sorts, reading/writing/talking with student

• Oral language, concepts, vocab

• Interactive read aloud, PEER retelling through dialogic reading, turn and talk, paste the pasta and other concept sorts (objects), concept books

 

Phonological Awareness Activities

• Rhymes: Two for One long words, short words; rhyme children’s books; bingo; making up; alliteration; picture match; concentration; incorporate into daily activities

 

Alphabet Knowledge Activities

• Song; book; use names; eggs; scrap book; letter spin; font sorts; cereal sort

 

Letter Sound Knowledge Activities

• Alphabet books; sound line (match picture to letter); letter spin; initial consonant follow-the-path game

 

Concepts about Print activities

• Who can find? Explore the world of logos (shapes, colors, and logos to distinguish environmental print); what were you saying? Interactive writing and morning message

 

Concepts of word in text

• Cut up activities

• Benefits of understanding word instruction

• Read aloud to new vocab; model writing helps think for themselves; whole groups (shared reading); small group (concept sorts; retelling; language experience; differentiated sorts); seat/center (practice concept sorts; partner/individual work; practice sorts; picture captions)

 

Resources

• Teacher: Reading rockets; read aloud

• Parents: library; words for direction and not punishment; read in presence of child

 

Using interactive read alouds:

• Select and age appropriate book

• Select

• 3-5 Vocab words to focus on and prepare definitions

• Read the title and name of author/illustrator

• Ask students for a prediction and set a purpose for reading

• Build background knowledge

• Begin read and invite comments from children

• Point out key words

• Have children response to the story and revisit the targeted words