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Description
Lecture notes used in class. Chapter 4 Author of the textbook is Gunning
Transcript
Creating Literacy Instruction for All Students, Ninth Edition
Chapter 4
Fostering Emergent/Early Literacy
Developed by:
Thomas G. Gunning, Professor Emeritus
Southern Connecticut State University
Understanding Emergent Literacy
Develops long before children start school
Learn literacy from parents & environment
Roots in Read’s research into spelling
Emergent Literacy Concepts
What we say can be written down
Words, not pictures, are read
Words are made up of letters
Space separates words
Sentences are made up of words
Reading is left to right, top to bottom
Books are read front to back
Sentences begin with capital letters & end with punctuation
Words have separate sounds (phonemic awareness)
Letters spell sounds heard in words (alphabetic principle)
Fostering Emergent Literacy
Create centers that foster emergent literacy
Create an environment that encourages
Emergent literacy
Make reading & writing part of classroom activities
Read to students
Use a theme approach
Encourage emergent storybook reading
Use shared book experiences
Using Writing to Develop Literacy
Language-Experience Stories
Shared (Interactive) Writing
Individual Interactive Writing
New Concept of Writing: Encourage early writing
Impact of Environment on Speech Sounds
Nasalization-/m/, /n/, and /?/ partially absorbed by preceding vowel & sometimes by the following consonant-ant (AT)
Syllabic Consonants-/l/, /r/, /m/, /n/ at end of word can represent a syllable: letter (LTR), little (LITL)
Affrication-/t/&/d/ before sound /r/, so /t/ sounds like /ch/ & /d/ like /j/ as in train and drum
Aspiration-Voiceless stops no aspirated when they come at the end of a word or syllable or as second sound in cluster as in spot, stop, or scare.
Vowel Blending- Some vowels difficult to detect because they blend in with the consonant that follows them: /l/ and /r/, as in will and girl.
Spelling Stages
Prealphabetic (prephonemic) stage
Alphabetic (letter name) stage
Consolidated alphabetic (within word pattern or orthographic)
Syllable juncture (syllabic)
Derivational constancy (morphemic)
Forms of Emergent Writing
Drawing
Scribbling
Letterlike forms
Prephonemic spelling
Copying
Invented spelling
Conventional spelling
Encouraging Children to Write
Emphasize expression-each student has something to say
Write as best they can or in any way they can
Write a variety of pieces for a variety of reasons
Make lists
Write names
Use routines—morning message
Use dictation judiciously- when content is important
Learning the Letters of the Alphabet
Note distinctive features--whether lines are curved or slanted
Present contrasting letters
Present upper- and lowercase together
Use names
Reinforce with signs, keyboards, games, alphabet books, alphabet song
Introduce a letter or 2 a day or every 2 days
Key Phonological Awareness Skills
Rhyming
Blending
Segmenting
Manipulating
Perceiving Beginning Consonant Sounds
• Use alliterative materials
• Add missing initial sound
• Note how beginning sounds are formed
• Sort objects or pictures according to beginning sounds
• Note how consonant sounds are formed
• Learn letter names, sounds, & letter formation at same time
Fostering Language Development
• Listen carefully to students
• Help students extend responses
• Be open to what children want to talk about
• Help students extend responses
• Arrange for students to initiate conversations & ask questions
• Have small-group & individual discussions
.
Fostering Language Development (Cont.)
Use slightly advanced language
Use students’ comments & questions to help them construct meaning
Foster conversations among children
Build on children’s talk
Teach students how to listen, take turns & raise hands
Model use of expanded language.
Use informational talk
Activities for Building Emergent Literacy
Reading to children
Shared reading
Reading by children
Language experience/ shared writing
Independent writing
Other language/literacy building activities
Reading in Preschool:Language
Listening to & discussing stories, rhymes, & songs
Engaging in small-group & one-on-one conversations with adults
Retelling stories & events
Listening in order to follow directions and gain
Reading in Preschool: Alphabetical and Phonological Knowledge
Engaging in drawing and writing
Listening to rhymes and tongue twisters and playing word games
Exploring alphabet books
Exploring letter names and sounds
Reading in Preschool: Print Knowledge
Exploring environmental signs
Observing as adults read & write
Dictating stories for adults to write down
Exploring picture books
Assessing Emergent Literacy
Observation
Informal Assessment Measures
Letter knowledge
Writing sample
Print familiarity
Other Measures
CAPS
PALS
Bader
CBMs DIBELS Next
Basal tests
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