Creating Literacy Instruction for All Students, Enhanced 9th Edition

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