Emergent Literacy, Concepts of Print, and Stages of Reading & Writing.
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Transcript of Emergent Literacy, Concepts of Print, and Stages of Reading & Writing.
Emergent Literacy, Emergent Literacy, Concepts of Print, and Concepts of Print, and Stages of Reading & Stages of Reading &
WritingWriting
Emergent Literacy, Emergent Literacy, Concepts of Print, and Concepts of Print, and Stages of Reading & Stages of Reading &
WritingWriting
Objectives
• Identify and assess emergent literacy skills, including concepts of print
• Differentiate between qualities of emergent, beginning, and fluent readers and writers
• See connections between early literacy skills, effective teaching practices, and Common Core Expectations
Quick-write…
•Opportunities for natural language development in an early literacy classroom – list as many as you can in the next 90 seconds…
Hart & Risley (1995)
Biemiller (2001)
Emergent Readers
Quick Write: Write as many emergent reading skills as you can think of in 2 minutes.
Watch the videos: What does each reader understand about reading and books?
Emergent Reading Skills
Satya – 6 mos.
Satya: Cam:
Cam – 20 mos.
Hannah
• What does Hannah know about print and how it works?
Hannah knows:
Evidence:
Concepts About Print1. Marie Clay’s term for what emergent readers need to
understand about how printed language works and represents language. Its basic components include:
• Print carries a message (even if “pretend reading”)• Books are organized, with a cover, title, and author• Directionality: Reading flows in a particular and consistent
direction, left to right and top to bottom. • Printed language consists of letters, words, and sentences
(gradually learn to distinguish between)• One-to-one matching: More experienced readers begin to
recognize matching or upper and lower case letters Concepts About Words > Concepts About Letters
Emergent Reading
• Concepts About Print (book orientation, directionality, print = meaning & purpose)
• Concepts of Word (things > label objects > combine to tell stories > hold concept of word in their mind)
• Concepts of Alphabet (letter name, formation, special features, direction, isolated & combined sound)
Stop and Think….
• What’s the difference between emergent literacy and traditional definitions of reading readiness?
Connecting Speech to Print
• Some: make the connection automatically through rich and frequent exposure to oral language
• Most: benefit from explicit instruction in that essential relationship
• Few: will not develop the understanding unless they have explicit, direct instruction, plus many opportunities for repetition to become proficient readers
• How will you know which of your students has mastered concepts about print and which have not?
• See your handout: Assessing Print Understanding– Let’s Try It Out
Concepts About Print
Concepts of Print in the Common Core
Standards
Reviewing Reading Guide #1
The Big 5 (National Reading Panel Report,
2000)
• Phonemic Awareness (manipulating sounds)
• Phonics (relationship between sounds and visual letters) • Fluency (speed and accuracy) • Vocabulary (listening, speaking, reading, and writing)
• Text Comprehension (active and purposeful
meaning making)
Developmental OR balanced/comprehensive??? ALL FIVE areas should be taught at every
grade level
Five Essential Areas of Reading Instruction
REFER TO YOUR READING GUIDE #1
• Phonemic Awareness (3 levels – 9 skills) • Phonics (systematic & explicit) • Fluency (accuracy, automaticity, prosody) • Vocabulary (everyday interactions and
explicit instruction) • Comprehension (M&MDAVIS)
Let’s take a break…
Effective teachers…Questions you have?
1. Understand how children learn (student-centered approaches that appreciate social and cognitive development)
2. Support children’s use of multiple cueing systems (sound, meaning, structure, visual, social)
1. I see the dog > I see the puppy. 2. I see the dog > I see the dish. 3. I see the dog > I seven the dog.
• Create a community of learners (opportunity, responsibility, risks, and choices)
Tompkins Chapter 1
Effective teachers…4. Adopt a balanced approach to literacy instruction
• Balance reading and writing (oral, reading, vocabulary, comprehension, phonics, spelling, content-area study)
• Balance ways of teaching • Flexibly meet the needs of students• Balanced vs. comprehensive
5. Scaffold children’s reading and writing (based on their development)
6. Use a combination of modeled > shared > interactive > independent activities
Gradual release of responsibility….
Tompkins Chapter 1
Effective Teachers…Gradually Release Responsibility
MODELED SHARED INTERACTIVE INDEPENDENT
I DO WE DO YOU DO
Effective teachers…7. Use literature in their instruction8. Organize literacy instruction in one of four ways
• (a) Basal • (b) literature focused• (c) literature circles • (d) reading & writing workshop
9. Connect instruction and assessment (identify, monitor, assess, analyze, adjust)
10. Become partners with parents.
Tompkins Chapter 1
Seeing Connections (and Differences) between Literacy Stages in RI Policy
Manual and Tompkins Textbook
Stages of Reading Development (RI Policy)
• Emergent Reader - preschool; “reading”; environmental print
• Beginning Reader - understanding of the alphabet and words (concepts of print)
• Transitional Reader - recognizing and manipulating within word differences
• Intermediate Reader - Fluency and “problem-solving” about the meaning
• Advanced Reader - Reading to learn
TOMPKINS: Emergent > Beginning > Fluent (pgs. 117-128)
FLUENTREADER
(Tompkins)
Linking Stages of Reading and Writing
Development (Tompkins pp. 118-128)
• Emergent Writer – writing emerges from drawings; directionality, name, 5-20 words
• Beginning Writer – sentences and upper/lowercase; spell phonetically, 20-50 words
• Fluent Writer – uses writing process; paragraphs, vocabulary, vowel patterns and word endings, punctuation
EMERGENT READEREMERGENT READER
BEGINNING READERBEGINNING READER
FLUENT READERFLUENT READER
ACTIVITY: Detecting Stages of Reading and Writing Development
Work with your group • How do you know the child is at
that stage? • How does the teacher foster
progress toward the next stage? (materials/texts, opportunities, tasks)
Homework
• Tompkins Ch. 5: Phonemic Awareness• Yopp & Yopp: PA Activities• Beck: Keywords to PA & Phonics
• WTW Chapter 1 (Word Study) and 4 (Emergent Stage of Spelling) – Optional reading guide – See outline on next slide
Stages of Spelling Development
• I. Emergent spelling• II. Letter Name-Alphabetic Stage
– Early letter name-alphabetic spelling– Middle to late letter name-alphabetic
• III. Within-word pattern Spelling• IV. Syllables and affixes Spelling• V. Derivational Relations Spelling
(meaning)
RI POLICY:
Precommunicative
Semiphonetic
Phonetic
Transitional
Conventional