emerging into literacy chapter 4. emerging into literacy overview objectives key terms

Emerging Into Literacy

Chapter 4

Emerging Into Literacy

Overview Objectives Key Terms

Fostering Young Children’s Interest In Literacy Concepts About Written Language

Purpose and Opportunities – pp. 162-163

Concept of a Word Environmental Print Literacy Play Centers

Fostering Young Children’s 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

Fostering Young Children’s Interest In Literacy

Concepts About the Alphabet, contd. Phonics

•Consonants•Vowels•Rimes and Rhymes •Phonics Generalizations

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

Young Children Emerge Into Reading

Language Experience Approach Step by Step – p. 187

1. Provide an experience.

Experience must be meaningful & in which all participated:school experiencebook read aloudfield trip

2. Talk about the experience.

Students & teacher discuss experience:to generate words/vocabularyto review the experienceto extend their understanding

Ask open-ended questions.

3. Record the dictation.

Teacher writes down child’s dictation:for individuals: in booklets or on sheets of paper.

for groups: on chart paper or using word processor.

3. Record the dictation (cont.).

About teacher’s writing:Write neatly using school’s style.

Preserve as much student language as possible.

Keep editing of word choice & grammar to a minimum.

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.

3. Record the dictation (cont.).

For groups:Children take turns dictating sentences.

After writing each sentence, teacher rereads it.

4. Read the text.

Teacher models reading & correct intonation by reading text aloud, pointing to each word.

Children read the text together.

4. Read the text (cont.).

Individuals may take turns reading.

Text may be copied & distributed to children.

5. Extend language abilities.

Language abilities may be reinforced through teacher-directed activities related to the dictation: phoneme-grapheme

correspondence punctuation: sentence markers

5. Extend language abilities (cont.).

capitalization: sentences, proper nouns

words/vocabulary

Young Children Emerge Into Writing

Introducing Young Children to Writing

Interactive Writing Step by Step – p. 192

Minilessons About Reading and Writing