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ASSESSING AND TEACHING THE
EMERGENT READERS AND
WRITERSChapter 3
EMERGENT LITERACY The pre-reading skills that are the
building blocks of future reading success:Concepts of print:
Phonemic Awareness-letters represent soundsThe alphabet debateAwareness of what people are doing when they
read and write. Mostly from modeling.Assessed with letter sound fluency measures
(DIBELS) Book sense, book handling skills Phonological awareness – sounds make words
Assessed with phoneme segmentation (DIBELS)
EMERGENT LITERACY (CON’T) Oral Language
Print to speech to comprehsnion (understanding)Understanding events (a story) that are not
happening in the here and now “live” Vocabulary including vocabulary size
ComprehensionUnderstanding text (even when read aloud),
connecting it to schema
ASSESSING EMERGENT READERS Book handling skills Knowledge of reading words. Directionality of text Academic vocabulary
Beginning and endTop and bottomWord and letter
Upper vs. lower case letters and punctuation
Creating your own assessment vs. commercial assessments.
Assessing the alphabet Letters Sounds Automaticity / fluency
The concept of a word Pointing and one-to-one correspondence
Phonological Awareness Syllables Onset and rhyme Phonemes Matching rhyming words “Tell me all the sounds you hear in ball”
ASSESSING EMERGENT READERS (CONT.)
ASSESSING (CONT) Vocabulary (p. 63) Comprehension (p. 66)
TEACHING THE EMERGENT READER Modeling for print orientation
Big books Teaching the alphabet
Books, matching games Teaching sounds and letters
P. 75 Teaching the concept of a word
Read aloudSentence buildingLanguage experience stories
TEACHING TO BUILD PHONOLOGICAL AWARENESS Multisensory
Tapping and sweepingClapping syllablesRhyming gamesPoetry
INTEGRATED INSTRUCTION Reading, shared reading and rereading
(p. 80)Modeling: decoding, expression, one to one
correspondence, metacognitive skills Guided Reading
TEACHING VOCABULARY AND LANGUAGE SKILLS Vocabulary
High frequency wordsTier two words
LanguageStory tellingDiscussion storiesListening activities