Developmental/Refining skills

Developmental/Refining skillsGroup5Degusman, RazmaEstioca, ShairaLasay, CamilleGemarino,JunreyManinggo, Riza MaeEnriquez, Kim John

Promoting Early Literacy.EARLY LITERACY

Early literacy is what children know about reading and writing before they can actually read and write.

Promoting Early Literacy..Explain the relationship of the home and school to the childs oral language, reading and writing development. Discuss their implications to early literacy development.CHILDHOMESCHOOLVehicles to Early Literacy

The natural development of children is an important consideration in promoting early literacy.Vehicles.

To become literate, children must learn about the functions and uses of literacy.

Three ways by which families influences literacy developmentVehicles

Intrapersonal Interactionliteracy experiences shared by parents/adult familymembers Promote early literacy to the childInclude:1.home practices, social functions of teaching2. Reading and writing

InteractionsStorytelling, reading aloud, reading newspapers/letters, etc.

1. Intrapersonal Interaction

Physical EnvironmentLiteracy materials (available in the home)

Appropriate & readily accessible literacy materialshelp promote interest & love for reading e.g. Picture, concept books, story books, TV program

Parents help children - acquire familiarity with environmental printE.g. Logos, label of food containers, etc.

Physical Environment

Emotional and motivational climate Relationship among family members parents attitude toward literacy and aspirations for their childs achievement

Family members (models of involvement in literacy involvement)

Parents/whole family- actively and highly involved in early literacyChild sees purpose & need for:LanguageSpeakingReading Writing

Emotional and motivational climate

9Teale (1987) to become literate, children must learn about the functions and uses of literacy.

Emotional.10

ReviewingEarly LiteracyImplications of early literacy at home and school.Three ways by which the families influence literacy developmentInterpersonal interactionPhysical environmentEmotional and motivational climate

The role of the Home in Promoting Early Literacy

The role of the Home in Promoting Early LiteracyFamily members, particularly parents, must initiate literacy activities for the child.The home must provide opportunities to naturally develop the childs ability and desire to read.All family members must read to a child and must be responsive to his queries.Parents themselves read, collect, share books regularly

Home.Parents involve the child in their reading and take him in bookstores and libraries.Parents help the child with his reading and writing.Parents communicate with the child through writing as often as possible.

SchoolPlaytime at home is spent in reading, browsing books, writing, drawing and other informal activities that would eventually develop his literacy.Parents must provide literacy materials and nurture his interest and skills.Parents must take ownership of their critical role in their childs literacy as the child takes ownership of his/her own learning.

The Role of the School in Promoting Early Literacy

The school must take home literacy as the basis for early literacy instruction.The school must collaborate with the parents to better understand the early literacy of an individual learner.The school must always recognize the individuality of each learner to better understand his being an emergent reader and writer.The Role of the School in Promoting Early Literacy

The school must always consider that every child is an emerging learner.The school must provide meaningful literacy events for emerging learners. The school must recognize that children are active constructors of their own learning, but the teachers scaffolding is necessary, and is minimized until they can work independently.

School.

School.The school must create a literacy environment both with guided and free-play, sensitive and circle time. In this way, the young learners will realize that learning is pleasurable but needs discipline, and is successful with adult super-vision. The collaboration of parents, teachers, school administrators and the active participation of the young learners is the key to effective early literacy education.

The Value of Language in Promoting Early Literacy

The Value of Language in Promoting Early LiteracyLanguage isFrequently used meaningfullyRegularly used in social contextUsed to comprehend print materials and audio-visual materials.Used to promote oral communication, encourage correct pronunciation and develop vocabulary.Used to explore reading materials and to process writing activities.Associated with pleasure and enjoyment.Provide opportunities for play to use language. 21

The Value of Reading in Promoting Early LiteracyThe Value of Reading in Promoting Early LiteracyCreate a rich reading environment by providing varied reading materials

Picture Books

Traditional Literature BooksParticipation Books

Magazine, Newspaper and Comics

TV PROGRAMSChildrens Dictionary

Reading2. Promote awareness in environmental print.3. Enrich emergent reading through school reading and writing materials like papers, pencils, crayons, clay or play dough, drawing pads, boards, manipulative toys, puppets and puzzles.4. Enhance interest in early reading through audio-visual materials, computer software for sound-letter discrimination, vocabulary, and childrens stories.5. Nurture love for reading through whole family involvement in reading activities.

The Value of Writing in Promoting Early Literacy

The Value of Writing in Promoting Early LiteracyCreate a rich writing environment by providing varied materials for writing.

Writing.2. Recognize environmental print

Food LabelsFood chains, amusement centers, parks and mallsWriting

LogosSigns

Writing...3.Enrich emergent writing by providing audio-visual materials and computer software for sound discrimination and letter writing, picture recognition and number writing, for signs and logos discrimination.

Writing4. Nurture emergent writing through whole family participation in writing activities

First marking attempts on papers, or even on wallsScribbling, squigglingCopying, imitating adult writing, tracingDrawing, finger-paintingInvented writing, producing letters in long strips

Writing letter like forms, writing-like soundsInvented spellingWriting his nameDrawing as if telling a storyDrawing images of family members, playmates and cartoon charactersDrawing plant like and animal-like imagesProducing lines, shapesCommunicating to family members through writing simple notes or letters, sending greeting cards and texting

Writing5. Establish pleasurable and enjoyable writing through the following:

Assistance to childs writing attemptsEncouragement to identify what he writesInteraction with the child about what is being writtenInvitation to observe adult writing and to try make one for himselfDisplay of early writings to be enjoyedResponse to his queries with information and explanation

Recognizing authors purpose and point of view

Activity. Within 60 seconds, form a group with 3 members.

A priest noticed that people were restless and some yawning, in fact, others were already slumbering while he was delivering his homily. He then said, Well, I have a story to tell you And he noticed the congregation flexing their muscles and preparing to home their attention to the preachers story. The preacher then blurted out, Thats the trouble with you people, when I tell you the truth you sleep, and when I tell lies you are sure wide awake. Lessons We Laugh 2 Learn Again

1. What is the passage about?2. What does the priest mean when he said Thats the trouble with you people, when I tell you the truth you sleep, and when I tell lies you are sure wide awake?3. What is the authors intention for writing the passage4. Is it important to identify an authors purpose and point of view? Why?

Recognizing authors purpose and point of viewAuthors purpose is the reason or reasons an author has for writing a selection.

Recognizing.Authors PurposeType of WritingAuthors PurposeNarrativeTo tell a storyDescriptiveTo illustrate a person, event, place; to portray a moodExpositoryTo explain, illustrate, or present informationPersuasiveTo express an opinion and convince the audience to think or feel a certain way.

Authors Point of ViewType of WritingElements of Point of ViewFiction (including short stories, poems, and novels)The author may use characters or narrator to express attitudes in the story.Non-fiction (including informative news accounts, articles, biographies, and documentaries)The authors point of view is primarily neutral. Typically the author is writing in order to explain, describe, or instruct.Persuasive (including editorials and advertisements)The point of view clearly reflects the authors attitude about a subject. Sometimes the opinion is directly stated and other times it is implied (like main idea). The author is either trying to convince the audience to believe something or take action by appealing to their feelingsActivityMaking inferences

Good readers are able to establish the relationship between what the author explicitly declares and what he implicitly says. They use not only the clues found in the text but also their schema. Anderson and Pearson (1984) agree that proficient readers use their prior knowledge and textual information to draw conclusions, make critical judgments, and form unique interpretations from text.

Reading between the linesGood readers are able to establish the relationship between what the author explicitly declares and what he implicitly says.They use not only the clues found in the text but also the schema.Anderson and PearsonProficient readers use their prior knowledge and textual information to:Making inferencesMaking inferences To draw conclusionsMake critical judgmentsForm unique interpretations from text.

INFERRINGThey give you hints or clues that help you read between the lines.Inferring-giving you a clues for you to have a deeper understanding about the reading.Inferences.Evidence based guesses.Kurland- describes an inference as mental process by which one reaches an conclusion based on specific evidence.We interpret actions to be examples of behavior characteristics, intents or expressions of particular feelings.