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