TCH 264: Emergent Literacy

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TCH 264: Emergent Literacy. February 17, 2014. National Reading Panel. NRP was formed in 1997 to research and assess effective literacy instructional practices Research was conducted over a period of 2 years In 2000, the NRP published a report outlining the findings. NRP Findings. - PowerPoint PPT Presentation


<p>TCH 264: Emergent Literacy</p> <p>February 17, 2014TCH 264: Emergent LiteracyNational Reading PanelNRP was formed in 1997 to research and assess effective literacy instructional practicesResearch was conducted over a period of 2 yearsIn 2000, the NRP published a report outlining the findings2NRP FindingsConcluded that there are five key components to an effective reading instruction program:Phonemic AwarenessPhonicsFluencyVocabularyComprehension</p> <p>3Emergent LiteracyWhat do beginning readers need to know about reading and writing?Strategies PresentationsConcepts About PrintWhat are concepts about print?Print orientationLetter identificationHigh frequency wordsWriting SpreeDictation</p> <p>Assessing CAPsWhat tools do we have to help us assess a childs understanding of concepts about print?Teacher madeObservation Survey, Fountas and Pinnell, Basic Reading InventoryKeep in Mind.CAPs assessment must be a part of authentic learning experiencesInvolve ongoing formative and summative assessmentProvide students with a variety of ways for showing their knowledge and skillsUse authentic textsProvide focused learning activities that focus on specific areas of visuality (minilessons)Concepts of ScreenLook at the following Web sites. What understandings about the text do people need to have to navigate the text?Ebooks:;route=text&amp;lang=English&amp;msg=&amp;ilang=English Interactive Web sites WebQuests</p> <p>Ideas for teaching CAPClass booksEnvironmental PrintChartsShared Reading and Read-aloudsArtworkFilmAdvertisements</p> <p>DefinitionsPhonemic Awareness: Understanding that spoken words are made up of sounds. Can manipulate and pick out sounds in spoken language.. Alphabetic Principle: Explicitly linking letter sound (phonemes) with alphabet lettersPhonics: Refers to Systematic Letter/Sound RelationshipsOnset/Rime: Onsetall letters before a vowel in a word (Dog- D is the onset)Rimewhat follows the onset (Dog- -og is the rime)Fluency: Reading text with speed, accuracy, and proper expression.</p> <p>18Levels of Phonemic AwarenessRhyming wordsAwareness of syllablesAwareness of Onset and RimeSound IsolationPhonemic BlendingPhoneme SegmentationPhoneme manipulationPhonemes = the smallest unit of spoken language (Approx. 44 in English) (/b/ or /th/) Phonemic awareness is the single best predictor of first grade reading achievement. -National Reading Panel Report19Word Attack SkillsWhat strategies and skills do readers need to break the code? How do we figure out words?Onset and RimePhonicsSight WordsA comprehensive reading program includes instruction in word attack and meaning making. Instructs students to use all cueing systems. 20Teaching Phonemic AwarenessNeed not involve printProvide experiences for young children so they become aware of the similarities &amp; differences of sounds in language.Rhyming, alliteration, segmenting, stretching, and combining soundsRead aloudsWord gamesSongsNot appropriate to spend time teaching this after children can do it easily 215 min.PhonicsPhonics is different from phonemic awareness!Phonics refers to letter-sound correspondencesHow letters (graphemes) are linked to sounds (phonemes)Coming together of phonemic awareness and alphabetic principle, or the idea that speech sounds (phonemes) can be represented by letters (graphemes)Purpose of phonics instruction: To apply alphabetic principle in reading &amp; writingHelps students identify words in printShould not be the primary focus of a literacy instructional program (alone, it will not lead to fluency or comprehension)</p> <p>225 min.Types of phonics instructionSynthetic PhonicsPart to whole approachNot contextualized</p> <p>Analytic PhonicsWhole to part (to whole) approachContextualized2310 min. Place with theories</p> <p>Why isolated Phonics is not enoughThe dancer came out and took a bow.Recognize the unfamiliar wordSearch your mental word bank for similar word patternsProduce a pronunciation that matches a word you might know Re-read the sentence to cross check for meaning (Did it make sense? Yes- keep reading, No- try something else)For more complex words, look for familiar morphemes and chunk the wordTeaching phonicsUse Whole-Part-Whole teaching methods:Begin with meaningful contexts and engaging textsWork down to skill to be developed and then back up to whole, meaningful textsStudents must see relevance in real reading/writing eventsProvide a print-rich environment:Alphabet booksABC centersLetter walls &amp; word walls (environmental print)NamesSequencing the alphabetExplicit instruction in phonics can usually be phased out by about 2nd or 3rd grade255 min.Whole-Part-Whole: Mini-lessons begin with engaging texts and work down to the strategy or skill to be developed. Allows students to see the relevance of the strategy in real reading tasks.</p> <p>Activities for Teaching PhonicsFocus on the letter BbShare a book with students with frequent occurrence of the letter Bb (e.g., Be Boy Buzz by bell hooks)Bb box for objects/picture beginning with BbPlay games with alliterationHave students look for the letter Bb during shared and independent reading and writingThis does not mean you ignore other letters! Youre just highlighting the letter Bb.Read and make alphabet booksMake and sort words with common diagraphs, onsets, or rimes: ship, shop, sheep, etc Read Sheep in a Shop265 min.Share magnetic letters and cookie sheets</p>


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