Emergent & Beginning Literacy Learners

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    02-Jul-2015

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Literacy

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<ul><li> 1. HOW DO I TEACH LEARNERSAT THE PREK-3 LEVELS ?CREATING A LITERATE ENVIRONMENT FOR EMERGENT &amp; BEGINNINGLEARNERS</li></ul> <p> 2. GETTING TO KNOW EMERGENT &amp;BEGINNING LEARNERSBACKGROUNDKNOWLEDGEPrior experienceCultural life styleHome lifeInterestASSESSMENTSOral developmentConcept of PrintAlphabetic PrinciplesPhonicsPhonemic AwarenessWord KnowledgeFluencyVocabularyLEARNING STYLESVisualAuditoryKinestheticTactileLinguisticLogicalInterpersonalIntrapersonal 3. EMERGENT LITERACY LEARNERSTRATEGIES 4. ORAL DEVELOPMENTSTRATEGIESRule of Five- Having students use at least five words whenspeaking.Lets Talk- An area where students use props to talk and playuninterrupted for at least 15 minutes. ( Verbally fluentspeaker is paired with a less verbally fluent speaker.One Looks, One Doesnt- 2 partners, one look at a pictureand describes it while the other one guess the picture.Poetry- Teaching Modeling, Choral Reading, singing poem,response poemStory TellingDialogic Reading- Students responding to strategic questionswhile reading a book multiple times. 5. CONCEPTS ABOUT PRINTSTRATEGIESEnvironment Print ReadingInteractive Read A-loudsShared ReadingLetter ManipulativesVoice PointingError DetectionMasking or Highlighting PrintVerbal Punctuation Each punctuation mark in a piece of text is given asound.Framing PrintLEA (Language Experience Approach)- Student own personal oral stories aredictated into print. 6. ALPHABETICPRINCIPLE/PHONEMICAWARENESS STRATEGIESElkonin BoxesRhymes and AlliterationChildrens NamesAdd a Sound/Take a SoundBlending/Segmenting SoundEnvironment PrintAlphabet gamesPoetryAlphabet Books 7. BEGINNING LITERACY LEARNERSTRATEGIES 8. PHONICS AND DECODINGEXPLICIT PHONIC INSTRUCTIONLETTER SOUND CARDSPHONICS PICTURESMUSIC PHONICSTONGUE TWISTERSNONSENSE WORDS Making words Word detector Reading phonics stories Creating patterns Word Study Examining Root Words 9. READING FLUENCYEXPLICIT INSTRUCTIONSCAFFOLD SILENT READING Readers Theater Radio Reading Choral Reading Repeated Reading Partner Reading 10. VOCABULARYACADEMIC WORD WALLVOCABULARY GAMES Vocabulary graphic organizer Seeing, Listening, Discussing, Defining,and Writing Peer Teaching Sematic Maps Word Banks Comparison Vocabulary Grids 11. SELECTING TEXTS 12. TEXT COMPLEXITYQUANTITATIVE MEASURESQUALITATIVE MEASURES Word Frequency Sentence Length Text cohesion Concept Density Background Knowledge Levels of Meaning Language Conventions &amp; Structure 13. STRATEGY FOR TEXT COMPLEXITYCLOSE READINGINSTRUCTIONSSHORT COMPLEX PASSAGESLIMITED FRONT LOADING Repeated Readings Text Dependent Questions Annotations 14. SIMILARITIES &amp; DIFFERENCES OFEMERGENT AND BEGINNINGLEARNERS 15. PHONICSEMERGENT Use alphabetic principles Picture sort Alphabet font sort Matching upper case with lowercase letters Alphabetic gamesBEGINNING Teach what they are using butconfusing Word study- word families,picture sort, word sort Look for word patterns Compare and contrast words 16. PHONEMIC AWARENESSEMERGENT Match with letters/sounddecodingBEGINNING Manipulate sounds orally 17. VOCABULARYEMERGENT Conversations Books Compare vocabulary to others Picture sortsBEGINNING Conversations Books Direct instructions Multiple exposure Sight words Word walls Word mapping 18. FLUENCYEMERGENT Read a-louds Choral readingBEGINNING Read a-louds Choral reading Readers Theater Repeated readings Explicit instructions 19. COMPREHENSIONEMERGENT Identify characters Predicts what happens next Able to identify problems Able to retell some portion ofa storyBEGINNING Able to identify characters,setting, problem Able to retell major points in atext Use prior knowledge andexperiences to make meaning 20. WRITINGEMERGENT Scribbling to represent words Use pictures to communicateideas Understand that writingcommunicates ideasBEGINNING Inventive spelling Write more than one detail Topics are related to personalexperiences May be able to spell some high-frequencywords 21. MOST IMPORTANTLYALWAYS PROVIDE FEEDBACK Specific Clear Timely </p>

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