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Emergent & Beginning Literacy Learners
- 1. “HOW DO I TEACH LEARNERS AT THE PREK-3 LEVELS ?” CREATING A LITERATE ENVIRONMENT FOR EMERGENT & BEGINNING LEARNERS
- 2. GETTING TO KNOW EMERGENT & BEGINNING LEARNERS BACKGROUND KNOWLEDGE Prior experience Cultural life style Home life Interest ASSESSMENTS Oral development Concept of Print Alphabetic Principles Phonics Phonemic Awareness Word Knowledge Fluency Vocabulary LEARNING STYLES Visual Auditory Kinesthetic Tactile Linguistic Logical Interpersonal Intrapersonal
- 3. EMERGENT LITERACY LEARNER STRATEGIES
- 4. ORAL DEVELOPMENT STRATEGIES Rule of Five- Having students use at least five words when speaking. Let’s Talk- An area where students use props to talk and play uninterrupted for at least 15 minutes. ( Verbally fluent speaker is paired with a less verbally fluent speaker. One Looks, One Doesn’t- 2 partners, one look at a picture and describes it while the other one guess the picture. Poetry- Teaching Modeling, Choral Reading, singing poem, response poem Story Telling Dialogic Reading- Students responding to strategic questions while reading a book multiple times.
- 5. CONCEPTS ABOUT PRINT STRATEGIES Environment Print Reading Interactive Read A-louds Shared Reading Letter Manipulatives Voice Pointing Error Detection Masking or Highlighting Print Verbal Punctuation – Each punctuation mark in a piece of text is given a sound. Framing Print LEA (Language Experience Approach)- Student own personal oral stories are dictated into print.
- 6. ALPHABETIC PRINCIPLE/PHONEMIC AWARENESS STRATEGIES Elkonin Boxes Rhymes and Alliteration Children’s Names Add a Sound/Take a Sound Blending/Segmenting Sound Environment Print Alphabet games Poetry Alphabet Books
- 7. BEGINNING LITERACY LEARNER STRATEGIES
- 8. PHONICS AND DECODING EXPLICIT PHONIC INSTRUCTION LETTER SOUND CARDS PHONICS PICTURES MUSIC PHONICS TONGUE TWISTERS NONSENSE WORDS • Making words • Word detector • Reading phonics stories • Creating patterns • Word Study • Examining Root Words
- 9. READING FLUENCY EXPLICIT INSTRUCTION SCAFFOLD SILENT READING • Reader’s Theater • Radio Reading • Choral Reading • Repeated Reading • Partner Reading
- 10. VOCABULARY ACADEMIC WORD WALL VOCABULARY GAMES • Vocabulary graphic organizer • Seeing, Listening, Discussing, Defining, and Writing • Peer Teaching • Sematic Maps • Word Banks • Comparison Vocabulary Grids
- 11. SELECTING TEXTS
- 12. TEXT COMPLEXITY QUANTITATIVE MEASURES QUALITATIVE MEASURES • Word Frequency • Sentence Length • Text cohesion • Concept Density • Background Knowledge • Levels of Meaning • Language Conventions & Structure
- 13. STRATEGY FOR TEXT COMPLEXITY CLOSE READING INSTRUCTIONS SHORT COMPLEX PASSAGES LIMITED FRONT LOADING • Repeated Readings • Text Dependent Questions • Annotations
- 14. SIMILARITIES & DIFFERENCES OF EMERGENT AND BEGINNING LEARNERS
- 15. PHONICS EMERGENT • Use alphabetic principles • Picture sort • Alphabet font sort • Matching upper case with lower case letters • Alphabetic games BEGINNING • Teach what they are using but confusing • Word study- word families, picture sort, word sort • Look for word patterns • Compare and contrast words
- 16. PHONEMIC AWARENESS EMERGENT • Match with letters/sound decoding BEGINNING • Manipulate sounds orally
- 17. VOCABULARY EMERGENT • Conversations • Books • Compare vocabulary to others • Picture sorts BEGINNING • Conversations • Books • Direct instructions • Multiple exposure • Sight words • Word walls • Word mapping
- 18. FLUENCY EMERGENT • Read a-louds • Choral reading BEGINNING • Read a-louds • Choral reading • Reader’s Theater • Repeated readings • Explicit instructions
- 19. COMPREHENSION EMERGENT • Identify characters • Predicts what happens next • Able to identify problems • Able to retell some portion of a story BEGINNING • Able to identify characters, setting, problem • Able to retell major points in a text • Use prior knowledge and experiences to make meaning
- 20. WRITING EMERGENT • Scribbling to represent words • Use pictures to communicate ideas • Understand that writing communicates ideas BEGINNING • Inventive spelling • Write more than one detail • Topics are related to personal experiences • May be able to spell some high-frequency words
- 21. MOST IMPORTANTLY ALWAYS PROVIDE FEEDBACK • Specific • Clear • Timely