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Emergent Literacy Learners

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Title: Emergent Literacy Learners


1
Emergent Literacy Learners
  • September 20, 2006

2
Emergent Literacy Reading and writing
behaviors that precede and develop into
conventional literacy
3
Emergent literacy learners
  • Can be any age!
  • Refers not just to reading print also refers to
    beginning understandings about writing

4
Key points to remember
  • Reading, writing, speaking, and listening
    abilities develop concurrently and
    interrelatedly, rather than sequentially.
  • The functions of literacy are as integral to
    literacy learning as the forms.
  • Children learn written language through active
    engagement with their world.
  • Koppenhaver, Coleman, Kalman, Yoder, 1991

5
Literacy development is best fostered when
reading and writing are functional, purposeful,
and goal-directed (p. 40, Koppenhaver et al.,
1991).
6
A Framework to Develop Early LiteracyInstruction
al activities approaches to use in your
classroom
  • Create a literacy/oral language rich environment
  • Read aloud
  • Shared reading (re-readings)
  • Utilize guided reading activities
  • Provide opportunities for independent
  • reading
  • Use shared writing with your students
  • Engage in interactive writing
  • Utilize Writers Workshop
  • Provide opportunities for independent writing
  • Teach letters, words, and How they work

7
Early Literacy Language Behaviors and
Concepts (OConnor, Notari-Syverson, Vadasy,
2001)
8
Predictable Books
  • Use rhyme, repetition of words, phrases,
    sentences and refrains, and such patterns as
    cumulative structure, repeated scenes, familiar
    cultural sequences, interlocking structure and
    turn-around plots.

9
Kinds of Predictable Books
  • Chain or Circular Story (e.g., If You Give a
    Mouse)
  • Plot is interlinked so that the ending
    leads back to the beginning.
  • Cumulative Story (e.g., This is the House that
    Jack Built)
  • Each time a new event occurs, all previous
    events in the story are repeated.
  • Familiar Sequence (e.g., Today is Monday)
  • Organized by recognizable theme, such as Days of
    Week, etc. and Numbers
  • Pattern Stories (e.g, Three Billy Goats Gruff)
  • Scenes are repeated with some variation.
  • Question and Answer (e.g., Brown Bear, Brown
    Bear)The same or similar questions are repeated
    throughout the story.
  • Repetition of Phrase (Goodnight Moon)Word order
    in a phrase or sentence is repeated.
  • Rhyme Rhyming words, refrains, or patterns are
    used throughout the story.
  • Songbooks Familiar songs with predictable
    elements, such as repetitive phrase.

10
Picture Books
  • interplay of narrative and illustration is
    fundamental to the book as a whole
  • 32 pages is standard (though titles can be 24-48
    pages)
  • Illustrations dominate text
  • Illustrations integrate with the narrative to
    bring story to a satisfying conclusion.
  • Word count is generally less than 500 words.
    Although picture books can have over 2000 words
    or have none at all, as is the case with wordless
    picture books.
  • Overall design serves to build a relationship
    between the text and the illustrations, this
    includes the front matter, back matter, and the
    book jacket

11
Picture Books not just for young children!
12
Wordless Books
  • "stories without words, wordless picture books
    convey meaning through the illustrations

13
Middle Passage White Ships, Black Cargo
  • Chronological still portrait of the slave trade.
    Tom Feelings' images are graphic yet beautiful,
    cruel and realistic, uplifting but heartbreaking.
    The absence of words intensified the images on
    the pages by letting them speak for themselves.
  • Amazon.com

14
Some Ways to use Wordless Books
  • To develop knowledge about print (early literacy
    skills)
  • To develop language skills
  • For readers in later stages, to develop
    understanding of story details, carefully
    consider all story elements, and more clearly
    understand how text is organized so that a story
    develops.
  • To facilitate and enhance development of content
    knowledge
  • To teach concepts and vocabulary enrich
    understanding about a concept
  • To facilitate creative writing

15
Guided Story Telling(Adapted from Katims, 2000)
  • The purpose of Guided Story Telling using
    wordless books is to
  • Develop background knowledge
  • Facilitate listening and oral language skills
  • Develop vocabulary
  • Teach use of pictures cues
  • Enhance creativity and have fun!

16
Guided Story Telling
  • Select a wordless picture book
  • Encourage students to develop a narrative about
    the pictures start by modeling this for the
    first few pictures. . .
  • Students can write the story line they are
    developing on post-its and place on each page
  • Use prompts such as and then. . . when
    suddenly. . ., finally. . .
  • Look for teachable moments to stop and discuss
    new concepts and vocabulary

17
Follow-up Activities
  • Let the students read their favorite wordless
    books to a partner or to younger children.
  • Plan an activity in which small groups of
    students use a camera to take pictures and create
    their own picture books. Publish these and put
    them in the classroom library for children to
    read during SSR.
  • After students have practiced, let them dictate
    or write down the narratives they have
    constructed for the picture books. Mysteries of
    Harris Burdick http//www.lafsd.k12.ca.us/people/s
    moe/
  • Work with the SL/P to develop topics for books
    and to develop other related activities.

18
Small Group Work
  • Get into groups of no more than 3 students.
  • Each group will create a story line for a
    wordless picture book. Every group member must
    have an active role in this activity.
  • Read through the book together first.
  • Discuss ideas, and then develop a story line to
    go along with the illustrations.
  • Write the text for each page on post-its and
    attach to the pages.
  • Discuss within your group how you would
    use/modify this activity in your classroom .

19
Next Week (9/26)
  • Examine
  • Word Recognition Instruction Automatic word
    recognition
  • Read
  • Chapter 4 pp. 54-62 in your text (Copeland
    Keefe)
  • Heller (2001) Chapter 10
  • Consider
  • What is your earliest memory of learning to
    read????
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