Young Children Emerge

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Young Children Emerge

• Into Reading
• By, Dawn Gallondorn

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Three stages children move through as they learn
to read

• Emergent reading
• Beginning reading
• Fluent reading

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Emergent Reading

• Selective-cue Stage
• Gain an understanding of the communicative
  purpose of print
• Notice environmental print
• Dictate stories to be recorded
• Reread predictable books

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Beginning reading

• Spelling - sound stage
• Learn sound - symbol correspondences
• Begin to decode words Fluent reading
• Decode words quickly and automatically
• Concentrate on comprehension

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• Through a multifaceted reading program of
  literature, daily reading and writing
  experiences, and instruction in phonics, skills
  and strategies, young children develop into
  fluent readers and writers.

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Instructional approaches

• Literature focus units
• Shared reading
• Assisted Reading
• Language experience
• Reading workshop

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Literature Focus Unit Steps

• Preparing to read
• Reading
• Responding
• Exploring
• Extending

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Shared Reading

• Can be a part of the literature focus unit or
  stand alone.
• Many times big books are used - such as big books
  and predictable books.
• Used mainly when children can not read fluently,
  but should be used throughout grade levels.

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What are BIG BOOKS and how are they used?

• Any type of picture book.
• Most often are predictable books, nursery rhymes,
  songs, and poems.
• Most often put on a chart stand or easel.
• Teacher reads it aloud, pointing to every word.
• When finished, the teacher rereads the book
  inviting students to help with the reading.
• Teacher may have students supply the predictable
  parts.
• Students, once familiar with the text then read
  the big book independently.

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Four kinds of BIG BOOKS teachers can make.

• Replica book - Exact copy of a picture book
• Newly illustrated book - Familiar book with new
  illustrations
• Adapted book - New version of a familiar book
• Original book - Original book composed by
  students and/or the teacher

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Predictable Books

• Books which have repeated words and sentences,
  rhymes or other patterns.
• Extremely valuable tool for emergent readers.

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4 Characteristics

• Repetitive sentences
• Repetitive sentences in a cumulative sequence
• Rhyme and rhythm
• Sequential patterns

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Reading workshop for emergent readers

• Children need the opportunity to look at books,
  reread favorite stories, and explore new texts.
• Even non-readers can look at the books.

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Looking at Familiar texts

• The teacher demonstrates how to think about the
  book and how to remember the title characters or
  plot.

• The teacher models how to turn the pages and
  think aloud about the story, recreating it in
  their minds.

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Assisted Reading

• Extends the familiar routine of parents to their
  children.
• A child and a teacher, parent or other fluent
  reader sit together to read a book.
• At first the reader does most of the reading and
  gradually the child assumes more and more of the
  reading.
• Can use a class of older students to be buddies
  to a younger class.
• Get parents involved by using travel bags.

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Language Experience Approach

• Children dictate words and sentences about their
  experiences, and the teacher writes down what the
  children say.
• The text developed then becomes the reading
  material.

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• Teachers must remember Write what the
  child says, do not change the words!

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Bibliography

• Reading of the 21st, by Tompkins
• Microsoft Power Point Presentations
• Dr. Mi