Overview What is Emergent Literacy? Historical Perspective Theories The 5 Principles Guiding Practices Helping ELL Students References
EMERGENT LITERACY:
Emergent: Birth-KBeginner: Grade 1-2Transitional: Grade 2
Intermediate: Grade 3-5
(Ward, 2011)
What is “Emergent Literacy”? Child already has some knowledge of
language, reading and writing Communication skills – (influences the other) Begins early (at birth) – ongoing
Sociolinguistic Social context for learning
Embedded Instruction based on needs Books – early! Child centered and based on problem solving (Morrow, 2009, Ch. 1)
Reading Readiness (1900s-1950s) Waiting until there is interest or “readiness”
Natural maturation Formal instruction – school Pre K and K – in the past had avoided reading
instruction (passive) Behaviorist Teacher driven Decoding – primary skills (Morrow, 2009), (Mason & Sinha, 2003)
What are some pros and cons that you see in this “Reading Readiness” theory?
Before all this…
The Historical Perspective 1700s and 1800s Philosophers of Education
Rousseau – “natural”, development and readiness, curiosity
Pestalozzi – learning through manipulatives Froebel – play in learning, “kindergarten”
What was reading like? An oral tradition ABCs taught through gingerbread Books with pilgrims in new schools, religious books Instruction: memorizing
(Morrow, 2009, p. 16-22)
(Ward, 2011)
Before all this…
The Historical Perspective Twentieth Century Philosophers of Education
Dewey – progressive education, interest based Skinner – “Behaviorism”, systematic, direct, structure Montessori – mastering one skill, then another Piaget – cognitive development Vygotsky – schema and scaffolding
What was reading like? Basal Readers: 1930s-1980s IRI done by Betts: 1949 Look-Say Reading ex. “Dick and Jane” Reading Wars: Whole Language vs. Skills Instruction
Controlled vocabulary? Whole language– trade books Balanced Literacy
(Morrow, 2009, p. 16-22)
(Ward, 2011)
TheoriesConstructivist :
Construct meaning as you get you info.
Holistic and exploratory“dirty learning”
*Dewey, Bruner, Piaget, Vygotsky*
Constructivist :Construct meaning as you get
you info.Holistic and exploratory
“dirty learning”*Dewey, Bruner, Piaget,
Vygotsky*
Behaviorist :Training, memorization, rote
learningPositive/Negative Reinforcement
Systematic, teacher directed, lecture
“clean learning”*Skinner*
Behaviorist :Training, memorization, rote
learningPositive/Negative Reinforcement
Systematic, teacher directed, lecture
“clean learning”*Skinner*
Schema Theory :How much prior knowledge you
holdPrior info. + New info. =
schemataSchema must be built; helpful to
have in school*Vygotsky*
Schema Theory :How much prior knowledge you
holdPrior info. + New info. =
schemataSchema must be built; helpful to
have in school*Vygotsky*
Transactional Theory :(schema related)
Prior knowledge aids comprehension
“transaction” between reader and text
Set different purposes for reading
*Rosenblatt*
Transactional Theory :(schema related)
Prior knowledge aids comprehension
“transaction” between reader and text
Set different purposes for reading
*Rosenblatt*(Morrow, 2009), (Ward, 2011)
Theories
Zone of Proximal Development:Where they need to go – useful for instruction; “the staircase”
Scaffolding and modeling*Vygotsky*
Zone of Proximal Development:Where they need to go – useful for instruction; “the staircase”
Scaffolding and modeling*Vygotsky*
Sociolinguistic:Society shapes language use
Models surroundings, influencesNorms, expectations, context
Code switching : different “talk”
Psycholinguistic:Cognitive processes govern
language useBiological/Neurological
Ex. Phonology, Morphology, Orthography, Syntax, Semantics,
Pragmatics Sounds, structure, letters, patterns,
meaning, content
(Ward, 2011)
The Five Principles
1. Phonological Awareness-Sound awareness (units of sound) and putting sounds together-Emergent:-WORD, SYLLABLE and SOUND AWARENESS
1. Rhyme (“bat, hat, mat, rat”) and alliteration (Bill bakes brownies)2. Words and syllable (clapping)
Activities:Isolating: /m/ may Segmenting: /d/ /o/ /g/Categorizing: picture sorts Deleting: “meat” without /m/Blending: /pup/ / “Odd Man Out”Manipulating: change /c/ in cat to /m/
Phonemic Awareness-Spoken words and syllables can be a sequence of phonemes (the smallest units of sound)
(Ward, 2011)
The Five Principles2. Alphabetic Principle-Sounds correlated to letters-These are “graphemes” (letters) that correspond to sounds – the “phonemes”
Concepts about Print (CAP) and Books!-Title, Author and Illustrator-The print corresponds to the written story-You read a book from left to right
Activities: Shared Reading, Dialogic Reading, Interactive Writing, Environmental Print, Books on Tape
Phonics-Speech sounds all correlated with letters, words, etc.
Ways to Teach Phonics
SYNTHETICSmall parts –
wholeBottom up
EMBEDDEDNot explicit,
authenticDiscuss as it
occurs
ANALOGYWhole to part
Taught explicitlyComparing – cake
= bake, rake, make
ANALYTICDecoding, chunking
Whole word - parts
Top down
(Ward, 2011)
The Five Principles
3. Fluency-Transition from decoding to reading-Greater exertion on decoding – less attention to meaning-Comprehension is the main goal-Using prosody shows understanding of meaningIMPORTANT:
-Accuracy in decoding-Automatic word recognition-Appropriate prosodic elements (stress, pitch, phrasing)
Activities:-Repeated Readings-Choral and Echo readings-Readers’ Theatre-Buddy and Paired Readings
(Barone and Morrow, 2003)
The Five Principles
4. Vocabulary-Word recognition: not just sight words!-“Academic English”GOAL: enhance understanding, encourage expression-Tiered words
Tier 1 – ex. “nice” while a Tier 3 would be content words
Activities:-Only teach 2-4 purposeful words at a time-They should be contextualized in conversation and books-Techniques:
Semantic webs or semantic gradientsList, group, label… now write a paragraph“Four Square”Every person response – thumbs up!Word Walls
(Ward, 2011)
The Five Principles
5. Comprehension-Main goal of reading -Readers make meaning of what they read or hear-Has to do with:
Prior knowledge and experience Social interactionReading or listening ability
8 strategies: Predicting, Summarizing, Using Prior Knowledge, Imagery, Using Graphic Organizers, Recognizing Text Structure, Generating and Asking Questions and Monitoring Meaning/Metacognition
Many Activities: Directed Listening and Thinking Activities, Shared Book Experiences, Repeated Readings, Small Group and One-on-One Readings, Answer Questions (by students and teachers!), Graphic Organizers and Reading Response Groups
(Ward, 2011)
*Brainstorm Activity!*
Directions:
1.With a person or two you are sitting with, choose one of the “5 Principles”
2.On each Sticky Note, please brainstorm some activities that you have done in your classroom or plan to do in your classroom
3.Post them up front! Let’s see if we can give each other new ideas or talk about ones that we all see working!
Guiding Practices
Concept of Word Reading the “white spaces” Tracking Oral vs. print Can they identify words?
Writing Letter-sound awareness Phonemic Awareness – putting sounds together Phonics – using patterns they know Where are they? Shows what they know! (Encoding)
“C.O.W. LADDER”
1. Scribbles2. Some symbols- “letter like”3. Random letters and numbers4. Beginning/salient sounds5. Beginning and some endings6. Spelling by letter name
(Ward, 2011)(Morrow, 2009)
Guiding Practices: Helping Students Become Actively Involved in Literacy
Metacognition Actively involved in the construction of their own
literacy Motivation
“Initiating and sustaining a particular activity” For reading… they read on a regular basis for a variety of
reasons Intrinsic “for me” vs. Extrinsic (a positive
reinforcement – reward) Four ideas help motivate students
Choice, Challenge, Social Collaboration, Success Classroom activities that motivate students
Literacy Centers, Classroom Library, Read alouds, Storytelling, Independent reading and writing, Technology(Morrow, 2009, p. 285)
Helping “English Language Learners”
What is “first language acquisition”?-Learning the “first language” or the native language
What is “second language acquisition”?-Learning a second language
-Easier to teach a second language to children-Instruction needed
*These are the students that we teach*
(Morrow, 2009)
Helping ELL Students Make students feel comfortable in the
classroom Give student a “buddy” / peer assisted learning Tasks should be active (can be nonverbal) Activities – maximize the use for language Modeling and direct instruction Practice! (with guidance and then independently)
(Morrow, 2009, p. 79)
Helping ELL Students Encourage students’ language and literacy
development Classroom library: English and also primary
language of all students (also examples) Provide daily extensive vocabulary lesson –
visuals! Teach basic greetings and expressions Have students make their own “word books” Use high interest picture books
(Morrow, 2009, p. 80)
Can you think of any ideas that might help the ELL students in your class?
Helping ELL Students… more ideas! Encourage students’ language and literacy
development Buddy reading and writing Repeated Readings of a story All manipulatives! Games, puppets, visual
figures, etc. Cloze activities – fill in the blank Cut up sentence strips to sequence
Turn to someone next to you! Which of these suggestions are you going to put
into place in your classroom tomorrow?
(Morrow, 2009, p. 80)
References
Barone, D. M. & Morrow, L. M. (2003). Literacy and young children: Research based practices. (pp. 210-225). The Guilford Press. New York, NY.
Mason, J. M., & Sinha, S. (1993). Emerging literacy in the early childhood years: Applying a Vygotskian model of learning and development. In B. Spodek (Eds.), Handbook of research on the education of young children (pp. 137-150). New York, NY: Macmillan.
Morrow, L. M. (2009). Literacy development in the early years: Helping children read and write. 6th edition. (pp. 186-231). Pearson Education, Inc. Boston, MA.
Ward, A., (6/9/11, 6/14/11, 6/16/11, 6/21/11, 6/28/11, 7/7/11, 7/12/11). [PowerPoint slides]. George Mason University. EDRD 630.
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