emergent & beginning literacy learners

“HOW DO I TEACH LEARNERS AT THE PREK-3 LEVELS ?”CREATING A LITERATE ENVIRONMENT FOR EMERGENT & BEGINNING

LEARNERS

GETTING TO KNOW EMERGENT & BEGINNING LEARNERS

BACKGROUND KNOWLEDGEPrior experience

Cultural life style

Home life

Interest

ASSESSMENTSOral development

Concept of Print

Alphabetic Principles

Phonics

Phonemic Awareness

Word Knowledge

Fluency

Vocabulary

LEARNING STYLESVisual

Auditory

Kinesthetic

Tactile

Linguistic

Logical

Interpersonal

Intrapersonal

EMERGENT LITERACY LEARNER STRATEGIES

ORAL DEVELOPMENT STRATEGIESRule 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.

CONCEPTS ABOUT PRINT STRATEGIESEnvironment 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.

ALPHABETIC PRINCIPLE/PHONEMIC AWARENESS STRATEGIESElkonin Boxes

Rhymes and Alliteration

Children’s Names

Add a Sound/Take a Sound

Blending/Segmenting Sound

Environment Print

Alphabet games

Poetry

Alphabet Books

BEGINNING LITERACY LEARNER STRATEGIES

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

READING FLUENCY

EXPLICIT INSTRUCTION

SCAFFOLD SILENT READING

• Reader’s Theater

• Radio Reading

• Choral Reading

• Repeated Reading

• Partner Reading

VOCABULARY

ACADEMIC WORD WALL

VOCABULARY GAMES

• Vocabulary graphic organizer

• Seeing, Listening, Discussing, Defining, and Writing

• Peer Teaching

• Sematic Maps

• Word Banks

• Comparison Vocabulary Grids

SELECTING TEXTS

TEXT COMPLEXITY

QUANTITATIVE MEASURES

QUALITATIVE MEASURES• Word Frequency

• Sentence Length

• Text cohesion

• Concept Density

• Background Knowledge

• Levels of Meaning

• Language Conventions & Structure

STRATEGY FOR TEXT COMPLEXITY

CLOSE READING INSTRUCTIONS

SHORT COMPLEX PASSAGES

LIMITED FRONT LOADING

• Repeated Readings

• Text Dependent Questions

• Annotations

SIMILARITIES & DIFFERENCES OF EMERGENT AND BEGINNING LEARNERS

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

PHONEMIC AWARENESS

EMERGENT

• Match with letters/sound

decoding

BEGINNING

• Manipulate sounds orally

VOCABULARY

EMERGENT

• Conversations

• Books

• Compare vocabulary to others

• Picture sorts

BEGINNING• Conversations

• Books

• Direct instructions

• Multiple exposure

• Sight words

• Word walls

• Word mapping

FLUENCY

EMERGENT

• Read a-louds

• Choral reading

BEGINNING

• Read a-louds

• Choral reading

• Reader’s Theater

• Repeated readings

• Explicit instructions

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

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

MOST IMPORTANTLY

ALWAYS PROVIDE FEEDBACK

• Specific

• Clear

• Timely