tch 264: emergent literacy
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TCH 264: Emergent Literacy. February 17, 2014. National Reading Panel. NRP was formed in 1997 to research and assess effective literacy instructional practices Research was conducted over a period of 2 years In 2000, the NRP published a report outlining the findings. NRP Findings. - PowerPoint PPT PresentationTRANSCRIPT
FEBRUARY 17 , 2014
TCH 264: Emergent Literacy
National Reading Panel
NRP was formed in 1997 to research and assess effective literacy instructional practices
Research was conducted over a period of 2 years
In 2000, the NRP published a report outlining the findings
NRP Findings
Concluded that there are five key components to an effective reading instruction program:
Phonemic AwarenessPhonicsFluencyVocabularyComprehension
Emergent Literacy
What do beginning readers need to know about reading and writing?
Strategies Presentations
Concepts About PrintWhat are concepts about print?
Print orientation Letter identification High frequency words Writing Spree Dictation
Assessing CAPs
What tools do we have to help us assess a child’s understanding of concepts about print?Teacher madeObservation Survey, Fountas and
Pinnell, Basic Reading Inventory
Keep in Mind….
CAPs assessment must be a part of authentic learning experiences
Involve ongoing formative and summative assessment
Provide students with a variety of ways for showing their knowledge and skills
Use authentic textsProvide focused learning activities that focus
on specific areas of visuality (minilessons)
Concepts of Screen
Look at the following Web sites. What “understandings” about the text do people need to have to navigate the text?
Ebooks:http://www.childrenslibrary.org/icdl/Bo
okPreview?bookid=polinse_01050001&route=text&lang=English&msg=&ilang=English
Interactive Web siteshttp://pbskids.org/go/ WebQuests
Ideas for teaching CAPClass booksEnvironmental PrintChartsShared Reading and Read-aloudsArtworkFilmAdvertisements
DefinitionsPhonemic Awareness: Understanding that spoken
words are made up of sounds. Can manipulate and pick out sounds in spoken language..
Alphabetic Principle: Explicitly linking letter sound (phonemes) with alphabet letters
Phonics: Refers to Systematic Letter/Sound Relationships
Onset/Rime: Onset—all letters before a vowel in a word (Dog- D is the
onset) Rime—what follows the onset (Dog- -og is the rime)
Fluency: Reading text with speed, accuracy, and proper expression.
Levels of Phonemic Awareness
Rhyming wordsAwareness of syllablesAwareness of Onset and RimeSound IsolationPhonemic BlendingPhoneme SegmentationPhoneme manipulationPhonemes = the smallest unit of spoken language
(Approx. 44 in English) (/b/ or /th/) “Phonemic awareness is the single best predictor of
first grade reading achievement.” -National Reading Panel Report
Word Attack Skills
What strategies and skills do readers need to “break the code”? How do we figure out words?
Onset and RimePhonicsSight WordsA comprehensive reading program
includes instruction in word attack and meaning making. Instructs students to use all cueing systems.
Teaching Phonemic Awareness
Need not involve printProvide experiences for young children so
they become aware of the similarities & differences of sounds in language.
Rhyming, alliteration, segmenting, stretching, and combining sounds Read alouds Word games Songs
Not appropriate to spend time teaching this after children can do it easily
Phonics
Phonics is different from phonemic awareness!Phonics refers to letter-sound correspondences
How letters (graphemes) are linked to sounds (phonemes)
Coming together of phonemic awareness and alphabetic principle, or the idea that speech sounds (phonemes) can be represented by letters (graphemes)
Purpose of phonics instruction: To apply alphabetic principle in reading & writing Helps students identify words in print Should not be the primary focus of a literacy
instructional program (alone, it will not lead to fluency or comprehension)
http://atozphonics.com/whatisphonics.html
Types of phonics instruction
Synthetic Phonics Part to whole approach Not contextualized
Analytic Phonics Whole to part (to whole) approach Contextualized
Why isolated Phonics is not enough
The dancer came out and took a bow.1. Recognize the unfamiliar word2. Search your mental word bank for
similar word patterns3. Produce a pronunciation that matches a
word you might know 4. Re-read the sentence to cross check for
meaning (Did it make sense? Yes- keep reading, No- try something else)
5. For more complex words, look for familiar morphemes and chunk the word
Teaching phonicsUse Whole-Part-Whole teaching methods:• Begin with meaningful contexts and engaging
texts• Work down to skill to be developed and then back
up to whole, meaningful texts• Students must see relevance in real
reading/writing eventsProvide a print-rich environment:• Alphabet books• ABC centers• Letter walls & word walls (environmental print)• Names• Sequencing the alphabet
Explicit instruction in phonics can usually be phased out by about 2nd or 3rd grade
Activities for Teaching Phonics
Focus on the letter Bb Share a book with students with frequent
occurrence of the letter Bb (e.g., “Be Boy Buzz” by bell hooks)
“Bb box” for objects/picture beginning with Bb Play games with alliteration Have students look for the letter Bb during
shared and independent reading and writing This does not mean you ignore other letters!
You’re just highlighting the letter Bb.Read and make alphabet booksMake and sort words with common
diagraphs, onsets, or rimes: ship, shop, sheep, etc… Read “Sheep in a Shop”