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Emerging Into Literacy Chapter 4

Emerging Into Literacy Chapter 4. Emerging Into Literacy. Overview Objectives Key Terms. Fostering Young Children’s Interest In Literacy. Concepts About Written Language Purpose and Opportunities – pp. 162-163 Concept of a Word Environmental Print Literacy Play Centers.

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Emerging Into Literacy Chapter 4

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  1. Emerging Into Literacy Chapter 4

  2. Emerging Into Literacy • Overview • Objectives • Key Terms

  3. Fostering Young Children’s Interest In Literacy • Concepts About Written Language • Purpose and Opportunities – pp. 162-163 • Concept of a Word • Environmental Print • Literacy Play Centers

  4. Fostering Young Children’s Interest In Literacy • Concepts About the Alphabet • The Alphabetic Principle • Letter Names • Routines to Teach Alphabet – p. 168 • Phonemic Awareness • Manipulate spoken language – p. 169 • 5 types of activities – p. 171

  5. Fostering Young Children’s Interest In Literacy • Concepts About the Alphabet, contd. • Phonics • Consonants • Vowels • Rimes and Rhymes • Phonics Generalizations

  6. Young Children Emerge Into Reading • Shared Reading • Step by Step – p. 179 • Predictable Books • Repetition, Cumulative Sequence, Rhyme and Rhythm, Sequential Patterns • Big Books • Cross-Age Reading Buddies • Traveling Bags of Books

  7. Young Children Emerge Into Reading • Language Experience Approach • Step by Step – p. 187

  8. 1. Provide an experience. • Experience must be meaningful & in which all participated: • school experience • book read aloud • field trip

  9. 2. Talk about the experience. • Students & teacher discuss experience: • to generate words/vocabulary • to review the experience • to extend their understanding • Ask open-ended questions.

  10. 3. Record the dictation. • Teacher writes down child’s dictation: • for individuals: in booklets or on sheets of paper. • for groups: on chart paper or using word processor.

  11. 3. Record the dictation (cont.). • About teacher’s writing: • Write neatly using school’s style. • Preserve as much student language as possible. • Keep editing of word choice & grammar to a minimum.

  12. 3. Record the dictation (cont.). • For individuals: • Take dictation until child finishes or hesitates. • When child hesitates, reread what has been written & encourage child to continue.

  13. 3. Record the dictation (cont.). • For groups: • Children take turns dictating sentences. • After writing each sentence, teacher rereads it.

  14. 4. Read the text. • Teacher models reading & correct intonation by reading text aloud, pointing to each word. • Children read the text together.

  15. 4. Read the text (cont.). • Individuals may take turns reading. • Text may be copied & distributed to children.

  16. 5. Extend language abilities. • Language abilities may be reinforced through teacher-directed activities related to the dictation: • phoneme-grapheme correspondence • punctuation: sentence markers

  17. 5. Extend language abilities (cont.). • capitalization: sentences, proper nouns • words/vocabulary

  18. Young Children Emerge Into Writing • Introducing Young Children to Writing • Interactive Writing • Step by Step – p. 192 • Minilessons About Reading and Writing

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