Emergent Literacy Final

Environmental Print

The print we see all around us—the print in our environment

It is the first print a child recognizes.

Environmental Print

What are the Advantages of Environmental Print?

• It helps children discover how print is organized and used.

• Children discover the functional use of print.

How is Environmental Print used in the Classroom?

Environmental print is in the outside world.  It is not typically found in school.  Therefore, it must be brought into the classroom world

Where do we see environmental print?

Restaurants

signs around the city

book titles

stores

newspapers

magazines

How do we create our classroom environmental print?

• Label everything

• Put student’s names all over

What are children’s positive responses to print?

• They ask to be read to.

•  They ask for a favorite book to be read and reread.

•   They can retell their favorite story.

•   They make up stories of their own.

•   They dictate and then reread their stories.

•   They learn key words.

•   They find keywords in other places.

Why is group time important in a classroom?

1. Helps children understand themselves as group members

2. Promotes a sense of self-worth; validates each person as significant

3. Promotes classroom community

1. Social interaction

2. Cooperation

3. Group participation

4. Promotes personal skills

1. Independence

2. Self-control

5. Enhances both listening and speaking

6. Beginning of the day and close of the day

7. Generally followed by small group time

Daily activities:

1. Daily Routines

1. Announcements

2. Attendance/Greeting

3. Calendar

4. Morning message

5. Saying goodbye

2. Standard Practice

1. Counting

2. Alphabet

Explicit Instruction

Theme related instruction such as reading a book, class discussion, giving directions, specific math skills, specific language skills

Seating arrangement:

1. In a circle

2. Bunched together

3. Be sure that space is flexible

Attention getter:

1. Song

2. Poem

3. Fingerplay

4. Restate any rules (Don’t bug your buddy! Sit criss-cross applesauce. Look at the person talking)

Why does greeting children matter?

• connect to each other

• creates community

• gain social skills

• builds confidence

Why share?

• Creating a safe environment so students will take risks

• Learning respect

• Learn to look at the person who is talking and how to take turns

• Keep it structured

• Keep a routine---adds to safe environment

• Lightning Share or set number to share

• Theme for the conversation is good 

Group Activty:

• Involves everyone and is fast paced

• Starts the thinking

• Helps develop specific skills

• Social skills and increases confidence

• Helps with risk taking---safe environment

• Structured---good classroom management

• Adds to the classroom community---student to student; teacher to student

• Team building rather than competitive

• Helps with conflict resolution

News and Announcements

• Reflects what has been done and looks forward to next

• Increases fluency

• Students can read and reread

• Can be a specific academic focus

• Helps motivate and excite the student for the day

• Reminds the students about important information

• Reinforces comfort and security level

What is writing?

• It is transforming experiences into symbols

• Writers construct meaning.

• Readers reconstruct text by constructing anticipated meanings.

Children play writing by making marks on paper:

• For enjoyment

• For social relationships

• For a sense of accomplishment

• For a sense of identity

How Writing Is Acquired?

1. Experiences

2. Playful marks to written communication

3. Moving from invention to conventions

4. Embedded in social situations

5. Self-initiated and self directed

6. Story making

7. Observations, directions, participating

8. Working independently

Birth to age 3

• Explore the form of writing by scribbling

• 16-20 months become interested in scribbling

• Whole arc and sweeping motions

• Involves a decision making process

Three to Six

controlled scribbling which gradually acquires the characteristics of print including

  1.  Linearity

  2.  Horizontal orientation

  3.  Arrangement of letter-like forms

Level 1

• Distinguish between drawing and writing

•   Straight and curved lines and dots are present

•   Conclude that print forms are ordered in a linear way

•   Accept letter shapes rather than inventing new ones

•   Realize that written marks represent items

Level 2

• Look for differences in printed strings

•   Still do not realize the letter/sound relationship

Level 3

•  Realize that a given string of letters represent their names

•   Create a syllabic hypothesis

•   Print letter forms as syllables heard

•   Start to realize a letter/sound correspondence

•   Start to realize sound and letter patterns in words

Writing via drawing

1. Specific purpose

2. Read drawing

Writing via scribbling

A. Left to right

B. Moves pencil

  C.  Pencil makes sounds

  D.  Scribble resembles writing

Writing via reproducing well-learned units or letter strings

A.  Long strings

  B.  Sometimes change order

  C.  Random order

Writing via invented spelling

 A.  Initial consonant to represent entire word

  B.  Initial consonant and ending sound

  C.  Words overlapped

Invented Spelling

• Very necessary developmental stage

• Natural and temporary phenomenon

Stages:

• Spelling awareness

• primitive spelling

• pre-phonetic spelling

• phonetic

• correct or conventional spelling

spelling awareness

alphabet letters represent words

Primitive spelling

no relationship between spelling and words; however letters and numerals are differentiated

Pre-phonetic spelling

initial and final consonants

Phonetic

consonants are fairly consistent; vowels are attempted; sight words appear

Adult Role

• Learn to read the attempts

• Keep samples to demonstrate development

• Introduce phoneme spelling by “sounding out” (don’t expect this to be successful until the child is ready to segment and isolate)

• Inform parents of the need for invented spelling and caution them to resist correcting

Functional Writing

• Has a purpose which is usually communication

• Greeting cards, Thank you notes,   Making a list, Address and telephone   books, Notes to parents, Pen pals,   Notice board

Journal Writing

• Making a record of events and thoughts

•   Theme, Shared, Home and School,   Private, Learning Log, Reader Response 

Syntax

sentence structure

Children’s work should be _____________.

Published

_______________ is the main goal.

Legibility

VAK

 Visual—Demonstration and display at eye  level

  Auditory—Hearing instruction

  Kinesthetic—physical movement

Similarity of stroke

 Lines—tall, short

  Circles—tall, short

  Lines and Circles

Denmark and New Zealand

literacy rate is 99.9%; no formal teaching until age seven (D) and eight (NZ)

Natural Approach:

*Also known as LEA, Organic, and Language Arts Approach

*Reading is one of the communication skills.

*Quality children’s literature is abundant.

*Skills taught and learned as the children need them.

*Discussion follows story reading.

*Leads to invented spelling.

*Makes use of phonics and sight-words.

Whole Language Approach

*Literature Based

*Theme oriented

*Top-Down

  Meaning

  Sentence

  Word

  Sound

  Letter

Phonics Approach

*Decoding

*26 letters; 44 phonemes

*Pronounce letter sequences to identify words; if you know the word you know the meaning

*Bottom-Up

  Meaning

  Sentence

  Word

  Sound

  Letter

Look-Say Approach

 1.  Sight Words

  Dolch word list

2.  Word Families

   at  ed  an

  hat  bed  fan 

   cat  fed  tan

  pat  red  man  

Combined Approach: Balanced Language

*Abundant, quality children’s literature

*Daily reading—aloud; independent; for enjoyment; for specific purpose

*Cueing Systems

  Graphophonics

  Semantics

  Syntax

Cueing Systems

Graphophonics

Semantics

Syntax

Graphophonics

starts with a visual cue; letters and letters are symbols for sounds; letter/sound correspondence

semantics

meaning of the text and overall comprehension

syntax

structure of the word; prefixes and suffixes

trade books

any book you can pick off the shelf (library books or the books in Dr. Chamber’s classroom)

• trade is more natural

• appeal to students interests more

Basal books

• commercial produced books

• teacher ease

• reading series

• stories have vocabulary, questions, and teacher’s guide before or after the story

• grade level can be found at the back of the book

Positives of Basal Books:

• easy to assess where student is at because of the assessments in basal books

• provides ease for the teacher

negatives of basal books:

• not natural and children often do not like to read them

• district expects you to use them because they spend lots of money on basal books

• must be willing to be creative and work outside of the box

invented spelling

conventional spelling

words for analyzing a child’s writing:

• Invented spelling - conventional spelling

• Complete sentences?

• Horizontal orientation

• Fine motor skills good or not?

• Is there a purpose?

• Contractions?

• Correct punctuation

• Compound words

• Indentions

• Commas

• Correct spelling

• Sight words (commonly used words)

• Double constants

• Capital letters and periods

• What writing stage are they in?

• Legible handwriting = good fine motor skills

• Correct endings to words

everyone in your class has a _______?

job

Elements of morning meetings:

1. greeting

2. sharing - a question is asked

3. activity - hands on

4. announcements

importance of morning meetings:

• helps build community

• gets students in routine

• listening, speaking, communicating, cognitive skills

Why use puppets?

• visual

• grabs attention

  fosters:

• creativity

• sense of story

• can be used at ALL ages

• must have a variety of puppets

What do we do simultaneously during the reading process?

• focus on the words

• remember what was read

• sample the cues

• predict what comes next

essential skills of reading:

• spelling

• vocabulary

• phonemic awareness

• phonics

• fluency

• comprehension

phonemic awareness

the ability to hear and manipulate sounds (hearing)

phonics

alphabetic understanding (words are composed of letters) and sound/letter correspondence

fluency

rhythm of reading

comprehension

meaning or understanding of text

print referencing

verbal and nonverbal cues called to draw the child’s attention to interact with print (point out author/illustrator, reading top to bottom, left to right)

importance of reader’s response:

• Go back and remember

• Helps with application

• Helps with memory

• Fosters creativity

• Provides a wide variety for

• enjoyment of learning

Do a hands on activity / rich discussion

accomplished reading:

• More meaningful because the students discuss and share ideas

• Promotes desire to read

• Variety of literature

• Can incorporate the textbook and can teach the concepts through authentic literature

• Meaningful and allows students to be involved in literature 

• It promotes a desire to read, think critically, share ideas

Picture book art:

• Stereotyping

• Line

• Colors

• Appealing

• Textures

• Type of media---painting, chalk,

• collage, watercolors, wood blocks, computer generated

elements of literature:

• plot

• characters

• setting and exposition

• problem

• rising action

classroom library:

• All genres and levels of books

• To foster a love for reading

• 10 books per child

• Special area---Reading Area

• • Library could be organized by author or illustrator (could lead to researching the author)

• Magazine

• Catalogs (Legos, heart song)

Children who play in areas with meaningful print are _______ as likely to use print in their play.

twice