Emergent Literacy – Helping Children Want to Become Readers and Writers Gina Dattilo St. Louis Community College

Get to know a new person: Introduce yourself to a new person. Tell them what age you work with. What is your favorite children’s book? What age do you remember learning to read?

Focus: *Who should read to a child? *What are Missouri’s Literacy Standards? *When should a child be able to read? *Where should they be exposed to literacy? *Why should they be given materials to promote reading ? *How do we enhance our time with children to promote literacy?

Who should read to a child? Families Early Childhood Teachers Grandparents Aunts and Uncles Older siblings Anyone that is in the child’s life!

What are Missouri’s Literacy Standards? literacy TEACHER’S Guide 1 I. Symbolic Development Content Component Process Standards 1. Represents feelings and ideas in a variety of ways. II. Speaking/Expressive Language 1. Uses language to communicate. 2. Uses expanded vocabulary. III. Listening/Receptive Language 1. Listens for different purposes. IV. Reading 1. Applies early reading skills. 2. Uses concepts of print. 3. Attends to sounds in language. (Phonological Awareness) V. Writing 1. Uses writing as a means of expression and communication.

Missouri Standards Continued: Missouri Early Learning Standards for Literacy Organization The standards cover the broad scope of early literacy development and are organized by: I. Content Component— the specific content area to be addressed, such as written language or knowledge of print and books; II. Process Standards — identifiable competencies or capabilities in the process of literacy development, such as attending to sounds in language or applying early reading skills; III. Indicators — observable milestones in the development of competencies, such as using language to represent ideas and feelings or listening responsively to books and stories; IV. Examples — specific behaviors children may exhibit in their literacy development. This structure provides us with an accessible way to see how the standards fit into our curriculum and teaching practice. All children actively seek to comprehend the world in which they live.

When should a child be able to read? According to US Department of Education From birth to age 3, most babies and toddlers become able to: Make sounds that imitate the tones and rhythms that adults use when talking. Respond to gestures and facial expressions. Begin to associate words they hear frequently with what the words mean. Make cooing, babbling sounds in the crib, which gives way to enjoying rhyming and nonsense word games with a parent or caregiver. Play along in games such as "peek-a-boo" and "pat-a-cake." Handle objects such as board books and alphabet blocks in their play. Recognize certain books by their covers. Pretend to read books. Understand how books should be handled. Share books with an adult as a routine part of life. Name some objects in a book. Talk about characters in books. Look at pictures in books and realize they are symbols of real things. Listen to stories. Ask or demand that adults read or write with them. Begin to pay attention to specific print such as the first letters of their names. Scribble with a purpose (trying to write or draw something). Produce some letter-like forms and scribbles that resemble, in some way, writing.

From ages 3-4, most preschoolers become able to: Enjoy listening to and talking about storybooks. Understand that print carries a message. Make attempts to read and write. Identify familiar signs and labels. Participate in rhyming games. Identify some letters and make some letter- sound matches. Use known letters (or their best attempt to write the letters) to represent written language especially for meaningful words like their names or phrases such as "I love you."

At age 5, most kindergartners become able to: Sound as if they are reading when they pretend to read. Enjoy being read to. Retell simple stories. Use descriptive language to explain or to ask questions. Recognize letters and letter-sound matches. Show familiarity with rhyming and beginning sounds. Understand that print is read left-to-right and top-to- bottom. Begin to match spoken words with written ones. Begin to write letters of the alphabet and some words they use and hear often. Begin to write stories with some readable parts.

Where should they be exposed to literacy?

Why should they be given materials to promote reading? The public library only keeps books that are not damaged so children and adults will honor the books. Good tools are essential to good work. Books, writing tools and reading areas should reflect expectations of what is supposed to be learned.

How do we enhance our time with children to promote literacy? Having books and materials to promote literacy in all areas that children are in the classroom/outside/bathroom areas. Read to children. Have literature that reflects interests of children. Have planned reading times and other opportunities for literature during the classroom day. Have varied materials.

How are you going to enhance literacy with the children in your care? Dramatic Play Blocks Fine Motor Art Reading Outdoor Area Science Computer Cozy Area Writing Area

Resources: Missouri Department of Elementary and Secondary Education US Department of Education Environmental Rating Scales