Young Children Emerge Into Reading By, Dawn Gallondorn

Three stages children move through as they learn to read: n Emergent reading n Beginning reading n Fluent reading

Emergent Reading n Selective-cue Stage n Gain an understanding of the communicative purpose of print n Notice environmental print n Dictate stories to be recorded n Reread predictable books

Beginning reading n Spelling - sound stage n Learn sound - symbol correspondences n Begin to decode words Fluent reading n Decode words quickly and automatically n Concentrate on comprehension

Through a multifaceted reading program of literature, daily reading and writing experiences, and instruction in phonics, skills and strategies, young children develop into fluent readers and writers.

Instructional approaches n Literature focus units n Shared reading n Assisted Reading n Language experience n Reading workshop

Literature Focus Unit Steps n Preparing to read n Reading n Responding n Exploring n Extending

Shared Reading n Can be a part of the literature focus unit or stand alone. n Many times big books are used - such as big books and predictable books. n Used mainly when children can not read fluently, but should be used throughout grade levels.

What are BIG BOOKS and how are they used? n Any type of picture book. n Most often are predictable books, nursery rhymes, songs, and poems. n Most often put on a chart stand or easel. n Teacher reads it aloud, pointing to every word. n When finished, the teacher rereads the book inviting students to help with the reading. n Teacher may have students supply the predictable parts. n Students, once familiar with the text then read the big book independently.

Four kinds of BIG BOOKS teachers can make. n Replica book - Exact copy of a picture book n Newly illustrated book - Familiar book with new illustrations n Adapted book - New version of a familiar book n Original book - Original book composed by students and/or the teacher

Predictable Books n Books which have repeated words and sentences, rhymes or other patterns. n Extremely valuable tool for emergent readers.

4 Characteristics n Repetitive sentences n Repetitive sentences in a cumulative sequence n Rhyme and rhythm n Sequential patterns

Reading workshop for emergent readers n Children need the opportunity to look at books, reread favorite stories, and explore new texts. n Even non-readers can “look” at the books.

Looking at Familiar texts n The teacher demonstrates how to think about the book and how to remember the title characters or plot. n The teacher models how to turn the pages and think aloud about the story, recreating it in their minds.

Assisted Reading n Extends the familiar routine of parents to their children. n A child and a teacher, parent or other fluent reader sit together to read a book. n At first the reader does most of the reading and gradually the child assumes more and more of the reading. n Can use a class of older students to be buddies to a younger class. n Get parents involved by using travel bags.

Language Experience Approach n Children dictate words and sentences about their experiences, and the teacher writes down what the children say. n The text developed then becomes the reading material.

n Teachers must remember “Write what the child says, do not change the words!”

Bibliography n Reading of the 21st, by Tompkins n Microsoft Power Point Presentations n Dr. Mi