Fostering Emergent/Early Literacy Chapter 3

Emergent Literacy Consists of the reading and writing behaviors that evolve from children’s earliest experiences with reading and writing and that grow into conventional literacy. Readiness: adequacy of ability in relation to the demands of the task. Interventionists emphasize the need to set up programs to foster readiness: focus on nurture vs. nature.

Concepts about Print Child can: Point to front and back of book Demonstrate awareness that print contains a message Indicate where to start reading on a page Indicate the directions to read words Indicate that at the end of a line you sweep left to the next lower line Demonstrate an understanding of the concepts of first and last

Concepts of Print Child can: Indicate that you stop at a period Indicate that you pause at a comma Count words in a line Point to one letter Point to an uppercase letter Point to the top and the bottom of a page Point to the top and the bottom of a picture

Fostering Emergent Literacy Classroom environment: labels, calendars, weather report, charts. Play centers for dramatic play Reading to students on a daily basis Develop story structure (e.g., once upon a time) Build comprehension by focusing on details of stories Make personal connections with stories Develop language and thinking skills using higher order thinking skills and repeated readings

Students with Limited Literacy Backgrounds Emergent Storybook Reading: pretend reading by retelling stories guided by pictures in the book, then reconstruct the story once familiar. Shared Book Experience: modeled from bedtime story situation. Someone reads story to child and they pick up on words when read to. Big book series are excellent materials to use for oral reading.

Language Experience Approach Language experience stories: real life experiences for students to express and write about. Shared Writing: both the teacher and the students write a story together

Language and Literacy Activities Labeling games: “Where is your nose?”, encourage children to label objects and events. During necessary routines (e.g., bath time, mealtime, etc) converse with the child. Pick books that connect to a child’s life and talk about those connections (e.g., Green Eggs and Ham, ask child what color eggs do you eat?)

Show me the: Socks –fox Pear-bear Watch-wash Mouth-mouse Clown-crown Tower-towel Tea-key Fan-van Girls-curls Cone-comb Tie-pie Ring-wing

More Activities for Emergent Reading At home or school provide print-rich environments and access to high quality books, writing materials, and toys like alphabet blocks and alphabet magnets. Point out and read print in various environments (e.g., words on restaurant menu, labels on food containers, signs on street). Label items in child’s environment (e.g., artwork, videos,books, art supplies) and post signs with child’s name (e.g., “Marie’s room”, “Sam’s Treasure Box”)