1. Emergent/Early Letter Name and Letter Name Writers and Readers Rebecca L. Akers February 25, 2016 4:00-5:30 PM Totaro Elementary School Brunswick County Public Schools

2. What is needed for a child to learn to write?

3. Access to writing materials and access to print—synchrony of literacy development (reading/writing/spelling)

6. Stages of Emergent Writing Scribbles and drawing for writing Scribbles and letter-like forms Random letters (no directionality) Letter strings (no directionality) Some letter/sound match with consistent directionality

7. Scribbling, random marks

8. Representational drawing

9. Drawing distinct from writing and Mock Linear or Letter Like

10. Turn and Talk--Ideas for Name Writing

11. Letters, but no sound match

12. Components of Early Literacy Learning to Promote Writing Concept sorts Phonological awareness activities (listening for sounds, rhymes and jingles, alliteration and beginning sounds) Alphabet knowledge (alphabet games and matching activities) Letter-sound knowledge (beginning sound picture sorts) Concept of Word in text (fingerpoint reading and tracking words)

13. From Emergent to Letter Name – Alphabetic Writing

14. Letter Name Spellers and Writers Use the literal names of the letters to write First, use beginning sounds Then, add first and last sounds (consonants) Next, include a medial vowel with the beginning and ending sound Finally, spell short vowel patterns conventionally

15. “Getting there”—Early letter name- alphabetic spelling I lk hskpen RUDF and DO NAT DSTRB GNYS AT WRK

16. Letter Name Spellers Write how the consonants are sounded by where and how they are articulated in the mouth (jrv/drive; jrap/trap; chran/train) braf/brave; bot/boat; yt/wait

17. Letter Name-Alphabetic Progression f fn fan p pt pat (pet) g gk jk jok juk (junk)

18. Word Study for Letter Name Spellers Focus is on the alphabetic principle of matching sounds to letters The study of beginning sounds Word banks The study of ending sounds The study of digraphs and blends The study of word families to introduce short vowels (onset/rime)

19. Instructional Activities Group experience stories (language experience) Individual student dictations Word banks of words that a student knows Word hunts for beginning sounds Initial sound bingo Word family wheels/flip charts

20. Bibliography Adams, Marilyn Jager, B. Foorman, I. Lundberg and T. Beeler (1998) Phonemic Awareness in Young Children Bear, Donald, M. Invernizzi, S. Templeton, F. Johnston (1996) Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction Bissex, Glynda (1985) Gnys at Wrk: A Child Learns to Write and Read Ganske, Kathy (2000) Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction