1. Emergent Literacy and Concepts About Print

2. Quick-Write: How do emergent readers develop?
Write as many emergent literacy skills as you can think of in 2 minutes.
Then name at least two instructional methods you can use to foster these emergent literacy skills.
Attend to environmental print; model writing for real purposes; talk and elaborate with oral language; retell stories; playing with letters; encourage “invented spelling”

3. Concepts About Print
Marie Clay’s term for what emergent readers need to understand about how printed language works and represents language. Its basic components include:
Print carries a message (even if “pretend reading”)
Books are organized, with a cover, title, and author
Directionality: Reading flows in a particular and consistent direction, left to right and top to bottom.
Printed language consists of letters, words, and sentences (gradually learn to distinguish between)
One-to-one matching: More experienced readers begin to recognize matching or upper and lower case letters Concepts About Words > Concepts About Letters
Watch the Hannah video and give examples of what she knows about print and how it works.

4. Hannah What does Hannah know about print and how it works?
Hannah knows…
Evidence…

5. Emergent Reading
Concepts of Print (book orientation, directionality, print = meaning & purpose)
Concepts of Word (things > label objects > combine to tell stories > hold concept of word in their mind)
Concepts of Alphabet (letter name, formation, special features, direction, isolated & combined sound)

6. Stages of Reading Development (RI Literacy Policy)
Emergent Reader - preschool; “reading”; environmental print
Beginning Reader - understanding of the alphabet and words (concepts of print)
Transitional Reader - recognizing and manipulating within word differences
Intermediate Reader - Fluency and “problem-solving” about the meaning
Advanced Reader - Reading to learn
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)

7. Linking Stages of Reading and Writing Development (Tompkins)
Emergent Writer – writing emerges from drawings; directionality, name, 5-20 words
Beginning Writer – sentences and upper/lowercase; spell phonetically, words
Fluent Writer – uses writing process; paragraphs, vocabulary, vowel patterns and word endings, punctuation
EMERGENT READER
BEGINNING READER
Walk students through talking about their notes from the RI Reading Policy with examples of each
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)
FLUENT READER

8. Stages of Reading Development (RI Literacy Policy)
Emergent Reader –
Beginning Reader –
Transitional Reader –
Intermediate Reader –
Advanced Reader -
Walk students through talking about their notes from the RI Reading Policy with examples of each
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)

9. Meshing Stages of Reading Development (RI Literacy Policy & TOMPKINS)
Emergent Reader –
Early Reader –
Transitional Reader –
Intermediate Reader –
Advanced Reader -
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take);
Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)
EMERGENT READER
FLUENT READER
BEGINNING READER

10. Linking Stages of Reading and Writing Development (Tompkins)
Emergent Writer –
Beginning Writer –
Fluent Writer –
EMERGENT READER
BEGINNING READER
Walk students through talking about their notes from the RI Reading Policy with examples of each
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)
FLUENT READER