FEBRUARY 17 , 2014

TCH 264: Emergent Literacy

National Reading Panel

NRP was formed in 1997 to research and assess effective literacy instructional practices

Research was conducted over a period of 2 years

In 2000, the NRP published a report outlining the findings

NRP Findings

Concluded that there are five key components to an effective reading instruction program:

Phonemic AwarenessPhonicsFluencyVocabularyComprehension

Emergent Literacy

What do beginning readers need to know about reading and writing?

Strategies Presentations

Concepts About PrintWhat are concepts about print?

Print orientation Letter identification High frequency words Writing Spree Dictation

Assessing CAPs

What tools do we have to help us assess a child’s understanding of concepts about print?Teacher madeObservation Survey, Fountas and

Pinnell, Basic Reading Inventory

Keep in Mind….

CAPs assessment must be a part of authentic learning experiences

Involve ongoing formative and summative assessment

Provide students with a variety of ways for showing their knowledge and skills

Use authentic textsProvide focused learning activities that focus

on specific areas of visuality (minilessons)

Concepts of Screen

Look at the following Web sites. What “understandings” about the text do people need to have to navigate the text?

Ebooks:http://www.childrenslibrary.org/icdl/Bo

okPreview?bookid=polinse_01050001&route=text&lang=English&msg=&ilang=English

Interactive Web siteshttp://pbskids.org/go/ WebQuests

Ideas for teaching CAPClass booksEnvironmental PrintChartsShared Reading and Read-aloudsArtworkFilmAdvertisements

DefinitionsPhonemic Awareness: Understanding that spoken

words are made up of sounds. Can manipulate and pick out sounds in spoken language..

Alphabetic Principle: Explicitly linking letter sound (phonemes) with alphabet letters

Phonics: Refers to Systematic Letter/Sound Relationships

Onset/Rime: Onset—all letters before a vowel in a word (Dog- D is the

onset) Rime—what follows the onset (Dog- -og is the rime)

Fluency: Reading text with speed, accuracy, and proper expression.

Levels of Phonemic Awareness

Rhyming wordsAwareness of syllablesAwareness of Onset and RimeSound IsolationPhonemic BlendingPhoneme SegmentationPhoneme manipulationPhonemes = the smallest unit of spoken language

(Approx. 44 in English) (/b/ or /th/) “Phonemic awareness is the single best predictor of

first grade reading achievement.” -National Reading Panel Report

Word Attack Skills

What strategies and skills do readers need to “break the code”? How do we figure out words?

Onset and RimePhonicsSight WordsA comprehensive reading program

includes instruction in word attack and meaning making. Instructs students to use all cueing systems.

Teaching Phonemic Awareness

Need not involve printProvide experiences for young children so

they become aware of the similarities & differences of sounds in language.

Rhyming, alliteration, segmenting, stretching, and combining sounds Read alouds Word games Songs

Not appropriate to spend time teaching this after children can do it easily

Phonics

Phonics is different from phonemic awareness!Phonics refers to letter-sound correspondences

How letters (graphemes) are linked to sounds (phonemes)

Coming together of phonemic awareness and alphabetic principle, or the idea that speech sounds (phonemes) can be represented by letters (graphemes)

Purpose of phonics instruction: To apply alphabetic principle in reading & writing Helps students identify words in print Should not be the primary focus of a literacy

instructional program (alone, it will not lead to fluency or comprehension)

http://atozphonics.com/whatisphonics.html

Types of phonics instruction

Synthetic Phonics Part to whole approach Not contextualized

Analytic Phonics Whole to part (to whole) approach Contextualized

Why isolated Phonics is not enough

The dancer came out and took a bow.1. Recognize the unfamiliar word2. Search your mental word bank for

similar word patterns3. Produce a pronunciation that matches a

word you might know 4. Re-read the sentence to cross check for

meaning (Did it make sense? Yes- keep reading, No- try something else)

5. For more complex words, look for familiar morphemes and chunk the word

Teaching phonicsUse Whole-Part-Whole teaching methods:• Begin with meaningful contexts and engaging

texts• Work down to skill to be developed and then back

up to whole, meaningful texts• Students must see relevance in real

reading/writing eventsProvide a print-rich environment:• Alphabet books• ABC centers• Letter walls & word walls (environmental print)• Names• Sequencing the alphabet

Explicit instruction in phonics can usually be phased out by about 2nd or 3rd grade

Activities for Teaching Phonics

Focus on the letter Bb Share a book with students with frequent

occurrence of the letter Bb (e.g., “Be Boy Buzz” by bell hooks)

“Bb box” for objects/picture beginning with Bb Play games with alliteration Have students look for the letter Bb during

shared and independent reading and writing This does not mean you ignore other letters!

You’re just highlighting the letter Bb.Read and make alphabet booksMake and sort words with common

diagraphs, onsets, or rimes: ship, shop, sheep, etc… Read “Sheep in a Shop”