Emergent Literacy Best practices during the early childhood
Emergent Literacy: Best practices during the early childhood years
Objectives: �What is Emergent Literacy? �Why is important for us, as teachers, to know about and understand it? �How will it affect and influence my teaching?
Evolution of Literacy…In Theory Behaviorist (1950 s-1960 s) Passive Learner Skill and drill, phonics based, task analysis Linguistics: Natural Learning (1970 s) Passive Learner Language is innate, meaningful use of language, rule governed Psycholinguistic: Natural Learning (1960 s-1970 s) Active Learner Positives of student, authentic literature, 3 cueing system (Alexander & Fox, 2004, pp. 35 -40)
Evolution of Literacy…In Theory Information Processing (1980 s) Active Learner Prior learning, schema, strategy instruction Sociolinguistic (1990 s) Active Learners Cooperative learning, context-culture, literacy=social process Engage Learning (Present) Active Learner Meaningful experiences, student-centered, motivation, technology (Alexander & Fox, 2004, pp. 41 -52)
Another theory to add into the mix: Reading Readiness �According to Mason and Sinha (1993): -emphasis on “waiting” until the child is ready to learn to read -possess prerequisite skills -lessons include: rote memorization, sequential drills, and repetitive practices (p. 139) Passive Learner
Emergent Literacy!!! � 5 principles of Emergent Literacy: 1. Literacy emerges before children are formally taught to read 2. Literacy is defined to encompass the whole act of reading, not merely decoding 3. Processes of reading, writing, speech, and language are interconnected 4. The child’s point of view and active involvement with emergent literacy constructs is featuredmeaningful language-rich, child-centered experiences 5. The social setting for literacy learning is NOT ignored
Reading Readiness vs. Emergent Literacy How do they compare? ? Emergent Literacy How do Reading Readiness Formal instruction-when students are ready to read Beginning at birth-informal Teacher driven Child driven Prerequisite skills Developmental Skill and drill Involvement in authentic, meaningful literacy activities Behavorism Sociolinguistics Decoding primary skills More than decoding Passive Active Focus on individual Focus on context for learning Gessell Vygotsky Cannot develop reading concepts until maturation occurs Legitimizing early literacy behaviors but still understand a difference to conventional literacy (Mason & Sinha, 1993, pp. 138 -141)
Activity: �Think about the 5 principles of emergent literacy. Work with your table members to answer this question: What do you do in your classroom to assist literacy development? Can you align it with any learning theories?
Emergent Literacy practices to promote… �Phonological Awareness and alphabet knowledge (All phonics concepts) � Learn letter names by: - singing songs, chanting poems, finger plays about the alphabet, and nursery rhymes � Letter recognition: -recognize names of friends and family members; letters in their own name � Listening & writing centers (Elliot & Olliff, 2008, pp. 551 -552)
Practices that support phonological awareness and phonics development, continued: �Environmental Print!! -reading labels, signs, and other print they see around them (making grocery lists, reading signs and labels seen in everyday life) -have visible printed labels on objects, bulletin boards, word walls, and signs in the classroom (Elliot and Olliff, 2008, p. 552)
Writing supports knowledge of phonological relations Invented Spelling: allow students to use the symbols they associate with the sounds they hear in the words they wish to write � Temporary invented spelling may contribute to beginning reading (NAEYC, 1998, p. 34) � Ex: bk for bike � � “Transposing children’s spoken word in written symbols provides a concrete demonstration that strings of letters between spaces are words and not all words are the same length” (NAEYC, 1998, p. 35)
Exposure and concepts of print �Big Books: help distinguish features of print -print carries meaning -letters create words and they correspond to an oral version -read left to right and top to bottom -teachers can model correct and fluent reading -KEY: demonstrate how print works (NAEYC, 1998, p. 33)
Exposure and concepts of print � Students need a chance to practice what they have learned about print with a buddy and/or independently � Classroom Library: filled with books that the students WANT to read (use labels) � Independent Reading: a chance for students to look at and read books they are interested in � Buddy Reading: let students share a book with a friend-practice what they have learned (can use
The Single most important activity… � According to the International Reading Association (IRA) & the National Association for the Education of Young Children (NAEYC), the single most important activity for building understandings and skills essential for reading is: READING ALOUD TO CHILDREN (p. 33) � WHY? ? Here are the facts: -asking “predictive and analytic questions” enhances a child’s vocabulary and comprehension of the story -children have a chance to talk about the pictures, retell the story, talk about their favorite parts, request rereadings (familiarize with different genres and reinforce language) -allows for students to make meaningful connections to their own lives (NAEYC, 1998, p. 33)
Read Aloud benefits, continued… � Gives more exposure to print and text (informational, narratives, etc. ) � Students have a chance to be active participants in reading and their learning � Being a part of rich literacy experience carries over in to their DRAMATIC PLAY-experiences are enhanced
What about our ELL Learners? � “Strong basis in a first language promotes school achievement in a second language” (NAEYC, 1998, p. 33) � ELL students can use their first language to help with acquisition of English as their second language-they are more likely to become readers and writers of English if they are familiar with those concepts in their primary language � Provide these experiences: -allow students to maintain their “home language” while learning to read and write in English -include non-English materials and resources (NAEYC, 1998, p. 34)
Reflection �Are you using any of these emergent literacy activities in your room? �What new activities are you going to try in your classroom? �How can you become a better literacy teacher? “We should strengthen our resolve to ensure that every child has the benefit of positive early childhood experiences that support literacy development” (NAEYC, 1998, p. 33)
References Alexander, P. A. , & Fox, E. (2004). A Historical perspective on reading research and practice. In R. B. Ruddell, N. J. Unrau (Eds. ) Theoretical models and processes in reading (5 th edition), (pp. 33 -68). Neward, DE: International Reading Association. Elliott, E. M. , & Olliff, C. B. (2008). Developmentally appropriate emergent literacy activities for young children: Adapting the early literacy and learning model. Early Childhood Education Journal, 35(6), 551 -556. Retrieved from EBSCOhost. Mason, J. M. , & Sinha, S. (1993). Emerging literacy in the early childhood years: Applying a Vygotskian model of learning and development. In B. Spodek (Ed. ), Handbook of research on the education of young children, (pp. 137 -150). New York: Macmillan. NAEYC (1998). Learning to read and write: Developing appropriate practice for young children. Young Children, 53(4), 30 -46. IRA.
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