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Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum Facilitator.

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Presentation on theme: "Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum Facilitator."— Presentation transcript:

1 Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum Facilitator

2 Low Socioeconomic Single Working Parent English speaking and non English speaking home environment Speech is hurried, words are omitted and endings are left off of words that are used Lack of reading aloud during the infant and early years

3 Increasing verbalization is a goal to aid reading and writing development oStart with something familiar to the children oExtend what is familiar to unfamiliar oEmpower children to pronounce the new oEmpower children to write the new

4 Listening to the Child The Teacher takes the child’s lead And extends the child’s verbalization

5 Let’s go now to the video clip Actual classroom with 5 year olds busy At centers all around the small group setting

6 What do you hear that rhymes? They didn’t Go on with more text Until they hear the rhyme After it is written Go to other rhymes that they hear

7 Names Rhyming Nursery Rhymes Objects in Classroom (Lists generated by children posted) Independently Children work in centers to write and talk Follow up

8 Vygotsky recognized the critical role of speech in development as a whole and in particular in Reading and Writing development – Today we see this as a key to teacher interaction in scaffolding our emergent readers.


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