1. Early Literacy Skills Chapter 7
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2. Areas of literacy instruction for emergent and early readers
Oral language development
Print conventions
Book handling
Phonemic awareness
Letter recognition
Basic sight words
Using context clues to construct meaning
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3. Oral language development
Holographic stage
Progressing from reflexive utterances (burps, cries) to babbling(nonword sounds), by 12 months the child develops authentic speech, indicating with one word an understanding that the function of speech is to communicate (saying Mommy when mother is in view)
Telegraphic stage
Between one and two years of age, the child adds a second word to their speech to indicate particular functions (Daddy come; me hungry)
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4. Assessment for oral language
The PPVT test of receptive vocabulary can be used with children as young as 2.5 years
The CELF-Preschool 4 measures expressive and receptive language skills
A listening comprehension assessment or a retelling can indicate oral language development
Oral cloze assessments can provide information about vocabulary and syntactic understanding
Get Ready to Read is a useful screening tool for assessing several aspects of oral language for both Spanish- and English-speaking children
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5. Instruction for oral language development
Read alouds
Shared reading in which teacher reads aloud from a Big Book and students follow along
Interactive read alouds in which teacher engages students during the oral reading by discussing vocabulary, etc.
Informal drama and play centers
Unrehearsed, spontaneous and imaginative play with language involving simple movements and props
Purposeful practice in oral language within the context of “pretend” social situations (restaurant, grocery store)
Use of art and games
Flannel board retellings
Expanded phrases
Games such as “I’m going to Grandma’s”
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6. Example of an expanded phrase (Figure 7.1)
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7. Print conventions and book handling
Concepts about print
Book has a front, back, title page, author, illustrator (for picture books)
Read text from left to right, from top to bottom, from left page to right page
Punctuation marks help with meaning and words carry potential meaning
Letters are the marks on a page; a word is a group of letters surrounded by white space
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8. Assessment for print conventions
Observe a child with a book
Ask the child simple questions about print conventions and book handling ( see next slide)
Use the Waterford Early Reading Program computer-based assessment to gather detailed information on knowledge of print concepts
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9. Early reading concepts assessment (Appendix K)
BOOK CHARACTERISTICS
Can point to the front of the book
Can point to the back of the book
Can hold the book upright with the front facing forward
Can point to the title of the book
Can distinguish illustrations from print.
PRINT ORIENTATION
Can point to where text/print begins
Can show directionality of print from left to right
Can point to the end of the text/print
Can show word boundaries (the beginning and ending of words)
PRINT TERMINOLOGY
Can identify the top and bottom of the page
Can point to a letter
Can point to a word
Can point to a specific letter on request
Can point to a specific word on request
Can point to a lowercase letter
Can point to an uppercase letter
Can point to specific punctuation marks on request
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10. Instruction for print conventions
Read alouds
During read alouds the teacher draws attention to print conventions
Interactive writing
During student dictation the teacher makes sure students watch as she models print conventions
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11. Phonemic awareness
Phonemic awareness
Definition: the ability to hear, identify, and manipulate individual sounds in spoken language; strictly an oral ability
Includes recognizing rhyming words, matching sounds, blending and segmenting sounds, splitting syllables, and phoneme substitution
A prerequisite for success with phonics
Phonics
Definition: the ability to recognize and name letters and match those letters to the sounds they make, and know which letters make which sounds
Includes knowing letter-sound correspondences in printed language
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12. Assessment for phonemic awareness
Most instructional activities can serve as assessment tools
Lindamood Auditory Conceptualization Test uses colored blocks for showing sequences of sounds
Test of Phonological Awareness is a norm-referenced test for phonemic awareness
Yopp-Singer Test of Phonemic Segmentation assesses segmenting ability
Roswell-Chall Auditory Blending Test assesses blending ability of two and three sounds
There are Spanish versions of the Preschool Language Scale and the Preschool Comprehensive Test of Phonological and Print Processing
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13. Instruction for phonemic awareness
Read well-chosen children’s literature to assist in alliteration, rhyming, blending and segmenting, and manipulating phonemes
Have students count the sounds heard when rubber-banding to stretch out the sounds in a word
Use Elkonin boxes to help students realize the alphabetic principle (see next slide)
Engage students in arm blending to blend sounds together
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14. Using Elkonin boxes for phonemic awareness (Figure 7.2)
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15. Letter recognition
All children enter school with exposure to environmental print
Knowledge of letters of the alphabet is a strong predictor of future success in reading
Letter knowledge and rapid automatic naming of letters is a significant predictor of early decoding in English for both native English and native Spanish speakers
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16. Assessment for letter recognition
“What do you call these?” “What is this one?” “Do you know its name?”
Figure 7.4: Format for Presenting Letters of the Alphabet for Letter Recognition Assessment
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17. Instruction for letter recognition (Figure 7.5)
Encourage emergent writing and constructed spelling
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18. Instruction for letter recognition
Teach letters directly in a variety of ways
Use the child’s name and the names of classmates to teach letters
Popular culture environmental print provides exposure to letters
Use word walls, letter matching games, and computer keyboards
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19. Instruction for letter recognition
Share a wide variety of alphabet books
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