An Introduction to the Emergent Literacy Perspective in the Kindergarten Classroom

1. An Introduction to the Emergent Literacy Perspective in the Kindergarten Classroom Lauren Hill EDRD 630

2. Objectives • Define Emergent Literacy. • Understand the purpose of Emergent Literacy techniques. • Discuss practices we are already using in our classrooms. • Learn new teaching techniques that we can bring to our classrooms.

3. What is Emergent Literacy? According to research … • Literacy emerges before children are formally taught to read. • Literacy is defined to encompass the whole act of reading, not merely decoding. • The child’s point of view and active involvement with emerging literacy constructs is featured. • The social setting for literacy learning is not ignored. • Engagement in meaningful, language-rich, child-centered literacy experiences. Mason & Sinah (1993) p.141

4. Link to Theories • Linguistics Theory – Children are hard-wired; language is innate. • Psycholinguistics Theory – Learner is an active participant. • Information Processing – Children use schema to activate prior knowledge and become actively involved. • Sociolinguistic Theory – Social interactions. • Engaged Learning – Individuals are continually in the process of learning to read and have a direct role to play in literacy (active involvement). Alexander, P.A., & Fox, E. (2004) p.33-68

5. Phonological Awareness Phonological Awareness is a key aspect of the Emergent Literacy Perspective, yet many teachers do not fully understand what it is. You may be teaching Phonological Awareness without even realizing it because it is usually embedded within other areas of your teaching. The following slide illustrates the Phonological Awareness “umbrella.”

6. Phonological AwarenessAwareness of the structures of oral language Examples: Rhyme, Alliteration, Sentence Segmentation, Syllables,Onsets and Rhymes, Phonemes Phonemic AwarenessThe ability to hear and manipulate the individual sounds (phonemes) in spoken words. http://www.cde.state.co.us/coloradoliteracy/crf/downloads/resources/presentations/PA.pdf

7. The following video is an example of emergent literacy used in a kindergarten classroom. http://teachertube.com/viewVideo.php?title=Literacy_Centers&video_id=163280

8. TURN AND TALK What did you notice about the classroom? What methods were being used? Are any already being used in your classroom? Did you notice anything new you might try?

9. From a Statement from the International Reading Association (IRA) and the National Associationf or the Education of Young Children (NAEYC) “Children take their first critical steps toward learning to read and write very early in life. Long before they can exhibit reading and writing production skills, they begin to acquire some basic understandings of the concepts about literacy and its functions … Consequently reading and writing acquisition is conceptualized better as a developmental continuum than as an all-or-nothing phenomenon” Discuss/reflect on the above quote with the person sitting next to you. National Association for the Education of Young Children (1998) p.32

10. More fluent. Occurs over time – literacy emerges as children are exposed to literacy. Students are consistently exposed to literacy throughout the day. Teacher can scaffold based on the student’s Zone of Proximal Development. Mason & Sinah (p.137) More rigid Specific time when students are considered “ready to read.” Set time during the day for reading and literacy to take place. If a student has not reached the benchmark, the teaching cannot take place. Why Emergent Literacy? Emergent Literacy vs. Reading Readiness

11. What elements are we already using? Word Walls and Classroom Signs Read Alouds (all genres) At the kindergarten level, children are just beginning to understand concepts about print, reading and writing. Morning Meeting and Morning Message

12. Read Alouds Word Walls and other visible classroom signs Morning Meeting and Morning Message Children are active participants. Helps with comprehension and vocabulary. Small-group setting; social Why do you think each of these is considered Emergent Literacy? • Demonstrates use of written language. • Help children understand various concepts of print. • Social interaction • Can incorporate various activities involving phonics • Social interactions • Demonstrates use of written language; match spoken to written words.

13. Additional elements for our classrooms Drawing and Writing Centers or Activities Eventually pictures will include some words. Work is meaningful as the child is actively involved in construction meaning. Listening Centers Children are exposed to language from a variety of genres without direct instruction from the teacher. As an extension activity, have students illustrate what happened in the story. Buddy Reading Even though children may be unable to read and decode words, they can still retell simple narratives or informational texts. Students can also make predictions and answer questions based on pictures.

14. Additional elements for our classrooms Word Sorts and Picture Matches Help to develop phonological awareness. Technology Center http://theclassroomkit.com/classroom-3-literacy-links.html

15. Games, songs and chants to help develop phonological awareness: Invent new rhymes and sing to the tune of “If You’re Happy and You Know It” as follows: (Adams et al., 1998). This game also helps to direct the children’s attention to similarities and differences in the sounds of words. Did you ever see a (bear) in a (chair)?Did you ever see a (bear) in a (chair)?No, I never, no, I never, no, I never, no, I neverNo, I never saw a (bear) in a (chair). Willaby WallabyWillaby Wallaby Wusan,An elephant sat on SusanWillaby Wallaby Wark,An elephant sat on Mark Create sentence patterns that use words that begin with the same initial sound (Virginia Department of Education, 1998).This game continues to direct the children’s attention to similarities and differences in the sounds of words. My name is Anna and I like apples. My name is Paul and I like puppies. http://mason.gmu.edu/~cwallac7/TAP/TEST/literacy/2.html

16. “Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them to do many things in life.”National Association for the Education of Young Children, p.32

17. Emergent Literacy Resources • http://www.hummingbirded.com/emergent-readers.html • http://www2.ed.gov/pubs/CompactforReading/tablek.html • http://mason.gmu.edu/~cwallac7/TAP/TEST/literacy/2.html • http://www2.scholastic.com/browse/article.jsp?id=4494 • http://theclassroomkit.com/classroom-3-literacy-links.html

18. References http://mason.gmu.edu/~cwallac7/TAP/TEST/literacy/2.html http://teachertube.com/viewVideo.php?title=Literacy_Centers&video_id=163280 http://www.cde.state.co.us/coloradoliteracy/crf/downloads/resources/presentations/PA.pdf 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 precesses in reading (5th edition) (pp. 33- 68). Newark, DE: International Reading Association. Mason & Sinah (1993). Emerging literacy in the early childhood years: Applying a Vygotskian model of learning and development. In B. Spodek (Eds.), Handbook of research on the education of young children (pp. 137-150). New York, NY: Macmillan. National Association for the Education of Young Children (1998). Learning to read and write: Developmentally appropriate practices for young children. A joint position statement of the International Reading Association (IRA) and the National Association for the Education of Young Children (NAEYC). Young Children, 30-46.