Young Children Emerge Into Reading By, Dawn Gallondorn
Three stages children move through as they learn to read: • Emergent reading • Beginning reading • Fluent reading
Emergent Reading • Selective-cue Stage • Gain an understanding of the communicative purpose of print • Notice environmental print • Dictate stories to be recorded • Reread predictable books
Beginning reading Spelling - sound stage Learn sound - symbol correspondences Begin to decode words Fluent reading Decode words quickly and automatically Concentrate on comprehension
Through a multifaceted reading program of literature, daily reading and writing experiences, and instruction in phonics, skills and strategies, young children develop into fluent readers and writers.
Instructional approaches • Literature focus units • Shared reading • Assisted Reading • Language experience • Reading workshop
Literature Focus Unit Steps • Preparing to read • Reading • Responding • Exploring • Extending
Shared Reading • Can be a part of the literature focus unit or stand alone. • Many times big books are used - such as big books and predictable books. • Used mainly when children can not read fluently, but should be used throughout grade levels.
What are BIG BOOKS and how are they used? • Any type of picture book. • Most often are predictable books, nursery rhymes, songs, and poems. • Most often put on a chart stand or easel. • Teacher reads it aloud, pointing to every word. • When finished, the teacher rereads the book inviting students to help with the reading. • Teacher may have students supply the predictable parts. • Students, once familiar with the text then read the big book independently.
Four kinds of BIG BOOKS teachers can make. • Replica book - Exact copy of a picture book • Newly illustrated book - Familiar book with new illustrations • Adapted book - New version of a familiar book • Original book - Original book composed by students and/or the teacher
Predictable Books • Books which have repeated words and sentences, rhymes or other patterns. • Extremely valuable tool for emergent readers.
4 Characteristics • Repetitive sentences • Repetitive sentences in a cumulative sequence • Rhyme and rhythm • Sequential patterns
Reading workshop for emergent readers • Children need the opportunity to look at books, reread favorite stories, and explore new texts. • Even non-readers can “look” at the books.
The teacher demonstrates how to think about the book and how to remember the title characters or plot. The teacher models how to turn the pages and think aloud about the story, recreating it in their minds. Looking at Familiar texts
Assisted Reading • Extends the familiar routine of parents to their children. • A child and a teacher, parent or other fluent reader sit together to read a book. • At first the reader does most of the reading and gradually the child assumes more and more of the reading. • Can use a class of older students to be buddies to a younger class. • Get parents involved by using travel bags.
Language Experience Approach • Children dictate words and sentences about their experiences, and the teacher writes down what the children say. • The text developed then becomes the reading material.
Teachers must remember “Write what the child says, do not change the words!”
Bibliography • Reading of the 21st, by Tompkins • Microsoft Power Point Presentations • Dr. Mi