Emergent Literacy - Educ-203-UNIT-2 PDF

Unit 2:Lesson 1 or she learns the language of his or her mother inside the womb. Emergent Literacy Teaching literacy is a multifaceted challen...

Unit 2:Lesson 1 or she learns the language of his or her mother inside the womb. Emergent Literacy Teaching literacy is a multifaceted challenge among Includes acquiring knowledge, skills, and attitudes prospective and real teachers like you and me. We do that a child develops about reading and writing not only have to help our students master specific throughout the early childhood period, starting at curriculum goals, but we also have to deal with the birth and before the onset of conventional reading sometimes difficult task of engaging young adults in and writing instruction (which usually happens at listening and reading. school entry). Occasionally, we may find that every student in a Emergent literacy - is also described as the first stage classroom requires different material and that in reading development towards literacy acquisition. individuals vary significantly in ability level This developmental milestone focuses on the depending on their earlier experiences with language acquisition of skills and tools necessary for reading. instruction. It is for this reason that we need to study Furthermore, like any other developmental process, some strategies for the development of emergent mastery of emergent literacy skills opens the gate for literacy skills and teaching resources. later knowledge of more complex literacy skills in the early primary grades and eventually reading Visual materials such as photographs, paintings, comprehension. diagrams, illustrations used in teaching are essential to a good language program. Their purpose is to Emergent Literacy emphasizes the following: enhance and hone the visual perception of children. ▪ ORAL LANGUAGE - refers to children’s Specifically, pictures and other visual materials ability to understand and use language constitute the most effective, most plentiful, and least through listening to, speaking of, and expensive teaching medium. It is also the medium acquiring new vocabulary. that is least utilized. ▪ PRINT AWARENESS – Deals with Strategies for the development of emergent children’s understanding of the functions of literacy skills and teaching resources: printed symbols such as letters, words, and pictures and how these relate to meaning. PICTURES – ▪ BOOK KNOWLEDGE - pertains to Used appropriately and sequentially, photos not only children’s understanding of what a book is can illustrate a topic but pictures also can provide the and how they are exposed. experience base children require to profit from Components of Book Knowledge: reading and writing and numerous other learning experiences, including those associated with art a. Parts of a Book programming. Abbreviated as pic, picture is a visual b. Book handling capture of an object. c. Purpose of a book Visual materials are incredibly valuable in teaching ▪ ALPHABET KNOWLEDGE – deals with young children because they make abstract concepts children’s understanding of the functions of more concrete. Pictures, diagrams, and illustrations printed symbols such as letters, words, and help children understand and engage with new pictures and how these relate to meaning. information. Visual aids support their comprehension by linking words to images, which is especially The focus of Alphabet knowledge are: helpful for emergent readers who are just starting to a. Identifying Letters make connections between text and meaning. b. Letter Sounds MANIPULATIVES c. Letter Order Aside from pictures, we can also use manipulatives ▪ PHONOLOGICAL AWARENESS – refers in teaching. Manipulatives are physical objects that to children’s ability to identify and are used as teaching tools to engage students in the manipulate sounds and understand that hands-on learning of mathematics. They can be used various sounds are combined to form words. to introduce, practice, or remediate a concept. STORY TIME LITERACY - is the ability to use and understand Is the time at which stories are told or narrated. written words or symbols to communicate. Language Stories are accounts of past events of imaginary or and literacy learning begins prenatally. It means that real people told for entertainment or morals. They before the child bustles into the world of reality, he have a profound effect on the imagination of young learners. Reading stories may introduce children to vocabulary development, the concept of print, These words comprise 80% of the words you would phonological awareness, alphabet knowledge, find in a typical children’s book and 50% of the comprehension, and book handling skill. words found in writing for adults. Once a child knows this list of words, it makes reading much easier, because the child can then PLAY focus his or her attention on the remaining words. Is an activity that learners (especially children) can The Dolch words are commonly divided into groups engage in for enjoyment and recreation. Play by grade level, ranging from pre-kindergarten to provides opportunities for children to learn and make third grade, with a separate list of nouns. sense of and construct ideas about the social and natural world –the people, places, objects, and There are a total of 315 Dolch Sight Words. experiences that they encounter every day. It is A. Phonics instruction essential to stimulate and integrate a wide range of children’s intellectual, physical, social, and creative Phonics refers to a system of teaching reading that abilities. builds on the alphabetic principle. Such a system should involve the teaching of correspondences Functional Literacy between letters or groups of letters and their It refers to the practical skills needed to corresponding pronunciations. read, write and do math for real life Decoding deals with the process of converting purposes, so that people can function printed words to spoken words. Readers use phonics effectively in the community. (UNESCO) skills, letter/sound correspondences to pronounce The application of conventional forms words, and then attach meaning to them. well enough to understand those street Five Methods: signs, advertisements and all those other real life tasks. 1.Analogy Phonics Basic Lit. vs. Functional Lit. This method uses an analogy when the already known words match or are identical to unfamiliar BASIC LITERACY – refers to humans ability to words. It means that when the onset is removed, the read and write at any level. rime can still be attached to another onset if they are Literacy Vs. Functional Lit. similar. FUNCTIONAL LITERACY – refers to practical Example: sick = kick (“s-” and “k-” are onsets / “-ick skills needed to live a normal life. 2. Analytic Phonics PARTICIPATORY APPROACH We teach children how to analyze letter-sound Brainchild of Brazilian language educator relations in previously learned words to avoid Paulo Freire. pronouncing sounds in isolation. Freire opposes the banking method. Example: suit /süt/ Suite /swēt Under the umbrella of Content Based Instructions (CBI) 3. Embedded Phonics It involves stakeholders in the evaluation This method is taught when: process and encourages active learning over passive receipt of information. ✓ there is a focus on real-world reading experiences The goal of this approach is to use language ✓ when the need to teach phonics arises learning a a tool to provide solution to social problems that impact learners in their daily ✓ repetition and immersion over time arise. lives. 4. Phonics through spelling Beginning Reading Skills and Teaching Resources Here, children segment words into phonemes and The Dolch Sight Words list is the most commonly unique letters for those phonemes. used set of sight words. 5. Synthetic Phonics Developed by Dr. Edward William Dolch in the 1930s-40s by studying the most frequently In this method, children convert letters into sounds occurring words in children’s books of that era. (phonemes) and then blend them to form recognizable words. The list contains 220 “service words” Plus 95 high- frequency nouns. A. Fluency Instruction Fluency is the ability to read a text accurately and Metacognition. This can be defined as quickly. “thinking about thinking” Or “cognition about cognition When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Evidence-based research on fluency instruction: Repeated and monitored oral reading improves fluency and overall reading achievement. No research evidence is available currently to confirm that instructional time spent on silent, independent reading with minimal guidance and feedback improves reading fluency or overall reading achievement B. Vocabulary Instruction C.1 Explicit instruction When we say explicit, it means that teaching vocabulary is planned or intentional. Under explicit vocabulary instruction, we have the following techniques: - Pre-teaching Vocabulary Words - Repeated Exposure to Words - Keyword Method - Word Maps - Root Analysis - Restructuring Reading Material C.2 Implicit instruction This means spontaneous, natural, and unplanned vocabulary instruction. Under this, we have: ✓ Incidental ✓ Context Skills d. Comprehension Instruction The teaching of comprehension may help children to become independent because the moment they understand the text, they will read even without adult supervision. There are at least seven ways of teaching comprehension. Summarizing Recognizing story structure (i.e., characters, setting, events, problems, or resolution) Graphic and semantic organizers. Answering questions. Generating questions. Monitoring comprehension. This means that children know what to read, what they read, and when they do not.