Module 1 (Lesson 2) Approaches, Models, Frameworks of Literacy and Emergent Literacy PDF

ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Lesson 2 Approaches, Models, Fr...

ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Lesson 2 Approaches, Models, Frameworks of Literacy and Emergent Literacy Learning Outcomes: At the end of this lesson, you are expected to:  explain the approaches of literacy/emergent literacy;  analyze the models and framework of literacy/emergent literacy; and  illustrate a model or framework of literacy/emergent literacy. Time Frame: 1 week Introduction Welcome back! Lesson 2 will bring you to an overview of emergent literacy, known approaches, models and frameworks of literacy. Within this lesson, you will have a greater understanding of how children go through the process of becoming literate. It will also give you glimpse of how different proponents view literacy and emergent literacy. Have fun! Let’s Get Started! Logo Quiz Below are logos of popular baby products. See if you can guess them correctly. Choices are provided (Melissa & Doug, Hot Wheels, Leap Frog, Hasbro, Fisher Price, Mega Bloks). TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 1|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Let’s Think About it! How many logos were you able to guess correctly Which of these were easy to guess? Which aren’t? If Filipino brands and trademarks were used instead of those foreign brands, will you be able to guess all? How is this activity related to young children’s ability to identify brands even if they couldn’t read yet? Let’s Explore Emergent Literacy Knowledge as a Continuum of Development Teale and Sulzby (1986) reviewed the early reading reseacrh and concluded that the findings supported the concept of a continuum: There is an interrelationship Literacy developmentbegins between oral language skills and early in life and long before written language skillssuch that formal literacy instruction in the skills develop concurrently elementary school. and interrelatedly rather than in some sequence. Children's active exploration of print within their environment The functions of literacy are as and their social interactions with important as the forms of literacy adults within reading and writing to the child's literacy contexts provide important development in early childhood. opportunities for adults to model literacy behaviors for children to learn. There is variability for typically developing children in the age and sequence of acquisition of emergent literacy knowledge and skills across the continuum of literacy development. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 2|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Among the earliest approaches to describing emergent literacy stage were those with developmental perspective or developmental framework. These frameworks provide a generl approach to describing changes in chidlren’s conceptual knowledge about literacy and/or emergent literacy skills. The Goodman (1986) Framework It delineates five areas in which children’s knowledge and skills progress in their developing the “roots of literacy.” print awareness in print awareness in functions and forms situational contexts discourse of writing metacognitive and oral language to talk metalinguistic about written awareness about language written language coordination of the form The McCormick and Mason (1986) Framework and functions of print It suggested that children progress through a “hierarchy” of knowledge and skills when form of print learning to read. This has three (3) emergent levels. functions of print TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 3|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS The Strommen and Mates (2000) Framework This focuses directly on a developmental progression of children’s understanding about becoming a reader. A set of six concepts about reading were observed during the emergent literacy stage. Reading is one aspect of an interpersonal Readers routine. reconstruct texts by using multiple Readers focus trategies to on the book. interpret the language encoded by print. Readers Readers refer to construct a print to sequenced reconstruct texts. account. Readers reconstruct a specific account. The van Kleeck (1998) Framework It explains the knowledge and skills that children acuire and is therefore primarily included within the components perspective. van Kleeck (1998) suggested that there are two (2) general stages of emergent literacy during which children acquire the knowledge and skills described in her components framework. Children discover that print is Older preschool children begin meaningful through their to learn about print form and exposure to print and terms early form. related to book reading. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 4|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS One result of previous researches was the development of frameworks that attempted to delineate the “components” of the emergent literacy stage or which we call the components perspective. The Storch and Whitehurst (2002) Framework This is based on the perspective that children gain literacy knowledge and skills throughout the stage that influence later literacy development. This framework categorizes children’s emergent literacy knowledge and skills into two (2). Code-related Skills Oral Languae Skills conventions of print semantic knowledge beginning forms of writing syntactic knowledge grapheme knowledge narrative discourse grapheme-phoneme conceptual knowledge correspondence phonological awareness The oral language and code-related skills that are acquired during the emergent literacy stage constitute the foundation for conventional literacy. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 5|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS The van Kleeck (1998, 2003) Framework This illustrates the interrelationship among four (4) components specifies the skills thata re associated with each processor. There are four (4) processors under this framework. Context This enables Orthographic Phonological Meaning children to comprehend and interpret text that is Is the childen's This is the ability to This enables the being read to them ability to apply recognize individual child to use before they can lexical knowledge to letter units that phonological read and that they the meanings of enable teh child to awareness skills to will read themselves individual words. identify individual convert printed later on in their - word awareness letters and letters to sounds literacy sequences of and sound development. - vocabulary letters. sequences. development - world knowledge - print conventions - syllable - letter knowledge segmentation - syntactic knowledge - rhyming - narrative - phoneme development segmentation - book conventions - abstract language - functions of print TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 6|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS The most recent frameworks for the emergent literacy stage reflects growing acknowledgement of child development studies across various disciplines that a child’s progression through different stages results from the influence of child and environmental factors or what we call the child and environmental influences perspective (Rhyner, 2009). Child Influences Environmental Influences child's participation in literacy-related actvities phyical settings in which teh child typically functions language proficiency people with whom the child interacts somewhat cognitive abilities regularly interest in literacy literacy materials to which the child is exposed consistently attention literary expereinces and opportunities that are overall health provided within the child's environment TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 7|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS The McNaughton (1995) Framework This provides a framework for considering the influence of a child’s environment on the acquisition of emergent literacy knowledge, skills, and processes. A child’s emergent literacy development is structured within initial family experiences, built from specific activities, and formed into systems of expertise, which then are applicable in some ways to all of the child’s primary environments (McNaughton, 1995). Are how children are socialized, thus creating ways A child learns and of thinking, acting, and using family practices develops different areas of language that are considered expertise when participating appropriate by the various in similar activities within and cultural and social across a variety of settings. communities with wihich the family identifies. relationships Family between Literacy activities (child settings Practices and family) These can be observed These occur within the within the reading and writing family and interact with the systems for learning and activities that occur routinely activities that provide learning for that family. development contexts. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 8|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS The Wasik and Hendrickson (2004) Framework The proponents developed a framework to “organize an analysis of major variable in family literacy practices” that influences literacy development in very young children (Rhyner, 2009). There are four (4) variables in this framework. parental child home literacy parent-child charateristics characteristics environment relationships Parental characteristics include : culture and ethnicity; parental beliefs; and socioeconomic status. These affect areas such as the expectations for education, the patterns for language use in bilingual families, the preferences for types of literacy activities, and the structure of tasks. Child characteristics include: the child’s level of engagement and social interaction in literacy-related activities; language proficiency; cognitive abilities; developmental achievements; motivation; attention; and health conditions that might affect language and literacy development. Home literacy environment includes: book sharing between parents and children; parents reading aloud with their children; print materials being available to the children; and parents’ positive attitudes toward literacy activities. Parent-child relationships are characterized by warm, supportive, and compassionate parental interactions which are correlated to higher language and literacy achievement. TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 9|Page  ECED 3117 (OLD CODE) / ECED 314 (NEW CODE) TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS WITH SIGN LANGUAGES IN EARLY YEARS Let’s Do It Analyze & Illustrate Choose one framework from each approach or perspective. Analyze each framework and show its components by using a graphic organizer. Closure Great job on learning the frameworks. Somebody’s ready for Lesson 3. Way to go! TRISHA P. OLANDRIA and JENNIFER P. DEQUITO 10 | Page