ECEd 314 Teaching Emergent Literacy PDF

ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) ECEd 314 TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN...

ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) ECEd 314 TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS (WITH SIGN LANGUAGES IN EARLY YEARS) TRISHA P. OLANDRIA TRISHA P.OLANDRIA 1|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Welcome Message Warm greetings! Welcome to Teaching Emergent Literacy in the Nursery / Pre-kindergarten Schools (ECEd 314). This course will guide you to understanding how young children develop the awareness of reading and writing before they can actually read and write. There are four (4) modules in this course pack each with essential lessons to learn from. Gain more as you leaf through the pages. Enjoy learning! Faculty Information: Name : JENNIFER P. DEQUITO Email : [email protected] Contact Number : 0921-433-7031 / 0961-394-3169 / 0916- 572-4670 Office : Room 103 Ground Floor CEd Building Consultation Hours : Anytime within the semester thru official email, messenger, UVE chat box, Group chat rooms, text, or call Name : TRISHA P. OLANDRIA Email : [email protected] Contact No. : 09456693670 Office : CTET-BECEd Department Consultation Hours : Anytime within the semester thru USeP VLE, FB messenger, email, phone Getting help For academic concerns (College/Adviser - Contact details) For administrative concerns (College Dean - Contact details) For UVE concerns (KMD - Contact details) For health and wellness concerns (UAGC, HSD and OSAS - Contact details) TRISHA P.OLANDRIA 2|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) TABLE OF CONTENTS CONTENTS PAGE Cover page ………………………………… 1 Welcome Message ………………………………… 2 Table of Contents ………………………………… 3 USeP Vision, Mission and Goals ………………….. 4 USeP Graduate Attributes ………………………… 5 USeP Core Values ……………………………….... 5 Course Overview ………………………………… 6 Course Assessment ……………………………….. 7 Course Map ………………………………… 11 Module 1 Overview ………………………………… 12 Lessons 1 - 4 ………………………………… 13 - 37 Module 1 Summary / Assessment ………………… 38 References ………………………………………… 39 Module 2 Overview …………………………………. 40 Lessons 1 – 2 ……….………………………………. 41 - 58 Module 2 Summary / Assessment ………………… 59 References ………………………………………… 60 Module 3 Overview ………………………………… 61 Lessons 1 ………………………………………… 62 - 83 Module 3 Summary / Assessment ………………… 84 - 85 References ………………………………………… 85 Module 4 Overview …………………………………. 86 Lessons 1 – 3 ……….………………………………. 87 - 131 Module 2 Summary / Assessment ………………… 132 Course Summary ……………………………… 132 References …………………………….. 132 - 133 TRISHA P.OLANDRIA 3|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) UNIVERSITY OF SOUTHEASTERN PHILIPPINES VISION Premier Research University in the ASEAN. MISSION USeP shall produce world-class graduates and relevant research and extension through quality education and sustainable resource management. GOALS At the end of the plan period, the University of Southeastern Philippines (USeP) aims to achieve five comprehensive and primary goals: 1. Recognized ASEAN Research University 2. ASEAN Competitive Graduates and Professionals 3. Vibrant Research Community 4. Proactive Research-based Economic Empowering Extension Services 5. Capacity for Innovative Resource Generation TRISHA P.OLANDRIA 4|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) INSTITUTIONAL GRADUATE ATTRIBUTES LEADERSHIP SKILLS Creates and inspires positive changes in the organization; exercises responsibility with integrity and accountability in the practice of one’s profession or vocation. CRITICAL AND ANALYTICAL THINKING SKILLS Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available resources to develop new knowledge, methods, processes, systems, and value-added technologies. SERVICE ORIENTED Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-cultural, environmental concern, and sustainability. LIFELONG LEARNING Demonstrates enthusiasm and passion for continuous personal and professional development. PROFESSIONAL COMPETENCE Demonstrates proficiency and flexibility in the area of specialization and in conveying information in accordance with global standards. CORE VALUES OF THE UNIVERSITY UNITY STEWARDSHIP EXCELLENCE PROFESSIONALISM TRISHA P.OLANDRIA 5|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) THE COURSE OVERVIEW COURSE TITLE : Teaching Emergent Literacy in the Nursery/Pre-Kindergarten Schools (with Sign Languages in Early Years) CREDIT :3 SEMESTER : 1st Semester TIME FRAME : 12 weeks COURSE DESCRIPTION : This course enhance students’ knowledge and understanding on emergent literacy as a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words. It signals a belief that, in literate society, young children—even one- and two-year-olds—are in the process of becoming literate. The basic components of emergent literacy include: (b) print motivation; (b) vocabulary; (c) print awareness; (d) narrative skills; (e) letter knowledge; and (f) phonological awareness. Moreover, signing (using Makaton) in the early years will be given emphasis also in this course. Signing or sign languages give children of all ages the opportunity to have a voice and to communicate their needs and interests with others COURSE OUTCOMES : Course Outcomes Graduate Outcomes Aligned to Design a concept map reflecting the CO1 perspectives, paradigms, principles, and PGO 1 Apply critical and problem solving skills concepts of literacy and emergent literacy PGO 4 Demonstrate high level of technological, CO2 content and pedagogical knowledge, curriculum and Create an assessment tool for assessing planning, diversity of learners, assessment and emergent reading and emergent writing. reporting and learning environment, and management skills. CO3 Present a well-written, multi-cultural and anti-bias PGO 5 Exhibit effective and intercultural learning plan to address children of diverse communication skills backgrounds. TRISHA P.OLANDRIA 6|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) COURSE ASSESSMENT Learning Evidence and Measurement Rubrics Course Learning Evidence Description and other Details Outcomes it represents LE 1 Concept Map You will submit a comprehensive concept map covering the concepts of Module 1. See specifications found at the end CO 1 of Module 1 – Module Assessment. LE 2 An Informal classroom- You will craft an informal classroom-based assessment tool. based Assessment Tool for See specifications found at the end of Module 2 – Module CO 2 Emergent Literacy Assessment. LE 3 An integrated and multi- You are required to hand-in learning plans for: infant, sensorial Learning Plan toddler, preschool, and kindergarten integrating Multi- sensory approach, Handwriting Without Tears, and Basic CO 3 Sign Language. See specifications found at the end of Module 4 – Module Assessment. Learning Evidence for Concept Map https://teach.its.uiowa.edu/sites/teach.its.uiowa.edu/files/docs/docs/Concept_Map_Rubrics_ed.pdf TRISHA P.OLANDRIA 7|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Learning Evidence for Assessment Tool CRITERIA Exceeds Standard At Standard (4) Approaching Below Weight (5) Standard (3) Standard (2) Elements are Elements Elements Elements are X2 presented in effective represented in represented in fairly poorly order. Excellent satisfactorily effective order. organized, with structure of elements effective order. Structure of fair transitions ORGANIZATION and transitions Structure of elements and making it enhances readability elements and transitions difficult to read and understandability. transitions enhances enhances and readability and readability and understand. understandability. understandability. includes a rich variety includes documents includes some of Lacks X3 COMPREHENSIVENES of items relevant to a relevant to a general the relevant numerous of general understanding understanding of elements and the significant of emergent reading emergent reading information as and relevant and writing; and and writing ; and all prescribed elements exceedingly more than significant elements prescribed of the prescribed and information as this report. significant elements prescribed and information S Items exceedingly refer Items refer to a Items somehow Items do not X3 to an accurate general description refer to a general refer to a description of emergent of emergent reading description of general reading and writing; and writing; emergent reading description of Relevant, quality Supporting details and writing; emergent details give the reader and information are Supporting details reading and important information relevant, but one key and information are writing; that goes beyond the issue or portion of relevant, but Supporting obvious or predictable. the report is several key issues details and unsupported. or portions of the information are RELEVANCE report are typically unsupported. unclear or not related to the topic. Compilation conveys Compilation conveys Compilation Compilation X2 an appealing/creative a satisfactorily conveys a format conveys poor format, expresses well appealing and that fairly expresses professional written prose with a creative format, prose, logically presentation, logical progression of expresses well- arranged but no logical PRESENTATION & PROFESSIONAL thought, and displays written prose with a displays poor progression of APPEARANCE excellent editing logical progression of editing. thought and thought, and shows no displays good evidence of editing. editing. Compilation Compilation Compilation Compilation X2 communicates the communicates the communicates the communicates candidate’s mastery candidate’s candidate’s poor the candidate’s PERSONALIZATION and personal developing mastery mastery and personal appreciation of young and personal personal unfamiliarity of children from different appreciation of the appreciation of the the psychology age groups. psychology of young psychology of of young children from young children from children from different age groups. different age different age groups. groups. TRISHA P.OLANDRIA 8|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Learning Evidence for Learning Plan TRISHA P.OLANDRIA 9|Page  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) OTHER REQUIREMENTS AND ASSESSMENT ACTIVITIES (AA) Aside from the final output, the student will be assessed at other times during the term by the following. All Assessment Activities are 50-based when transmuted. Course Outcomes it Assessment Activity Description and other Details represents AA1 Quizzes You may be given quizzes every two CO1, CO2, CO3 weeks as needed to determine learning gaps, and/or attainment of learning outcomes per unit. AA2 GC Participation, Response You are expected to answer a set of CO1, CO2, CO3 to Forum questions on particular lessons to monitor your comprehension. This may be rated or unrated. Grading System Assessment Percentage of Final Grade Source (Score or Rubric Grade) Item Grade AA 1 SCORE generated from quizzes/lesson-end/module-end assessments 15 AA 2 SCORE generated from answering questions during forum 10 LE 1 Rating result of RUBRIC used for concept maps 25 LE 2 Rating result of RUBRIC used for assessment tool 25 LE 3 Rating result of RUBRIC used for learning plan 25 TOTAL 100 Passing Grade 3.00 Passing Grade conditions Compliance to all course requirements. In case of lacking output, the grade of INC shall be given in accordance with the existing rules and regulations reflected in the student handbook. TRISHA P.OLANDRIA 10 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) The Course Map ECEd 314 TEACHING EMERGENT LITERACY IN THE NURSERY/PRE-KINDERGARTEN SCHOOLS (WITH SIGN LANGUAGES IN THE EARLY YEARS) MODULE 1 PERSPECTIVES, MODULE 2 MODULE 3 MODULE 4 PARADIGMS ASSESSMENT CURRICULUM TECHNOLOGICAL, PRINCIPLES, AND AND REPORTING AND PLANNING PEDAGOGICAL, CONCEPTS LESSON 1 AND LESSON 1 LESSON 1 Assessment CONTENT KNOWLEDGE LESSON 3 Lesson Planning Historical and in Emergent Developmental for Theoretical Reading Stages Perspectives on Emergent Literacy Skills Literacy and of Emergent Development LESSON 1 Emergent Reading LESSON 2 Teaching Literacy & Emergent Writing Assessment Emergent Reading in Emergent (8.A) ECCD LESSON 2 Context/Format Writing Approaches, LESSON 4 Private School Models, Emergent Context/Format Frameworks LESSON 2 Reading Skills Infants (0-11 months old) of Literacy/ Teaching Emergent Writing Toddlers (1-2 years old) Emergent Skills Emergent Literacy Preschoolers (3-4 years Writing/Spelling old) Handwriting Without Tears (8.B) DepEd Context/Format Private School Context/Format LESSON 3 Kindergarteners (5-5.11 years old) Teaching Sign Languages for Young Children & Makaton Approach and other Approaches to Sign Language Outcome: Early Childhood Educators who demonstrate knowledge and understanding of emergent literacy in preparing young children how to read and write. TRISHA P.OLANDRIA 11 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Module 1 PERSPECTIVE, PARADIGMS, PRINCIPLES, and CONCEPTS Module Overview: Hello! In this module, you will learn about the historical and theoretical perspectives, approaches, models, and framework of literacy and emergent literacy. Also, the developmental stages and skills of emergent reading and writing are showcased. Literacy in young children is truly complex at the same time wonderful. Know these and become a better ECE teacher someday! Module Outcomes: At the end of this module, you are expected to:  describe the historical and theoretical perspectives;  explain the approaches of literacy/emergent literacy;  enumerate the developmental stages of emergent reading and emergent writing;  discuss emergent writing skills; and  write the importance of emergent reading and writing skills. TRISHA P.OLANDRIA 12 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Lesson 1 Historical and Theoretical Perspective on Literacy and Emergent Literacy Learning Outcomes: At the end of this lesson, you are expected to:  identify different historical and theoretical perspectives;  decribe the historical and theoretical perspectives; and  compare and contrast the historical and theoretical perspectives of literacy; Time Frame: 1 week Introduction I bet you’re ready! Lesson 1 presents the historical and theoretical perspective from which literacy and emergent literacy are founded. There are four (4) theoretical perspectives and all the way to the 1st century AD for historical perspective. Take a quick tour to the different perspective in literacy and emergent literacy. Let’s Get Started! Picture Analysis Look at Dennis the Menace. What does he try to tell on each cartoon strip? TRISHA P.OLANDRIA 13 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Think About it! What does Dennis mean in the first picture? What did he mean by “one day, books won’t have any pictures…just a thousand words? How are these two scenarios relate to literacy? Which one shows emergent literacy? Why? Let’s Explore According to Kennedy, et.al (2012) the historical overview of a brod range of theoretical perspectives on young children’s literacy development indicates three paradigm shifts – behaviorist, cognitive, and socio-cultural. COGNITIVE BEHAVIORIST SOCIO-CULTURAL Psycholinguistic Perspectives’ emphasis is placed on reading for meaning. Metacognitive Theories stresses the role of metacognitive processes in reading, writing and spelling. Cognitive Apprenticeship Model highlights children developing problem-solving skills in literacy-related activity through the assistance of more knowledgeable others. TRISHA P.OLANDRIA 14 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Socio-cultural Theories of Literacy are identified as those which emphasize the role that culture plays in the development and practice of literacy, the social nature of learning, and the way in which literacy practice is located within social, economic and political contexts. Critical Literacy is seen to empower children in understanding how texts may influence and change them as member of society. In 1st century AD, only male childen were taught to read. The Roman rhetorician Quintilian challenged the existing views of Hesiod and Erasthothenes, who believed that reading instruction should not begin until young boys reached their 7th year and entered formal schooling. In 1600s and 1700s, the goal of reading instruction was to read Bible scriptures. Other than monks and priests who read the scriptures in Latin, reading was of interest to few people. Early 1900s, reading was taught via a code-oriented approach called the ABC or alphabetic method which is now known as Synthetic Phonics. An overall historical timeline of maor events influencing who learned to read and where they lerned to read. TRISHA P.OLANDRIA 15 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Everyday informal interactions with print used by adults in their worlds, in the context of sharing books with adults, and in their own explorations with writing, children The Role of the Family: The become aware first and foremost Current View of that print is meaningful and useful. Emergent These attitudes and beliefs Literacy lay important foundations for children’s eventual transition to conventional reading and writing. reading and writing develop concurrently and interrelatedly, fostered by experience that permit and promote meaningful interaction with oral and written language EMERGENT LITERACY PERSPECTIVE (Gunn et al, 2004) developmental literacy reading, writing, and learning occurs during oral language develop the first years if a concurrently and child's life and is crucial interrelatedly in literate to literacy acquisiition environments TRISHA P.OLANDRIA 16 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Do It! Venn Diagram Using a Venn Diagram, compare and contrast theoretical and historical perspectives of literacy/emergent literacy. Closure That was quick! How about learning the approaches, models,and frameworks? You can now move to the next lesson. TRISHA P.OLANDRIA 17 | P a g e  ECEd 314 – 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 18 | P a g e  ECEd 314 – 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 19 | P a g e  ECEd 314 – 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 20 | P a g e  ECEd 314 – 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 21 | P a g e  ECEd 314 – 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. 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. TRISHA P.OLANDRIA 22 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) 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 The most recent frameworks for the emergent literacy stage rflect 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 23 | P a g e  ECEd 314 – 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. 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 TRISHA P.OLANDRIA 24 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) 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. 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 25 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Lesson 3 Developmental Stages of Emergent Reading and Emergent Writing Learning Outcomes: At the end of this lesson, you are expected to:  enumerate the developmental stages of emergent reading and emergent writing;  sequence the stages of emergent reading and emergent writing; and  elaborate the stages of emergent reading and emergent writing. Time Frame: 1 week Introduction Here we go! Welcome to Lesson 3. In this module, you will learn about the different developmental stages of emergent reading as well as emergent writing. This is an opportunity for you to understand that reading and writing follow a sequence and they are incremental in nature. Let’s Get Started! Left Vs Right Using your less dominant hand or helper hand (if you are right- handed use your left hand, if you are left-handed use your right), write the following statements on the space provided. I have a pet cat.  He is fat Matt.  Fat Matt likes the mat.  Let’s Think About it! How was the experience? How are the written words compared to when writing them using your dominant hand? What did you learn from the activity? TRISHA P.OLANDRIA 26 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Explore According to Wang (2018) emergent reading emphasizes the developmental continuum aspect of learning to read and advocates the importance f reading-related behaviors occuring before school. Emergent reading falls under emergent literacy. To Wang, these are the components of emergent reading: Decontextulaized Vocabulary Knowledge Knowledge of Letters Language Skills Phoneme-Grapheme Linguistic Awareness Correspondence Brainbridge (2020) enumerated that the building blocks for leanring to read are made up of fundamental processes. It means understanding This is the ability to that speech is made recognize that the up of individual sounds. marks on a page represent the Phonemic Alphabetic sound of a Awareness Awareness language. Sounds to Words Awareness Blending This is the ability of the children to link printed words to sounds. TRISHA P.OLANDRIA 27 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Learning to read occurs in stages. These can provide you with an idea on how children come to break the written code and learn to read (Bainbridge, 2020). Pre-Alphabetic Phase Children recognize and basically remember words by their shapes. Words are something like pictures and the letters provide cues to what the word is. The shapes of the letters provide visual cues. Partial Alphabetic Phase Children can memorize printed words by connecting one or more of the letters to the sounds they hear when the word is pronounced. They can recognize the word boundaries in print and usually the beginning and ending letters and sounds of a word. Full Alphabetic Phase Children have memorized all the sounds represented by the letters and can read words by recognizing each letter in a word and the way the sounds represented by those letters blend together to form words. They can tell the difference between talk, take, tack. TRISHA P.OLANDRIA 28 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Consolidated Alphabetic Phase Children have become aware of multi-letter sequences in familiar words. Children memorize the whole group of sounds as a single sound. This is called “chunking” and it helps children read words more efficiently because they don’t have to think about letters one at a time. Once children can recognize enough words relatively quickly and easily, they are ready to move from reading individual words to reading sentences and then paragraphs. At that point, they can start to focus on comprehending what they are reading. Most children reach this stage sometime during third grade (Bainbridge, 2020). k12.thoughtfullearning.com enumerated and described the stages of emergent writing. Drawing and Imitative Writing The child writes a message with scribbling that imitates “grown-up” writing. It shows individuality and an attempt to communicate with others. Copying Words The child copies word from handy resources like books, posters, and word walls. The writing makes sense and shows knowledge of letter formation and the concept of words. TRISHA P.OLANDRIA 29 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Drawing and String of Letters The child writes with random letters to convey a message. The letters are formed well, but have no relationship to sounds. The writer is aware that print and art convey meaning. Early Phonetic Writing The child writes words using letters (mostly consonants) to represent words and sounds. The writing shows individuality, focuses on a topic, and makes sense. Phonetic Writing The child writes words using letters to represent each sound that is heard. The words make sense and may be used for writing longer texts. Conventional/Some Phonetic Writing The child focuses on a topic and uses close-to-correct copy. The writing demonstrates an emerging voice. TRISHA P.OLANDRIA 30 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Do It Sequencing of Stages With your knowledge about the stages of emergent reading and emergent writing, sequence these stages. Use a suitable graphic organizer. Closure A job well done! Please proceed to Lesson 4. TRISHA P.OLANDRIA 31 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Lesson 4 Emergent Reading Skills and Emergent Writing Skills Learning Outcomes: At the end of this lesson, you are expected to:  name the emergent reading skills;  discuss emergent writing skills; and  write the importance of emergent reading and writing skills. Time Frame: 1 week Introduction Welcome back! This lesson presents the different skills associated with emergent reading and emergent writing. You will also appreciate the importance of these skills in developing the ability to read. Enjoy your learning journey! Let’s Get Started! The Match Maker Below are different kinds of skills of emergent literacy. Group these skills under emergent reading and emergent writing. Draw a line. EMERGENT READING EMERGENT WRITING turns pages scribble holds book copy browse doodle track words left-right draw TRISHA P.OLANDRIA 32 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Think About it! Which skills are associated with emergent reading? why? Which skills are associated with emergent writing? How? Why are these skills important? What good will these skills do to an ECE advocate like you? Let’s Explore Here are skills taken from the Emerging Literacy Behavior Checklist (Literacy for All Pilot 2012-2013, v.1) to guide you as you check for specific skills on emergent reading and writing A. Interaction with Books Holds book: with support from equipment; with support from a person; and independently. Turns pages: with prompting; Independently views book by: startingng at front of independently; with book; and turning book right side up. purpose; and at appropriate time. Browses pages of Recognizing book by books independently Explores book tactually its cover: visually; and and with another and visually. tactually. person. TRISHA P.OLANDRIA 33 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) B. Engagement in the Act of Reading Indicates awareness of being read to by: attending to activity; attending to reader; and knowing when activity begins and ends. Reading from memory Demonstrates attention on own by: using rote to reader and reading memory; and by paying experience (joint attention to the printed Demonstrates interest in attention). word. reading by doing one or more of the following: eye gazes to text, picture or page; points to text, pictures or page; uses language to label specific picture or Communicates a words; comments on print or choice of a story, song graphic elements of story; acts out parts of story. Participates in reading or rhyme through one experience by reading or more of the following experience by reading ways: vocalization or along. spoken word; gesture; picture symbol. Approximates reading to another person. C. Interactions During Literacy Activities Demonstrates understanding or Attends during personal Attends to (by literacy connection during reaching, pointing, activities using: Labels: favorite part of looking) to: eye gaze; pctcures; story by: pictures; symbols; gestres; voice; actions or commenting on: text. personal events in story. relating to communication personal device. experiences. Retells a part of Responds to the story: with an Asks questions questions about activity; in about story. story. sequence. TRISHA P.OLANDRIA 34 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) D. Engagement in Storytelling Spontaneously uses elements from familiar stories such as: actions; sounds; words; objects; pictures. Tells an original simple story through one or more of the following ways: vocalizing or Uses storybook speaking; gestures; pictures; language from familiar symbols; personal stories. communication device. Imitates story: actions; sounds; words; manipulation of related objects. Answers questions related to familiar stories through one or Predicts what might more means such as: eye gaze; happen in unfamiliar vocalizing or speaking; personal stories. communication device; pictures; pictures; symbols; gestures E. Interactions with Symbols and Print Demonstrate Is aware of: where to start reading on a Is beginning to awareness of print by: page; appropriate recognize words in attending; eye gaze; direction to read (left- print: in isolation; in pointing; vocalization; right, top-bottom) context. talking. Understands Connects print basic concept to speech/ of printed language. word. F. Drawing, Writing, and Representing Expores use of drawing Use tools to approximate Explores representing with and writing tools. drawing and representing. purpose. Writing begins to look Scribbles become letter- Can form letters different from drawing. like forms. independently. TRISHA P.OLANDRIA 35 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) G. Alphabet Knowledge Eplores alphabet materials. Knows that printed/tactual letters Identifies name of are different from many letters. pictures and other representations. Recognizes other Recognizes first letter letters in other words. in own name. Identifies specific letters in: own name; other important names; high frequency words. H. Phonological Awareness Participates in word play such Follows rhythmic patterns in: as finger plays. poems; music; and stories. Recognizes basic sounds of Repeats rhythmic patterns in: some letters. poems; music; stories Demonstrates awareness that Identifies initial letter sounds of different words begin with the at least 20 letters. same sound. Library.sunshinecoast.qld.gov.au (2020) explained that emergent literacy skills are important because these are the basic building blocks for learning to read and write. They are the skills, knowledge and attitudes that children develop before they learn the conventions of formal reading and writing. Without these foundational skills, learning the more complex skills of conventional reading and writing is difficult. TRISHA P.OLANDRIA 36 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Do It Essay Write a 150-word essay on the topic “The Importance of Emergent Literacy.” Use this page. Closure Way to go ECE advocate!You finished Module 1 with flying colors. Let us continue our journey to Module 2. TRISHA P.OLANDRIA 37 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Module Summary Module 1 presented concepts related to perspective, paradigms, principles, and concepts. In a nutshell, you took up:  historical and theoretical perspectives on literacy and emergent literacy;  approaches, models, frameworks of literacy and emergent literacy;  developmental stages of emergent reading and emergent writing; and  emergent reading and emergent writing skills. Module Assessment Make a Concept Map of Module 1. Ensure that important features from every lesson are highlighted. Page 1 Cover Page (task title, ID number, date of submission) Page 2 Concept Map (complete with labels/captions) Page 3 Write a 150-word narrative of what part of Module 1 you found interesting and why. You can submit this as an e-copy thru: VLE account, email; messenger or as a hardcopy by forwarding this to the nearest USeP pick-up/drop-off point (inform me after dropping your LE). References Bainbridge, C. (2020). The Stages and Awareness for Learning to Read. Retrieved on August 31, 2020. Verywellfamily.com/how-do-children- learn-to-read-1449108 Brand, T., Donato, J. (2001). Storytelling in Emergent Literacy: Fostering Multiple Intelligences. Delmar Thomson Learning. USA. Gentry, R. (n.d.). Conventions of Writing Developmental Scale. The Wright Group. Hanen Early Language Program (2005). Beyond ABC: Building Emergent Literacy in Early Childhood Settings. The Hanen Program. TRISHA P.OLANDRIA 38 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Kennedy, E. et al (2012). Literacy in Early Childhood and Primary Education (3-8 years). National Council for Curriculum and Assessment. Rhyner, P. (2009). Emergent Literacy and Language Development: Promoting Learning in Early Childhood. The Guilford Press. NY, USA. Thoughtful Learning (2020). Stages of Emergent Writing https://k12.thoughtfullearning.com/teachersguide/writing-spot- assessment/stages-emergent-writing Wang, Y. (2018). Emergent Reading and Brain Development. Retrieved on August 31, 2020. ntechopen.com/books/early-childhood- education/emergent-reading-and-brain-development Images, Cliparts, Graphic Organizers\ Consolidated Alphabetic Phase personhighered.com Dennis with book pinterest.com Dennis in class pinterest.com Full Alphabetic Phase sites.google.com Partial Alphabetic Phase psychologytoday.com Pre-Alphabetic Phase themeasuredmom.com Stages of Reading/Writing k12.thoughtfullearning.com TRISHA P.OLANDRIA 39 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Module 2 ASSESSSMENT AND REPORTING Module Overview: My warmest regards! In this module, you get to know the components and categories of emergent reading, the pre-literate and emergent developmental stages of writing. Module 2 will also guide you on how to craft your own assessment tools in emergent reading and writing following the components, categories, and developmental stages. In emergent literacy, young children go through a process of developing awareness about reading before they can actually read or write. Enjoy the wonderful journey of emergent literacy! Module Outcomes: At the end of this module, you are expected to:  explain the reading components;  describe the categories of the reading classification scheme;  craft a reading assessment tool;  explain the developmental stages of writing; and  write an assessment report on pre-emergent writing. TRISHA P.OLANDRIA 40 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Lesson 1 Assessment in Emergent Reading Learning Outcomes: At the end of this lesson, you are expected to:  explain the reading components;  describe the categories of the reading classification scheme; and  craft a reading assessment tool. Time Frame: 1 week Introduction Getting ready? Lesson 6 covers the categories and components of emergent reading. These categories and components will help you identify which skills of emergent reading need to be assessed. It is important that you understand and realize that each stage in the reading development of young children be nurtured accordingly and appropriately.Enjoy your activities in Lesson 6! Let’s Get Started! Word Hunt Find the hidden words related to reading development inside the box. Your hints are: 8 horizontals and 5 verticals. Highlight these words. You have thirty (30) seconds to find them all. In 3, 2, 1, GO! L E T T E R A B C D E F G H R J K L M N O P Q R S O U N D X Y Z H B C D E F G H I J K L M N O P Q R Y T U V W X Y Z A B C D E F G H R I M E M N O P Q P R S T U V W X Y Z A E C D E A W A R E N E S S o p S E G M E N T X Y Z I B C D E F G H Y J K L M N O P H O N O L O G I C A L B C D E F G H I J T L M N O P Q R L T U V W X Y O A B C D E S G H I J A L M N O P Q N S T U V W E Y Z A B B L E N D H I E K L M N O T Q R S T L V W X Y Z A M A T C H G H I J K L E N O P Q R S I U V W X Y Z A B C D E F G H I J K C M N O P Q R S T U V W X Y Z A B C TRISHA P.OLANDRIA 41 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Let’s Think About it! How many words did you find? Which of these words are you familiar with? Why are these words important? In what ways are these words associated with reading assessment? Let’s Explore Reading is a complex and dynamic process but it is essential for one’s success in school and in life. How did we develop our reading skills? Reading has five (5) components: Phonemic Awareness Comprehension Phonics Reading Components Vocabulary Fluency TRISHA P.OLANDRIA 42 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Component Definition is demonstrated Example by… Phonemic The ability to recognizing which the words “plum,” awareness recognize and words in a group of “parrot,” and manipulate the words begin with “people” all start individual sounds of the same sound with /p/ spoken words. Phonics The connection matching the sound /d/ to the between the letters corresponding letter letter “d” of written language sound to the letter and the individual that represents that sounds of spoken sound language. Fluency The bridge between good phrasing, the The cat is / on the word recognition grouping or mat / beside the and reading chunking of words hat. comprehension. into phrases and The ability to read clauses, inflection, text accurately with intonation, and prosody. attending to punctuation, as well as reading quickly and fluently Vocabulary The stock and speaking a word to understanding of a child and asking words and the child to identify cat meanings a corresponding picture representing that word Comprehension getting meaning asking children’s Do you have pets from text questions and at home? having them generate their own questions Writing Receptive Vocabulary Vocabulary Vocabulary Areas Recognition Expresseive Vocabulary Vocabulary TRISHA P.OLANDRIA 43 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) established Vocabulary Levels unknown acquainted Another way of assessing children’s emergent reading is by using Sulzby’s Storybook Reading Classification Scheme. Category Descriptions Subcategory Attending to The child is “reading” by looking at the storybok’s Pictures, Not pcitures. The child’s speech is just about the picture in Forming Stories view; the child is not “weaving a story” across the - Labelling & pages. commenting - Following the action Attending to The child is “reading” by looking at the storybook’s Pictures, pictures. The child’s speech weaves a story across the Forming ORAL pages but the wording and the intonation are like that stories of someone telling a story, either like a conversation - Dialogic about the pictures or like a fully recited story, in which storytelling the listener can see the pictures. - Monologic storytelling Attending to The child is “reading” by looking at the storybook’s Pictures, pictures. The child’s speech fluctuates between Reading and sounding like a storyteller, with oral intonation, and Storytelling sounding like a reader, with reading intonation. mixed Attending to The child is “reading” by looking at the storybook’s Pictures, pictures. The child’s speech sounds as if the child is TRISHA P.OLANDRIA 44 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Forming reading, both in the wording and intonation. The WRITTEN listener does not need to look at the pictures (or rarely Stories does) in order to understand the story. - Reading similar-to- original story - Reading verbatim-like story Attending to Print There are four subcategories of attending to print. - Refusing to Only the final one is what is typically called “real read based reading.” on print awareness - Reading aspectually - Reading with strategies imbalanced - Reading independently or conventional reading Here’s a simplified informal classroom-based assessment for emergent reading. Letter/Sound Recognition Assessment questions include... It means... Show student one letter at the familiarity with the It measures... a time and ask - letters of the alphabet in the ability to recognize Can you tell me what letter both uppercase and letters and sounds this is? lowercase forms Can you tell me what sound it makes? It is typically mastered... Assessment should be when students enter done... kindergarten mostly can three times during recognize letters but not kindergarten (start, mid- sounds year, end) TRISHA P.OLANDRIA 45 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Concept of Print Awareness It means... an understanding that print carries meaning, books contain leters, words, sentences, and spaces It If a student understands that: print has meaning; can measures... be used for different purposes; the relationship between print and speech; there is a difference between letters and words; words are separated by spaces; there is a difference between words and sentences; there are punctuation marks that signal the end of a sentence; books have parts; stories have beginning, middle, end; text is read from left to right, top to bottom Assessment give the student a book and ask the following questions questions. “Can you show me…” include... A letter? A word? A sentence? The end of the sentence? The from of the book? The back of the book? Where I should start reading the story? How I should hold the book? The title of the book? How many words are in this sentence? It is Some students enter kindergarten with an typically understanding of print concepts but others will master mastered... it as the school year goes on Assessment twice. At the start and mid-year should be done... TRISHA P.OLANDRIA 46 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Phonological Awareness It is a necessary art of reading instruction. It measures: a) word recognition; b) rhyme recognition; c) syllable recognition; and d) onset-rime understanding Assessment questions include: WORD - How many words are in this sentence? "I am happy." RHYME - Do these words rhyme? "big, fig, jig" SYLLABLE BLENDING - I am going to say a word in parts. Listen "o...pen" What word did I say? SYLLABLE SEGMENTATION - Can you tell me the two word parts in open? SYLLABLE DELETION - Say open without the -pen. ONSET-RIME - What word do these sounds make? /s/ - /ee/ It is typically mastered at... Age 3 - WORD Age 4 - RHYME and SYLLABLE BLENDING Kindergarten - SYLLABLE SEGMENTATION and DELETION Middle of Kindergarten - ONSET-RIME Assessment should be done during kindergarten and throughout first grade. Beginning - recognizing words, rhyme, syllable blending, and segmentation TRISHA P.OLANDRIA 47 | P a g e  ECEd 314 – Teaching Emergent Literacy in the Nursery/Pre-kindergarten Schools (with Sign Languages in Early Years) Phonemic Awareness It means... The ability to recognize and manipulate the individual sounds of spoken words. It Phoneme Matching – identify words that begin with the same sound measures... Phoneme Isolation – isolate a single sound from within a word Phoneme Blending – blend individual sounds into a word Phoneme Segmentation – break a word into individual sounds Phoneme Manipulation – modify, change, or move the individual sounds in a word Assessment Phoneme Matching – Which words sound alike? man, sat, sip questions Phoneme Isolation – What’s the first sound in sat? What’s the last include... sound sound in sat? What’s the middle sound sound in sat? Phoneme Blending – What word do these sounds make? /h/ /o/ /t/ Phoneme Segmentation – What sounds do you hear in hot? Phoneme Manipulation – a) Say mat without the /m/ sound, b) Say mat without the /t/ sound, c) Say pig. Now change the /p/ in pig to /f/ It is typically Phoneme matching – middle of kindergarten mastered... Phoneme isolation (initial/first) – middle of kindergarten Phoneme iso