Chapter 4 - WTW – Emergent Stage
- smoore31175
- Sep 28, 2015
- 5 min read
Chapter 4 - Words Their Way – Emergent Stage
Matching Units of Speech to print
Global level
This level is characterized as prosodic (the musical qualities of language) and is the “musical” level of our language.
Oral language is a big part of this level by hearing and producing phrases
Written language is indirectly linked by using punctuation
Word Level
Match words with spoken counterparts
Word is a written string of letters
Don’t hear spacing
Sounds in words
Segment phoneessm within words
Emergent Reading
Pretend Reading
Children paraphrase or retelling at the global level (with emotion) which they pace with the pictures and with the cadence of spoken language
Memory Reading
More accurate reading than pretend reading. Children recite text from memory
COW (Concept of Word) separates the emergent stage and the letter-name alphabetic stage.
Lack this and their writing lacks word boundaries (no spaces) and incorrect spelling
Emergent readers are in the pre-alphabetic stage
May learn to identify a few word names (friends, family members)
Identify signs in their environment mostly by shape or company symbol (McDonalds)
Emergent Writing
Largely pretend writing when writing is encouraged, modeled, and incorporated play
Children learn that their scribbling ca mean something and differentiate between drawing and writing and that writing is a form of omm.
Similarities between baby babble and emergent writing
Start y emulating the length and tone of normal adult speech/writing
Mock Linear
Letter like symbols that move left to right and top to bottom
Salient
Prominent sounds in a word or syllable that stands out because of the way it is made or felt in the mouth
When children get through the global understanding of writing they begin to focus on the individual letter formations and the most salient sounds in words.
Children do not understand spacing in their letters and syllables
Learn syllables and phonemes in order to read and write then learn to coordinate them with written words on the page
Stages of Emergent Writing
Early
Will learn to hold a pencil, crayon, or marker and make marks on the paper – lack directionality and may not serve a comm purpose
Middle
Megin to understand the top-to=bottom linear arrangement. Experiment with letter like forms and string letters and numbers together as a “symbol salad”
Recognize print carries a message that can be read by others
Late
Beginning to use letters to represent speech
Represent four critical insights and skills
To produce spelling, children must now some letters
They must know how to form some of those letters
They must know that the letters know represent sounds
They must attend to the sounds por phonemes within spoken words and syllables
Phonemic Awareness & Phonics definitions
Beginning to Match Sounds to Letters
Once they begin to develop some phonemic areaness, they begin to represent the units of sounds they perceive. In the beginning, they usually only put the most prominent sounds down
They may also only write the etters of the most prominent or different feeling sounds
Do not need to know all of their letters and sounds before they start reading and writing
Context for Early Literacy Learning
Get them writing (Centers, bell work, encouragement!)
Have to be supported during this stage
Supporting Emergent Writing
Model how to write and use markers
Provide visual models for print and make the writing process explicit
Give students writing journals to proactive writing by writing about experiences and encourage these writings
Reading to children
Involved interactive read alouds which promotes oral language discussions around vocab
Reading with Children
Involves chares reading in which teachers read with children from enlarged texts or big books where students can join in horal readings
Concepts about print
Use simple, predictable, books
Whole-part-whole model
Literacy Diet for the Emergent Stage
Oral language, concepts, and vocab
Some students come to school with a more varied vocab than others
Choosing Vocab
Utility
Concreteness
Repetition in text
Thematic or topical relatedness
Experiences and Conversations
Verbal interactions
Planned extensions
Retelling and dramatic play
Concept Sorts
Categorized groups that helps student learn vocab and can help understand the relations with words
Assessing and Monitoring Vocab Growth
Phonological Awareness
Ability to segment individual sounds
Alphabetic Knowledge
Strongest predictor of later reading success is letter naming
Have to go in a particular order and are not the same back to front
Teaching the Alphabet
Make it fun
Letter Sound Knowledge
Emergent Stage
Childe begin making connections between letters and sounds
Alphabetic Principle
The idea that letters and letter combinations are used to represent phonemes in the orthography (relationship between written letters and their sounds)
Articulation
The movement of the tongue, lips, jaw, and other speech organs in order to make speech sounds
Voiced/Unvoiced
Understanding something about articulation can help explains some of the interesting things children do in their invented spellings
Begin with obvious contrasts to avoid confusing emergent students
Help students associate the letter and the sound by using a key picture and a letter as a header
Use pictures that are easy to name and sort, and be sure to introduce the pictures so students know what to coal them
Keep it simple in the betting
Letter Knowledge
Correct mistakes on the first sort but allow errors to wait on sub sequent sorts
Allow students to check their own work
Plan for students to have plenty of time for practicing
Encourage pretend writing and invented spelling
Concepts About Print (CAP)
Print is everywhere
Children needs adults to talk about the purposes of print
Print referencing
Pointing to the words as a child sings along, pointing out letters in their surroundings help develop CAP
CAP can be informally assessed all the time
COW
The ultimate concept about print is achieving a concept of word in context, the ability to finger point or track accurately to printed words in text while reading
Occurs in continuum of Developing, Rudimentary, Firm
Lack of COW in text will cause difficulty identifying individual phonemes
Developing
Will have some orientation to the page moving from top to bottom but perhaps not left to wright
Teachers need to model finger pointing/tracking
Allow ELLs to practice finger pointing and attacking using materials in their L1
Rudimentary
Finger pointing becomes more precise
Do well with one syllable
Dictations: help children make connections between speech and print: record what children say in a dictation and then read it back
Use familiar rhymes, songs, and passages that are easily memorized
Ask questions like: How did you find that word….how did you know what word
Language Experience Approach (LEA)
Based on the premise that what is said can be written and what is written can be read
Depends on language rich
EXPERIENCE IS THE BEST TEACHER
Emergent Literacy
Term used to explain a child’s knowledge of reading and writing skill before they know how to read and write
RRWWT (Read to, Read with, Write with, Word Study, and Talk With)
Read TO: use read alouds that introduce new vocab
Concept Books and Concept Sorts
Concepts Sorts
Sorted by concepts (Can you sort out all the things that fly?)
Simple ones are designed for young children
Topics include shapes, colors, textures, different clothing, animals, opposites, and so on
All of My Friends Photograph Shoot
Lay a bunch of pics on the floor and groups will sort the pictures
Why did you sort it this way?
Transportation Unit
Basically the same thing as ALL OF MY FRIENDS
And construction paper
Whose Name is Longer? (clap it out)
Sera, Kristina, Cecile, Emily, Taylor, etc.
Rhyming songs
Alphabet Scrapbook
Black book for each child or boy them if you wish. One each page there will be one letter going in order both written in lowercase and uppercase
Alphabet Eggs
Write alphabet on Easter eggs
Sound line
Uppercase and lowercase on clothesline clip on a string of line
Use ones that students understand
Cut up sentences
Write sentence on envelope
Cut up words and put into envelope
Student must put the words in order
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