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CI 273Literacy I Early Literacy Learning

• Nancy L. Slattery
• Schroeder 115
• Monday 100-350 p.m.

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Overview of Today 10/29/07

• Share Childrens Books
• Literacy in Preschool Kindergarten
• Teaching Strategies
• The Big Five revisited continued
• Assignments Looking Ahead

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Sharing Childrens Books

• Form groups of 5 or 6
• Each person shares book
• Peers provide positive feedback
• Peers help brainstorm ideas for using each book
  in a classroom

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Features of Exemplary Preschools

• Foster parent involvement
• Attend to childrens development in all domains
• Provide developmentally appropriate instruction
  in math, language, literacy, science
• Accelerate the language and literacy learning of
  all children

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Expectations for Literacy Learning in Preschool

• Retell a favorite story
• Retell an information book
• Explain events in a familiar text
• Use complex sentence structure in ordinary
  conversation
• Use increasingly complex vocabulary

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Preschool Literacy Learning, cont.

• Recognize most of the alphabet letters
• Write first name
• Say beginning sounds of spoken words
• Recognize some rhyming words
• Demonstrate understanding of book-orientation
  concepts and directionality

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Principles for Learning in Preschools

• 3 4 year olds learn best when they are actively
  engaged in manipulating materials
• 3 4 year olds learn from play
• 3 4 year olds need opportunities to self-select
  activities

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Principles for Teaching Literacy in Preschool

• Infuse literacy material throughout the classroom
  in nearly every center.
• Talk with children and model how to use literacy
  materials as children are playing in these
  centers.
• Include literacy experiences during planned
  lessons.

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Literacy Learning in Kindergarten

• Shift towards more academics
• Explicit focus on print
• Recognize write alphabet
• Identify beginning and ending sounds in spoken
  words
• Begin to know sound-letter correspondences,
  especially consonants
• Begin to match spoken and written words

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Literacy Learning in Kindergarten, cont.

• Know rhymes and beginning sounds
• Understand concepts of print
• Begin to write high-frequency words
• Write first and last names

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Major Learning Opportunities in Kindergarten

• Teachers demonstrate models of conventional
  reading and writing with authentic text
• Provide opportunities to respond in unique ways
• Teachers provide independent practice (play) time
  for students
• Teachers continue child-centered, developmentally
  appropriate instruction

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Literacy Teaching Strategies for Preschool
Kindergarten

• Select 5 Instructional Strategies from Chapter 7
  and/or Chapter 8.
• Determine What? How? Why? for each strategy.
• Present each strategy to class.

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Comparing Preschool Kindergarten Literacy
Learning

• Study classroom designs p. 186 215. How do they
  differ? Why?
• Create a Venn Diagram explaining the major
  differences in literacy learning and instruction
  at each level.

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What is essential?The Big Five

• Phonemic Awareness
• Phonics Alphabetic Principle
• Vocabulary
• Fluency
• Comprehension

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Phonemic Awareness

• Means an awareness of sounds in language
• Begins very early in life
• Is an early indicator of childrens later reading
  success
• Phonemes the smallest unit of spoken language

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• Phonemic awareness is the single best
  predictor of first grade reading achievement.
• -National Reading Panel Report

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Teaching Phonemic Awareness

• Need not involve print.
• Provide experiences game-like activities for
  young children to play with language and become
  aware of the similarities differences of sounds
  in language.
• Think of rhyming, alliteration, segmenting,
  combining, manipulating sounds.
• Not appropriate to spend time teaching this after
  children can do it easily.

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Levels of Phonemic Awareness

• Rhyming words (age 3-4)
• Syllables (age 4-5)
• Onsets Rimes - Sound substitution (age 6)
• Sound Isolation - Awareness of beginning, middle,
  ending sounds (age 6)
• Phonemic Blending (age 6)
• Phoneme Segmentation (age 6-7)
• Phoneme Manipulation (age 7)

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Alphabetic Principle

• The concept that speech sounds (phonemes) can be
  represented by letters (graphemes)
• Grapheme the smallest unit of written language
  a letter (b, d, f, etc.) or several letters (ch,
  sh, igh, etc.)

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Teaching Alphabetic Principle

• This is often the focus of Pre-K and K classes.
• Provide a print-rich environment
• Alphabet books
• ABC centers
• Letter walls word walls
• Names
• Sequencing the alphabet
• Once learned, it is not appropriate to keep
  spending time on this.

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Phonics

• Involves deliberately teaching letter-sound
  correspondences how letters (graphemes) are
  linked to sounds (phonemes)
• The purpose of phonics instruction is to learn
  and apply the alphabetic principle in reading
  writing.
• Use Whole-Part-Whole teaching methods
• Helps students identify words in print by
  sounding out the phonemes, blending them
  together, and saying the word
• Direct instruction in using phonics can usually
  be phased out by about 3rd grade.

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The Language of Phonics

• Consonants (ex b,c,d,f)
• Letters that are not vowels
• Generally have a firm sound because of
  restriction to the breath channel when spoken
• Also
• Consonant Blends or Clusters (ex gr, sl, scr) -
  each consonant retains its own sound
• Consonant Digraphs (ex sh, ch, ck, ng) -
  consonants work together to make one sound

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The Language of Phonics

• Vowels (a, e, i, o, u, and sometimes y and w)
• Speech sounds that are made by an unrestricted
  vocal passage way
• Also
• Double Vowels (ex ee, ea, ai, oa)
• Diphthongs (ex au, oi, ow, oy, aw, oo) - vowels
  that make own special sound
• Short Vowels / Long Vowels
• R controlled Vowels (ex ir, ar, er) - vowels
  followed by R make their own special sound

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The Language of Phonics

• Prefixes
• Suffixes
• Compound Words
• Syllables

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More Terms

• Sight Words or Sight Vocabulary
• Words that are so familiar to readers that they
  are recognized instantly and automatically
• High Frequency Words
• Those words that appear most often in our written
  language

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The Language of Phonics

• Onset and Rime (Word Families)
• Onsetall letters before a vowel in a word
• Rimewhat follows the onset
• In the word sing, the onset is s and the rime
  is ing
• In the word string, the onset is str and the
  rime is ing

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Assignments for 11/5/07

• Read LB Ch 9 Supporting Literacy Learning in
  First Grade
• Childrens Lit Analysis Spreadsheet Due / ITPS
  F Spreadsheet
• Visit to Metcalf Choose a short picture book to
  share, based on what you know about your 2nd
  grader.

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CI 273 Looking Ahead

• 11/5/07
• 11/12/07
• 11/19/07
• 11/26/07
• 12/3/07
• Finals Week