Transcript Emergent Literacy - California Lutheran University

Stages of Reading: Teaching the Emergent Reader
• When looking at the phases of reading
comprehension strategies, vocabulary, and
higher level thinking skills must be developed
even in the earliest stages.
• Comprehension strategies, vocabulary,
concepts and academic language that
students will be developing through reading
instruction and wide reading must also be
intentionally and explicitly taught and
modeled orally.
• Children do not yet use alphabetic knowledge to
read nor do they understand that letters in words
map to sounds in oral language.
• Preschool children and older readers who have little
working knowledge of the alphabetic system. Also
called the selective cue stage because children select
non-alphabetic cues to remember words (Pepsi can or
McDonalds sign).
Pre-Alphabetic Phase
• Chall’s Stage 0: Prereading.
• Read words from memory only.
• Read words using length of word or size and shape of
word.
• Guess words using context.
• Limited knowledge of letters.
• Cannot decode unknown words.
• Do not understand the alphabetic principle, which letters in
written words map onto sounds in oral language.
• Pretend to read extended text.
• Guided Reading: predictable text.
• Partial-Alphabetic PhaseKindergarten, first grade, and older
students who have rudimentary working
knowledge of the alphabetic system but
lack full knowledge, particularly vowel
knowledge.
 Can match some letters in words to
sounds in their pronunciation.
 Use guessing strategies to read words.
 Decoding strategies are not available
for reading unknown words.
• Begin to detect letters in words and use
partial alphabetic cues and context to
read words. For example, if they see a
picture of a playground with a word that
begins with s, they may read it as
swing.
• Misread words that have similar letters.
For example, man for men, house for
horse, bat for bet.
• May read saw as was because
directionality is not firmly in place.
Standards for Decoding and
Word Recognition
Kindergarten
 Match all consonant and short-vowel sounds to
appropriate letters.
 Read simple one-syllable and high-frequency
words (i.e., sight words).
 Understand that as letters of words change, so do
the sounds (i.e., the alphabetic principle).
Grade 1
• Generate the sounds from all the letters and letter
patterns, including consonant blends and longand short-vowel patterns (i.e., phonograms), and
blend those sounds into recognizable words.
 Read common, irregular sight words (e.g., the,
have, said, come, give, of).
 Use knowledge of vowel digraphs and rcontrolled letter-sound associations to read
words.
 Read compound words and contractions.
 Read inflectional forms (e.g., -s, -ed, -ing) and
root words (e.g., look, looked, looking).
 Read common word families (e.g., -ite, -ate).
Grade 2
 Recognize and use knowledge of spelling
patterns (e.g., diphthongs, special vowel
spellings) when reading.
 Apply knowledge of basic syllabication rules
when reading (e.g., vowel-consonant-vowel =
su/per, vowel-consonant/consonant-vowel =
sup/per).
 Decode two-syllable nonsense words and regular
multi-syllable words.
 Recognize common abbreviations (e.g., Jan.,
Sun., Mr., St.).
 Identify and correctly use regular plurals (e.g., -s,
-es, -ies) and irregular plurals (e.g., fly/flies,
wife/wives).
 Read aloud fluently and accurately and with
Grade 3
 Know and use complex word families when
reading (e.g., -ight) to decode unfamiliar words.
 Decode regular multi-syllabic words.
 Read aloud narrative and expository text fluently
and accurately and with appropriate pacing,
intonation, and expression.
Grades 4, 5, 6
 Read aloud narrative and expository text fluently
and accurately and with appropriate pacing,
intonation, and expression.