Transcript IECE Emergent Literacy PowerPoint

Emergent Literacy
Early Childhood Education
Georgia CTAE Resource Network
Instructional Resources Office
Written By: Habersham Child Development
Center
July 2009
Areas of Literacy Development
 Oral Language
 The ability to relate sounds to meanings
 Phonological Awareness
 The ability to attend to the sounds of language
as distinct from its meaning
 Print Awareness
 Knowledge about the functions, structures and
conventions of print
 Book Interest and Understanding
 Interest in and knowledge of how books work
Phonological Awareness
Co-relational studies have identified
phonemic awareness and letter
knowledge as the two best schoolentry predictors of how well children
will learn to read during the first 2
years of instruction.
What is Phonological Awareness?
 Umbrella term that includes word
awareness, syllable awareness, and
individual sound (phoneme)
awareness
 Conscious awareness of the sound
structure of words and the ability to
manipulate sounds in words
Why is phonological awareness
so important?
“A child’s level of phonemic awareness
on entering kindergarten is widely
held to be the strongest single
determinant of the success that she
or he will experience in learning to
read, or, conversely, the likelihood
that she or he will fail.”
(Adams, 1990)
What is the sequence of skills in
Phonological awareness?
 Word Awareness
 The ability to relate sounds to meanings
 Rhyme Awareness
 Syllable Awareness





Blend compound words
Segment compound words
Blend multi-syllabic words
Segment multi-syllabic words
Syllable deletion
 Rhyme Awareness
 Phonemic Awareness
 Phoneme blending
 Onset-rime blending
 Onsets – single consonant or consonant blend
that precedes the vowel
 Word endings – rimes – the vowel and the
following consonants
 Individual sound blending
 Identify initial sound in words
 Produce initial sound in words
Teaching
Strategies for
Phonological
Awareness
Auditory Discrimination
 Listening for the alarm clock
 Objective: locate a sound that blends easily
with the environment
 Materials: ticking clock
 Activity: One child closes his eyes, while
another child hides the clock. The child then
uncovers his eyes and looks for the clock by
listening for the ticking sound. During the
search, the other children must be as quiet as
mice…
Auditory Discrimination Cont…
 Identifying common sounds
 Discovery Toys – “What’s that sound?”
Auditory Processing
 Do you remember?
 Objective: help children to recall one and
two-step directions
 Materials: random classroom items
 Activity: Instruct the child who is “it” to
complete a series of actions (hop to the
door, and say “boo.” “Go to the table and
pick up the book and the red block.”
Word Segmentation
 Introducing the idea of sentences
 Objective: Introduce children to the notion of
sentences
 Materials: Interesting pictures
 Activity: Give children a simple explanation of a
sentence. For example: it’s like a very short
story. It tells something and has to name who
or what it is telling about. Give examples of
sentences using the children’s names. Point out
that each sentence tells who or what and
something about the who or what. Give
examples of non-sentences, like “Mary” or “is
jumping.”
Syllable Segmentation
 Name Sort
 Objective: Children clap the syllables in their names
 Materials: 4 pieces of paper marked with 1, 2, 3, or
4 dots, pictures and/or name cards of children in
class
 Activity: Place the paper marked with dots on the
floor, table, or wall. Give each student his or her
picture or name card. Ask each student to say
his/her name and help them clap the syllables in
his/her name (each syllable has one vowel sound).
Then have the student place he picture and/or name
card with the paper with dots that match the correct
number of syllables in his word. Once all the
children’s names are placed on the paper, clap the
words in each number group.
Syllable Segmentation
 Picture Sort
 Objective: children segment/clap the syllables in
words
 Materials: Picture cards, 4 pieces of paper marked
with 1, 2, 3, or 4 dots
 Activity: The games is very similar to the name sort
game. Place the paper marked with dots on the floor
or table. Give each student a picture. Name the
picture for the student and help them clap the
syllables in the word. Then have the student place
his picture with the paper with dots that matches the
correct number of syllables in his word. Once all the
words are placed on a paper, clap the words in each
number group.
Syllable Segmentation
 Yummy, Yummy
 Objective: children clap the syllables of
words
 Materials: food pictures
 Activity: class chants, “Yummy, yummy,
rub your tummy, what’s a food you like
to eat? Student chants: I like pop corn
(student replies a food name, clapping
the syllables as they are said).
Rhyme Awareness
 Hungry Thing
 Objective: children listen to rhymes and begin
to develop rhyme awareness
 Materials: hand puppet, food picture cards
 Activity: Teacher passes out food picture cards
to each student. Hungry thing (puppet) is very
hungry and says, “feed me!” Children respond
with “What would you like to eat?” Hungry
Thing answers, “I want rizza!” Teacher helps
children find the food that rhymes with rizza and
Hungry thing eats the pizza.
Syllable Deletion
 Take it away
 Objective: children practice syllable deletion with
compound words
 Materials: two box grids, compound word pictures
 Activity: students say compound word represented
on picture. The teacher asks students to say the
word again without the first or second part.
Teachers use the box grids for visual cues. For
example, teacher says, “Say cupcake. Say it again
without saying cup.” The box grid is used for a
visual cue.
Blending
 Simon Says
 Objective: student practice syllable and
phoneme blending
 Materials: none
 Activity: teacher leads Simon Says
game: “Simon says, touch your shoulder, el-bow, an-kle, bel-ly, h-e-a-d,
n-o-se
Blending
 Say it Fast!
 Objective: children blend syllables to
make words and sounds to make words
 Materials: multi-syllabic cards
 Activity: teacher explains that she is
going to talk funny (or slowly) and say a
secret word. The kids can figure out the
secret word, if they can say it fast. For
example, the teacher says, “What’s the
secret word, tor-na-do?”
Blending
 What’s in the Bag?
 Objective: students improve their ability to
synthesize words from their separate syllables.
 Materials: bag with multi-syllabic toy items
(barbie, guitar, bicycle…)
 Activity: teacher explains that there are several
items in the bag and they are to figure out the
item by “saying it fast.” The teacher says the
item syllable by syllable.
Phoneme Awareness
 Sound Introduction
 Objective: phoneme awareness
 Materials: none
 Activity: teacher introduces the sounds
(a/z/m/t/) using a multi-sensory approach.
The students learn to feel the sounds and
determine how their mouth makes each
sound. The students will focus on the
placement of the tongue, teeth, and lips, as
well as vocal cord vibrations and stop and
continuous sounds.
Beginning Sound Matching
 Beginning sound picture sort
 Objective: beginning sound matching
 Materials: picture cards that begin with
sounds being introduced, sticky boards
labeled with the sound/symbol at the top
 Activity: the teacher presents a picture
card to each student and asks her to
“feel” the beginning sound. The pictures
are sorted onto the appropriate “sticky
board.”
Phonics
 CVC phonics blending
 Objective: phonics and beginning
reading
 Materials: large sound/symbol cards
with the letters, a/z/m/t (with picture
cues)
 Activity: teacher uses symbol cards to
help students sound out real and
nonsense words