1Emergent Literacy LearnersGoals for Tonight’s Class• Remember that literacy is based on language, so need to develop language skills of our students at every opportunity.• Be able to explain what emergent literacy is and how learners of all ages may be in this stage of literacy learning.• Learn at least one emergent literacy instructional strategy to use with students, including a strategy to use within an inclusive setting• Learn how to use language experience activities to develop language and early literacy skills for students at various grade levels.•Notice that all these skills are related to language.Emergent Literacy – “Reading and writing behaviors that precede and develop into conventional literacy”Emergent literacy learners• Can be any age!• Refers not just to reading print – also refers to beginning understandings about writingPrint Awareness Phonological Awareness Oral LanguagePrintBook conventionsAwareness of graphic symbolsLetter identificationWritingLetter-sound correspondenceSingle sounds/ lettersWordsPerception & memoryfor soundsEnvironmental soundsWordsPhrasesPhonemesWord awarenessWordsPhonological skillsRhymingAlliterationBlendingSegmentationVocabularyWords & sentencesNarrative skillsNarrations of real eventsBooksNarrations of fictional storyLiterate discourseConversationsCategorical organizationDecontextualizationInterpretive/analyticdiscourseEarly Literacy & Language Behaviors and Concepts(O’Connor, Notari-Syverson, & Vadasy, 2001)2A Framework to Develop Early Literacy:Instructional activities & approaches to use in your classroom• Create a literacy/oral language rich environment • Read aloud••SharedShared reading (re-readings)• Utilize guided guided reading activities• Provide opportunities for independentindependentreading• Use sharedshared writing with your students• Engage in interactiveinteractive writing• Utilize Writers’ Workshop• Provide opportunities for independentindependent writing• Teach letters, words, and How they workStrategies for Emergent Literacy Learners: Predictable Books• “Use rhyme, repetition of words, phrases, sentences and refrains, and such patterns as cumulative structure, repeated scenes, familiar cultural sequences, interlocking structure and turn-around plots.”Kinds of Predictable Books• Chain or Circular Story (e.g., If You Give a Mouse)Plot is interlinked so that the ending leads back to the beginning.• Cumulative Story (e.g., This is the House that Jack Built)Each time a new event occurs, all previous events in the story are repeated.• Familiar Sequence (e.g., Today is Monday)• Organized by recognizable theme, such as: Days of Week, etc. andNumbers• Pattern Stories (e.g, Three Billy Goats Gruff)• Scenes are repeated with some variation.• Question and Answer (e.g., Brown Bear, Brown Bear)The same or similar questions are repeated throughout the story.• Repetition of Phrase (Goodnight Moon)Word order in a phrase or sentence is repeated.• Rhyme Rhyming words, refrains, or patterns are used throughout the story.• Songbooks Familiar songs with predictable elements, such as repetitive phrase.Picture Books“interplay of narrative and illustration is fundamental to the book as a whole”• 32 pages is standard (though titles can be 24-48 pages) • Illustrations dominate text • Illustrations integrate with the narrative to bring story to a satisfying conclusion. • Word count is generally less than 500 words. Although picture books can have over 2000 words or have none at all, as is the case with wordless picture books. • Overall design serves to build a relationship between the text and the illustrations, this includes the front matter, back matter, and the book jacket Wordless BooksWordless Books"stories without words, wordless picture books convey meaning through the illustrations”Copeland & Keefe, 2008How Wordless Books Can Enhance Literacy Skills (for all students):• Develop knowledge about print (early literacy skills), such as text features and meaning-making from text.• Develop language skills: vocabulary and expressive language• Develop comprehension: understanding of how text is organized so that a story develops (narrative); understanding of story details and developing the ability to visualize; enhance sequencing and predictionskills, and facilitate monitoring of understanding..• Facilitate and enhance development of content knowledge.• Facilitate creative writing.(Van Kraayenoord & Paris, 1996)3Guided Story Telling(Adapted from Katims, 2000)The purpose of Guided Story Telling using wordless books is to:• Develop background knowledge• Facilitate listening and oral language skills• Develop vocabulary• Teach use of pictures cues• Enhance creativity and have fun!Steps in Guided Story Telling(Adapted from Katims, 2000)• Select a ‘wordless’ picture book• Encourage students to develop a narrative about the pictures – start by modeling this for the first few pictures. . .– Students can write the story line they are developing on post-its and place on each page• Use prompts such as “and then. . .”; “when suddenly. . .”, “finally. . .”• Look for ‘teachable moments’ to stop and discuss new concepts and vocabularyAreas you might emphasize in Guided Story Telling• Using dialogue• Character descriptions• Sequencing events and developing a story• Setting descriptions•. . .Follow-up Activities for Guided Story Telling• After students have practiced, let them dictate or write down the narratives they have constructed for the wordless books – e.g., Mysteries of Harris Burdickhttp://www.lafsd.k12.ca.us/people/smoe/• Have students complete Story Maps about a wordless book independently, with a partner, or with a small group• Have several groups create story maps using the same book and then compare and contrast their story-lines• Let the students “read” their favorite wordless books to a partner or to younger children.• Link the content of the wordless book to an academic unit (e.g., Oceans, include a field trip to a related site.• Work as a group to create a similar book but with different characters, plot, etc. (e.g., Tuesday with cows?) • Plan an activity in which small groups of students use a camera to take pictures and create their own picture books. Publish these and put them in the classroom library for children to read during SSR. You Can’t Take A Balloon into