Words Their Way: Emergent Stage – Flashcards

paraphrase or spontaneous retelling of a story that children produce while turning the pages of a familiar book

-more exact than pretend reading -accurate reciting of text while pointing to the text in some fashion -Helps children coordinate spoken language with print at the level of words, sounds and letters

children eventually acquire, realizing they should move from left to right, top to bottom, and end up on the last word on the page

In the emergent stage words all run together while writing; Ex. Fig. 4.2

-in this phase children can identify a few words such as their names, and friends and family names; identify signs in the environment -strategy is to look for nonalphabetic cues in the environment such the shape of a sign

lack an understanding of this principle or show only a beginning of this understanding

writing is largely pretend regardless of this background

approximate the broader contours of the writing system; linear arrangement of print

prominent sound in a word because of the way it is made or felt in the mouth or because of idiosyncratic reasons such as being similar to a sound in one's name

-Focusing attention on these sounds often leads children to use single consonants to stand for entire syllables; -Do not yet understand the need or purpose for spaces and tend to run syllables and words together on paper Ex. pg. 96, Fig. 4.2

-children learn how to hold writing utensils and to make marks on paper, e.g. scribbles; lack directionality and may not serve a communicative function -Eventually scribbles evolve into representational drawings; children learn that print and drawing are two different things. Ex. pg. 97, Fig. 4.4

-Start to experiment with top-to-bottom linear arrangement -Experiment with letter like forms that resemble manuscript and cursive writing -As letters of the alphabet are learned they begin to show up in letter strings or a "symbol salad." -Children recognize that print carries a message that can be read by others Ex. pg. 98, Fig. 4.4

Children begin to use letters to represent speech sounds in a systematic way; the partially phonetic spelling represents four insights and skills: 1)To spell children must know some letters 2)Must know how to write some of the letters they know 3)Must know that letters represent sounds 4)Must attend to the sounds or phonemes within spoken words and match those sound segments to letters By the time children gain insight into all four aspects of sound and print they are at the end of emergent stage.

the ability to divide oral speech into the smallest units of sound

matching units of sounds to letters

What they do Correctly: -Mark on the page -Hold the writing implement Use but Confuse: -Drawing and Scribbling for Writing What is Absent: -Letters -Directionality

What they Do Correctly: -Linear Movement across the page -Clear distinction between writing and drawing -Letter like forms Use But Confuse: -Letters and Numbers -Letter strings -directionality What is Absent: -Phonemic Awareness -Sound-symbol correspondence

What they do Correctly: -Consistent directionality -Use of letters -Some letter-sound matches Use but Confuse: -Substitutions of letters that sound, feel, and look alike Ex. B/P, D/B -Salient Phonemes What is Absent: -Complete Sound-symbol correspondence -Spacing between words

pay attention to those tangible points of an utterance in which one part of the mouth touches another, or the most forcefully articulated sounds that make the most vibration or receive the most stress. If some letters of the word are already known, they are matched to the prominent sounds. Ex. pg. 99, Fig. 4.5

-Provide immediate and ready access to implements of writing, model how to use writing in the centers. Ex. Grocery play area where grocery lists are drawn and labeled, restaurant where menus are offered and orders are taken, and a block center with cardboard shapes for making signs -Writing will happen spontaneously before children can spell conventionally or properly compose -Provide visible models of the forms and functions of print.

-"reading to" or interactive read alouds with children literature -"reading with" or shared reading with enlarged text

promote oral language discussions around vocabulary ideas and concepts related to the genre and content of a book

teachers read with children from enlarged texts in children can see and join in chorally on rereadings

-Particularly powerful -Can use print referencing -Can teach concepts about print (CAP) -Pretend or memory reading becomes conventional reading

The best way to create a reader is to make reading happen, even if it is just pretend.

1)Oral language, concepts, and vocabulary 2)Phonological Awareness (PA) 3)Alphabet Knowledge 4)Letter-Sound Knowledge 5)Concepts About Print (CAP) 6)Concept of Word (COW)

-When entering kindergarten children's knowledge of the world is only partially gleaned from their few years of life. -Young children use many words they do not fully comprehend -Children must have language experiences---ex. conversations and being read to---to extend their partial understanding of words and acquire new word meanings

-Interactive Read-Alouds play a critical role in the development of vocabulary, language, and concepts -Books expose children to new words and complex sentence structures; provide background and conceptual knowledge that they may not have gotten first hand. -Read Alouds can expose children to a wide range of new words- children should be asked to repeat them and say them in phrases and sentences

1)Utility 2)Concreteness 3)Repetition in Text 4)Relatedness to Theme or Topic of Study

Words that can be used regularly in the classroom or will show up in other books

Words that are more likely to be illustrated in the book; many denote concepts that can be acted out by the children

Words that are used more than once in a story offer repeated exposure in a meaningful context

choose words that can be clustered in a semantic category Ex. buds, blooms, blossoms

_____________ with careful attention to vocabulary, language and concepts are more fruitful; even better, combine read alouds, supports the necessary repetition of targeted vocabulary and promotes linkages that facilitate learning

-can be used at all levels of development as students categorize objects, pictures, words, or phrases -can help development of words and how they relate other words within a semantic field. Ex. Topic things in a house; 2 categories furniture: couch, chair, table appliances: blender, television, refrigerator -Have children write at every opportunity during or following the concept sort -Students should be encouraged to name the pics they sort to provide additional practice saying and hearing pronounce new words, and they should also be asked to describe their categories.

The ability to par attention to, identify and reflect on various sound segments of speech

subcategory of phonological awareness; refers to the ability to identify and reflect on the smallest units of sounds or individual phonemes

-Young children are very concrete thinkers-associate the length of a word with the size of its referent. Ex. Think the word caterpillar is smaller than the word cat because a caterpillar is smaller than a cat.

1st step: take two concrete short words and make them into one long compound word. Ex. snow, man= "Snowman"

- talk about rhyming words in favorite or familiar songs and books -rhyming books can be following my picture sorts for rhyming Ex. mouse/house, fox/box -Songs are naturally full of rhythm and rhyme

May not understand rhyming in English. Different languages stress different parts of words when rhyming.

-Activities that play with _________focus children's attention on the beginning sounds that mark word boundaries in print. ~Isolating the initial phoneme from the initial portion of the word. "p-ick" ~I Spy games or I'm Thinking of Something.... "This thing I'm thinking of begins with mmmm...." Encourage students to emphasize the initial sound when name the things ~Picture Sorts Sort pictures by beginning sounds under a corresponding letter.

Learning the names of letters is an important first step toward learning the sounds associated with letters; can serve as a mnemonic device for remembering the sounds.

-Teaching Letter Sequence- sing the alphabet song daily until children know it by heart. Point to the letters as children sing, give them a copy so they can sing too. Ask student to touch letters, or what comes before or after letters. -Capital and lowercase letters- Share alphabet books pointing out the capital and lowercase forms and naming the picture that begins with a letter. -Make alphabet books available for children to explore on their own; teach them how to use independently: "Here is the capital B and the lowercase b. Bear and bowl begin with b." -Study someones name each day; set up classroom so students have to use their names to sign up for daily activities. Ex. signing up for attendance, signing up for centers or popular tasks like feeding the fish. Start by providing preprinted name cards but eventually expect children to print their own names. -Point out letters on signs, books, titles, charts, all around the school -Create an alphabet center where children have access to puzzles and games that are changed regularly. Provide alphabet strip, variety of writing utensils and surfaces to encourage children to write and form letters.Create letter sorts with both upper and lowercase letters in a variety of fonts and print styles. -Teach children how to write letters and provide a variety of ways to create them. Ex. clay, pipe cleaners, cookie dough, rice, pasta Be consistent about letter formation, spatial matters such as where to start and directionality. Have students vocalize movements as they form letters. Ex. "up, down, up, down" for M; and repeat letter names as they trace them

-1st Step: point to and recite the letters -both capital and lowercase letters should be presented in random order to assess letter recognition -letter production- call out letters for students to write

During the emergent stage, children learn their letters, attend to speech sounds, and begin to make connections between letters and sounds.

Some teachers choose M and S for students first consonant contrast because both letters have continuant sounds that can be isolated and elongated without undue distortion. (mmmmoon, sssssun) The sounds also feel very different in the mouth during articulation.

Are often unfamiliar with the sounds of English and will substitute sounds and letters closest to their primary languages and alphabets

Observing childrens daily efforts to write using invented spelling

-Children are surrounded by print -It is up to adults to talk about the purposes of print and the special ways in which the visual forms of print are organized -Print the words "Where Is Thumbkin?" on chart paper and point to them as children sing along. Helping the understand the concepts of print (CAP)

naming and pointing out letters or asking questions about print and pointing to words as they read.

Writing orders down as a waiter, writing prescriptions as a doctor;...etc, learn that print takes many forms and serves many functions

Can informally assessed by asking questions all the time while reading and writing with children. Ex. "Who can point out a capital letter D? What do we put at the end of a sentence?" Also observed in their efforts to write their names.

-The ultimate concept about print is achieving a concept of word in text (COW), the ability to finger point accurately to printed words while reading from memory. -Reaching this milestone depends on the ability to isolate the beginning consonant sounds of spoken words and activate letter sound correspondences.

-Children who are just developing will have some orientation of the page, moving from top to bottom but perhaps not left to right. What they point to does not coincide with the words they are saying

benefit from practicing finger pointing using materials in their primary language

-As children become more aware that print has something to do with sound units such as syllables, their finger pointing becomes more precise and becomes a closer match -Works well with one-syllable words -As children become more aware of letters and their sounds, beginning sounds anchor finger pointing more directly.

best way to improve-point to words as they reread memorized text and draw their attention to letters and sounds when they get off track.

helps make connections between speech and print -Have children draw a picture with as much detail as possible -Walk around, ask each child to tell something about their drawing; choose something the child said and write it verbatim beneath the picture; say each word as you write it sounding each sound in the words, asking questions like, "What sound do you heat 1st?"; Rd. each caption, point to each word, ask children to read along with you, then read it alone.

-Familiar rhymes, songs, and jingles are easily memorized; can be used to model and teach a concept of word in text -*Important*-1st learn rhymes by heart because developing a COW is all about matching speech to print. -Helpful to use pictures for prompts -After memorized, present on chart paper, printed in large text; model how to finger point "read" and invite students to "read" with you chorally -Later give students their own copy of the rhyme -Sentence strips to cut apart and put the rhyme back together -Can highlight underline words you ask them to find

Ask children to point to familiar words in familiar text

-based on the approach that what one says can be written and what one write can be read

-teacher plans hands on experience Ex. feeding a baby animal Students and teacher exchange thoughts on observations orally. New vocabulary is introduced and used. -Students dictate narrative about the experience; teacher records statements on a chart; one statement per line for emergent readers -Students reread dictated accounts several times until it is familiar -Students get their own copy of dictation to illustrate and use for voice pointing practice