Literacy & Young ELLs
Book & Print Awareness
Pre-Emergent Readers
Pre-emergent readers should have an understanding of the following print concepts. A student will…
For examples of activities for each of these print concepts use the following link. pre-emergent reading/ print awareness - Education Service ... |
Early Emergent &
Emergent Readers Emergent readers should have an understanding of the following print concepts. A student will…
For examples of activities for each of these print concepts use the following link. emergent reading/ print awareness - Education Service ... |
Early Readers
Early readers should have an understanding of the following print concepts. A student will…
For an example of a early reader's concept of print assessment use the following link. https://youtu.be/h1l9pZSDTiM |
Vocabulary
Pre-Emergent Readers
The teacher reads a page in a pattern book such as Eric Carle books. The student repeats part of the text on the page immediately after it has been read aloud by the teacher (echo reading). Print lyrics, poems, school cheer, or Pledge of Allegiance on large poster or wall chart paper. Students echo each line as it is read by the teacher. Use texts, books, poems, etc. that introduce the child to new vocabulary terms and talking about the words as you encounter them in a text. Real examples for the children to physically encounter will help create a lasting impression of a vocabulary word. For example: passing around a kiwi that they can actually feel and then cut up and eat to talk about kiwis and fruit (Very Hungry Caterpillar). Physical activities to learn vocabulary is great, too. For example, the children walk in a circle and the teacher calls out a different way of moving and the children act that out in the circle (dance, prance, dart, run, jog, jump, pounce). |
Early Emergent &
Emergent Readers Children learn more words when books are read multiple times. Children do not benefit as much from being talked to or read to, but from being talked with and read with.
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Early Readers
Before the teacher reads the text with the student, determine words that may be challenging for them. Invite students to share any examples that they might already have to some of these words. It is okay to teach a few words before reading. Decide which words are defined in the text.
These words can be discussed after reading. Teaching Context Clues:
Classroom Word Walls http://www.teach-nology.com/worksheets/language_arts/wordwalls/
Around the world-Students pair off. The teacher gives a definition of one of the words on the word wall. The students race to say the correct word first. The winner of the duo moves on to the next student and so on. Cognates: words that look and sound similar in two languages http://spanishplayground.net/spanish-cognates-kids/ |
- Vocabulary is one of five core components of reading instruction that are essential to successfully teach children how to read. These core components include phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension (National Reading Panel, 2000).
- Reading research has shown that the single best predictor of how well a reader can understand text is that reader’s general vocabulary (Anderson & Freebody, 1981).
- At first-grade, high-performing students know about twice as many words as low-performing students, but that differential gets magnified each year, resulting in high-performing 12th grade students knowing about four times as many words as the low performing 12th graders (Hart & Risley, 1995).
Comprehension
Pre-Emergent Readers
In the pre-emergent stage students will receive read alouds, and be watching what the reader does and says as they read. For students that are pre-emergent comprehension consist of having them understand what a book is, why we read books, what is happening in the pictures, and identifying characters and places within the story. This is a link that will help you have a Before, During, and After reading plan. The diagram on the site is separated by reading ability level. The web site presents you with an easy to follow reading plan. https://www.wallingford.k12.ct.us/uploaded/Curriculum/ENG_LA_K-12/LA__Reading_Strategies_by_Level.pdf This is a helpful demonstration of what reading with a pre-emergent student could look like. https://www.youtube.com/watch?v=sZSlUVrCJRo |
Early Emergent &
Emergent Readers In the emergent stage students are mastering the process and skills of reading. These students within this stage continue to benefit from read-alouds by teachers. Comprehension is best achieved by asking questions as the student or teacher reads aloud. Questions such as…
It is best to check their understanding in chunks of the story versus waiting to the end of the story to see what they understood. We don’t want to overwhelm them, we want to take things slow and guide them through the act of comprehension. |
Early Readers
In the early reader stage students are starting the process of reading more on their own, and are focusing on making predictions, and what makes sense in the story. During this stage you will guide students to...
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Guided Reading
(Groups of 2-6 children all with a copy of the same book.)
(Groups of 2-6 children all with a copy of the same book.)
Pre-Emergent Readers
At the pre-emergent stage students are read to by the teacher. A guided reading lesson at this stage is much more of a read aloud in a small group rather than a typical guided reading. Young ELL readers may need a tremendous amount of support during guided reading with certain words, figures of speech and expressions understood by native English speakers, and other phrases and idioms that may not have literal translations. A teacher may want to point out some of these words and phrases just before the guided reading activity begins. The young readers may need some explanation of certain things like holidays or customs to build context. A picture walk or a review of the pictures in a book before you read it will help the students get to know the characters and basic plot. The teacher will read aloud with students following along and repeating if able. Words that occur often in the text should be emphasized as these are words that the students should get to know fairly well. Also, making connections to the student’s culture can activate prior knowledge and help with comprehension and engagement. |
Early Emergent &
Emergent Readers A guided reading lesson at the emergent stage has more of a formal lesson feel then at the pre-emergent stage. One of the key skills of a guided reading lesson is for students to learn to read fluently. Fluent readers sound like they are talking or telling a story when they are reading and we want children to be fluent readers. The first part of the lesson involves previewing the book with the children. This could be looking at the pictures, pointing out vocabulary terms, making predictions and having the adult read the story out loud to the child so they have an example of fluent reading. Then, the children (usually in a group) will read the story out loud. They can do this in several different ways:
For more details about Guided Reading use the following link: http://www.readingrockets.org/article/what-guided-oral-reading For an example video of a Guided Reading lesson in a kindergarten classroom use the following link: https://www.youtube.com/watch?v=mpsVODqPpro For an example video of Guided Reading in a kindergarten classroom (reading slightly below grade level) use the following link. https://www.youtube.com/watch?v=dC4tY3hj4NQ |
Early Readers
At the early reader stage students use all of the strategies and skills they acquire in the previous stages. Lessons are presented in a Before, During and After reading format. See example lesson below: |
Sample Guided Reading Lesson Format
Before Reading
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Word Work (1-3 minutes)
{Pick a different strategy every couple of days)
Book Orientation:
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During Reading
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After Reading
Response/Reflection Writing |
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Helpful Definitions of Reading Terms in Early Literacy
Pre-Emergent Reader
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A pre-emergent reader is acquiring book handling skills and concepts of print, is acquiring knowledge of letter names, uses pictures to create meaning, beginning to understand sounds of the language (rhyming, same/different, etc.), beginning to understand letter-sound relationships, and typically can read some environmental print (example: “stop”).
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Early Emergent Reader
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An early emergent reader uses one to one matching (connects spoken and written words), uses left to right progression, recognizes some known words and uses picture clues and print to recognize new words, understands the difference between letters and words, has control of most consonant sounds, and typical titles at this level have very simple text, less than five words per page, are predictable, and have strong picture cues.
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Emergent Reader
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An emergent reader begins to use knowledge of letter sounds to solve unknown words, uses language, memory, pictures, and print as major cues to read and understand text, and is able to predict what comes next.
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Early Reader
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An early reader analyzes new words and checks them against what makes sense and sounds right, uses meaning to begin to self-correct, uses known words and word parts to figure out unknown words, begins to retell the major points of the text, decreases the use of finger pointing as fluency and phrasing increase, and uses prior knowledge and own experience to make meaning .
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Book Walk or Picture Talks
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A picture walk is a shared activity between an adult reader (tutor) and child or group of children before reading an unfamiliar story. In its simplest terms, it is previewing the pictures in a storybook to familiarize the child with the story prior to introducing the text. As the tutor be sure that a child looks at the cover, title page, and the pictures throughout the book. Point out a few key words and ask the learner questions like, “What do you think is going on in the book?” and “What do you think will happen?” During the reading of the book the tutor can check with the learner to confirm predictions.
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Book & Print Awareness
(Also known as Print Concepts) |
Book and print awareness is a child’s understanding that print has a function. As children develop print awareness they begin to understand the connection between oral and written language. When developing print awareness children learn that print carries meaning, is organized in a specific way, and that there rules for how you read and write. Children from the ages of 3 to 5 rapidly develop print awareness when adults engage in activities to build their early literacy skills. Without print awareness children will not develop letter sound correspondence, word reading skills, or the ability to read and understand text.
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Guided Reading
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Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'. The small group model (2-6 students) allows children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
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Sight Words
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Sight words is a common term in reading that has a variety of meanings. When it is applied to early reading instruction, it typically refers to the set of about 100 words that keeps reappearing on almost any page of text. Here is a link to a complete list of Fry's first 100 sight words that all early readers should know.
hhttp://pratt.mpls.k12.mn.us/uploads/fryfirst100set.pdf |
Word Study
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Word study is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words. Word study provides students with opportunities to investigate and understand the patterns in words. Knowledge of these patterns means that students needn't learn to spell one word at a time.
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