IGNITE

By: Stephanie Netelkos

WHAT IS EMERGENT LITERACY?

Emergent Literacy is a phrase first used by Marie Clay in 1966. Emergent

Lit. assumes that the child acquires some knowledge about language,
reading, and writing before coming to school.
Whole-language instruction is similar to Emergent Lit. perspective, but it
considers children who are not reading conventionally.

PHONOLOGICAL AND PHONEMIC

AWARENESS

Strengthens reading achievement

With this knowledge children can learn principles of phonics such as:
1. Alphabetic Knowledge(Knowing that words are composed of letters)
2. Sound-Symbol Relationships (Knowing the relationship between printed
letters and spoken sounds)
Phonics is necessary for learning to read and write.

SKILLS THAT ARE LINKED TO

LATER OUTCOMES IN READING

1. Alphabet Knowledge- Knowledge of names and sounds associated with

printed letters.
2. Phonological Awareness- ability to detect, manipulate, or analyze the
auditory aspects of spoken language.
3. Rapid Automatic Naming- The ability to rapidly name a sequence of
random letters or digits.
4. RAN of objects or colors- The ability to rapidly name a sequence of
repeating random sets of pictures or objects.
5. Writing ones own name- The ability to write letters in isolation on
request or to write ones own name.

SKILLS THAT ARE LINKED TO LATER

OUTCOMES IN READING
(CONTINUED)

6. Phonological Memory- The ability to remember spoken information for

a short period of time.
7. Concepts About Print- Knowledge of print conventions and concepts
(left right, front-back).
8. Print Knowledge- A combination of AK, concepts of print, vocabulary,
memory, and PA.
9. Oral Language- The ability to produce or comprehend spoken language,
including vocabulary and grammar.
10. Visual Processing- The ability to match or discriminate visually
presented symbols.

ASSESSMENTS WITH CHILD

STUDY

We observed a child and took anecdotal notes and also got the chance to
assess the child we observed and students in a head start program in
Camden.
Should help teacher, child and parent determine a childs strengths and
weaknesses.
Running Records- Observing and recording childrens oral reading and for
planning instruction.

COMMON CORE

The Common Core standards are vital to language, reading and writing
development.
This is a standard that many classrooms are based off of now a days
around the world.

ZONE OF PROXIMAL
DEVELOPMENT

Zone of interaction between an adult and child.

Proximal development works to promote language development, adults
need to interact with children by encouraging, motivating, and supporting
them. (Morrow 100)

5-6 YEAR OLD STANDARDS

They should sound very much like adults when they speak. (Did not notice
this when I was observing my child in Brooklawn)
Their vocabularies should always be increasing as well as their language.
2,500 word vocabularies
Many still have a problem pronouncing sounds, especially l, r and sh.
Tend to be creative when using language.
Bathroom talk and curse words are now more evident for kindergarteners.
They also talk a lot more

RECEPTIVE AND EXPRESSIVE

LANGUAGE

Receptive language- this is acquired with a child first when they understand
and do what you say.
Expressive Language- Is acquired by emulating adult models, interacting
with others using language and experiencing positive reinforcement for
their efforts. (Morrow 110)

REPETITION

To help children learn concepts about books, we need to point the

concepts out at every opportunity when we read to them. (Morrow 203)
Observing in Brooklawn taught me that repetition of activities help
students better remember.

REPETITION CONT.

Repetition of dialogues familiarizes children with the concepts that they

will eventually understand.
Have children point out where they should begin reading every time you
read a book. (Morrow 204)

READING AND WRITING

Readers and writers:

Generate ideas
Organize ideas
Monitor their thoughts
Problem solve
Revise how they think about the ideas

READING AND WRITING

(CONTINUED)

Children experiment and pretend play at reading and writing and engage in
trial and error as they practice literacy skills.
They are inventive. (Morrow 257)

READING AND WRITING

(CONTINUED)

Learn uses of language before form.

Early writing development is characterized by childrens moving from
playfully making marks on paper, to communicating messages on paper, to
creating texts. (Morrow 258).

LITERACY LEARNING

1. Literacy Development encompasses the development of reading,

writing, listening, speaking and viewing.
2. Literacy development involves learning to use symbols involved in
reading, writing, listening, speaking and viewing.

LITERACY LEARNING
(CONTINUED)

* 3. The symbols in literacy development also include the development of

social and cultural meanings.

DEVELOPMENT OF WRITING
ABILITY

Writing via Drawing (Camden)

Child will use drawing as a stand-in for writing.
Eventually the child will start to realize the relationship between the two.
(Morrow 261)

DEVELOPMENT OF WRITING
ABILITY (CONTINUED)

Writing via Scribbling: The child scribbles but intends it as writing.

Often scribbles from left to right.
Moves the pencil like an adult.
The scribbles resembles writings.
Writing via Making Letterlike Forms (Morrow 262-263).

OBJECTIVES FOR PROMOTING

WRITING DEVELOPMENT

* Generally, the best way to assist young children in language and literacy
development is to provide explicit instruction and create situations that are
meaningful. (Morrow 265)

CHILD DEVELOPMENT SCALE

Parents and teachers can expect to see rapid development in writing and
children from ages 2-8.
During this period most children move from scribbling to producing
random letters, to writing letters, to writing words, to beginning to use
conventional writing.