1

Running head: PROGRESSION IN THE EMERGENT STAGE

Progression in the Emergent Stage

Victoria Parrott

Longwood University

September 28, 2017

 2
PROGRESSION IN THE EMERGENT STAGE

Part I

Student Rankings

Tyreka- Early Letter Name, Firm COW

Allison- Early Letter Name, Firm COW

Emma- Early Letter Name, Firm COW

Joe- Late Emergent, Rudimentary COW

Sam- Late Emergent, Rudimentary COW

Zach- Late Emergent, Rudimentary COW

Willis- Mid Emergent, Developing COW

Jackson- Mid Emergent, Developing COW

Part II

Phonological Awareness Activity for Middle Emergent

Pamela Pig Likes Pencils: Beginning Sounds and Alliteration (Bear, Invernizzi, Templeton, &

Johnston, 130)

I will start by reading A My Name is Alice, by Jane Bayer. This story is recommended in

Words Their Way because it follows the same pattern of the Pamela Pig activity. Then, I will

introduce the puppet that we are focusing on. Puppets will have names that correspond with the
 3
PROGRESSION IN THE EMERGENT STAGE
beginning sound of the type of animal they are. For example, it may be Cami Cat, Dexter Duck,

Missy Mouse, Tyler Turtle, etc.

I will introduce the puppet of focus, Missy Mouse. I will explain that Missy likes things

that begin with /m/, like her name. For example, Missy likes maps. I will display an assortment

of words that begin with /m/ (mask, moon, mitten, mop, milk, maze) and words that do not start

with /m/ (pencil, soap, rake, fish, hammer, boat). Before starting the sort, we will identify each

picture. I will start by comparing two words: moon and hammer. I will ask students to determine

which of the words Missy would like. I will continue the process with each /m/ word and non /m/

word. After we sort all words, I will ask the students to give examples of other items that Missy

may like or do a classroom hunt to find words that begin with /m/.

Based on Chapter 4 of Words Their Way, middle emergent instruction should focus

attention on alliteration by sorting pictures that begin with the same sound. Using the Activities

section of Chapter 4, I chose to use the Pamela Pig Likes Pencils activity. This activity is ideal

for middle emergent learners because it focuses on sorting pictures by beginning sounds. Based

on the spelling inventory, Willis and Jackson are not yet associating letters with sounds they hear

in words. I believe that students would enjoy this activity because it is fun, low-stress, and

engaging, while also effective.

Alphabet Knowledge Activity for Middle Emergent

Alphabet Scrapbook (Bear, Invernizzi, Templeton, & Johnston, 135).

For this activity, students will be given a blank book titled “My Alphabet Scrapbook.”

The book will be made of blank paper stapled together, with one page for each letter. Students

will write their name on the cover. Students will work on one letter at a time as they practice
 4
PROGRESSION IN THE EMERGENT STAGE
writing both upper and lowercase forms of the letter. Students will also learn the sound of the

letter, and do a picture hunt in magazines for objects that begin with that letter. Students will cut

and paste items that they connect with each letter on the correct page in their scrapbook. As time

progresses, students can add more to their pages as they make more connections.

Based on Willis and Jackson’s spelling inventories, I am choosing Alphabet Scrapbook

as an Alphabet Knowledge activity for these students. These middle emergent students show

limited alphabet knowledge, writing random and letter-like symbols on their assessments. The

students made little or no connection to letters and corresponding sounds on the spelling

inventory. I think these students would benefit from writing the letters in the alphabet and

learning about their sounds. The scrapbook is something that students could add to and reference

in the future as their alphabet knowledge expands.

Concept of Word Whole-to-Part Five Day Lesson Framework (Bear, Invernizzi, Templeton, &

Johnston, 143-145).

Chosen text: Twinkle, Twinkle, Little Star

“Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high,

Like a diamond in the sky.”

Day 1: Introduce the whole.

Students will memorize Twinkle, Twinkle, Little Star by repetition and picture guides for

extra support. After students have the song memorized, I will introduce the printed text on a
 5
PROGRESSION IN THE EMERGENT STAGE
pocket chart. I will model reading the text to students by using my pointer for tracking each

individual word. Students will then read chorally as I continue to model finger tracking. Then,

the students will echo read each line after I read it first. Students will be invited to recite and

track the poem on the chart, with my guidance.

Day 2: Work with the parts (lines)

We will start by reviewing the text and tracking as we read. Then, I will pass out pre-

made sentence strips with each line of the text on it. Students will be asked to place the correct

line on the pocket chart. Then, students will be asked to rebuild the text without the model for

reference. I will ask students to explain why they placed the lines in their spots and guide them to

think about the beginning/ending words they see in each line. Students will be given their own

copy of the text and as a class, we will practice reading the text while students track each word

on their own. Students will buddy read and take turns reciting the song and tracking along twice

for each student.

Day 3: Work with the parts (words)

Students will repeat individual tracking and buddy tracking as we did yesterday. Next,

the students will be given individual word cards for each line of the song. The students will take

turns placing their word cards on the correct word on the pocket chart. I will ask students to

explain how they knew where each word went, prompting them to think about beginning sounds

and corresponding letters. Students will then practice rebuilding a line of the text word by word

using the cut-outs.

Day 4: Work with the parts (letters and sounds)

 6
PROGRESSION IN THE EMERGENT STAGE
Using the pocket chart, point to the first line and say, “I am thinking of a word in this line

that starts with the same sound as lamp. What word am I thinking of? (little) How did you figure

that out?” Repeat with different words in the song (wonder, high, diamond, sky). Using their

own copies, I will ask Willis and Jackson to highlight given letters in their text. I am asking these

students to search for letters because they are still learning the alphabet.

Day 5: Review the whole and assess the parts

The students will reread the poem using the pocket chart. Students will be given the word

card envelopes to try to recognize words out of context. Students will be given the chance to

illustrate the song. I will go to each student and assess their tracking accuracy individually as

students work on illustrations.

Based on Figure 4.12, Willis and Jackson are likely in the developing stage of concept of

word (Bear, Invernizzi, Templeton, & Johnston, 117). These students wrote letter-like symbols

and random letters on their spelling inventories. Students in this stage need practice with

directionality and tracking with short, easy-to-memorize text. Students who are developing

concept of word do not pay close attention to word boundaries, but point in a rhythmic

approximation of the memorized text (Bear, Invernizzi, Templeton, & Johnston, 115).
 7
PROGRESSION IN THE EMERGENT STAGE

References

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for

phonics, spelling and vocabulary instruction (5th Ed.), Boston, MA: Prentice

Hall/Pearson.