Strategy+Guide+for+Emergent+Literacy

Strategy Guide for Emergent Literacy

Rubric**:
 * Read a Loud

Reading and writing/illustrator connection
Accommodations
 * Rubric for video recorded Read-a-Loud will be scored one point for each**


 * Reading Comprehension Strategies** (AB)

1) **Make connections:** As a student reads a book, they will notice that parts of the text may relate to or remind them of their lives, past experiences, other books, movies, events, or people. They may say to themselves that "reminds me of..." or "I remember when..." 2) **Visualize:** Students will read books where they will be able to create images in their head or visualize what they are reading which will help them understand the text. For younger children, picture books already assist them in visualizing what is happening in the story. When their is not pictures students will seek understanding by saying "I can picture..." or "I can visualize..." as they read their book. 3) **Ask questions:** Students will ask questions before, during, and after reading a book to better understand the meaning of what is being read and intended by the author. The student may ask themselves "What is the main idea or message of this book?" "What are my predictions from what I have read so far? or "What will I learn from reading this book?" 4) **Infer:** Finding clues from the text and making conclusions from background knowledge will help students better comprehend what they are reading. They may ask themselves "I wonder why..." "I wonder how..." or "I wonder if" to infer about what they are reading. 5) **Determine importance:** Why is it important for me to read this book and how is it helping me learn? Students may ask themselves these questions as they determine why a book is important for them to read. As students read a book, they will search within the book for big ideas such as titles and headings, pictures and captions, etc. They also may ask "The most important information is..." or "What have I learned so far..." 6) **Synthesize:** Now students wonder what they will do with the information they have acquired. After reading, students will combine what they have learned with previous knowledge to create new ideas.They may try to think of new ways to use the information or compare and contrast what they know from reading the book with other information.

A teacher may help their students build and utilize these strategies as they read various books by:
 * Providing students with a description of each strategy and when they can use it as they read new books
 * Modeling each of the strategies for the student to see
 * Together use the strategies in action as the student reads
 * Guide the student as they practice using each strategy
 * Have the student use the strategies on their own to help them build the use of each one

My resources: [] [] (AB)

__**Shelf Edge Labeling **__  (1 to 4 year olds) Some how my addition got deleted, so I'll try this again...

Label shelves and cubbies in the room with large, easy to read letters (accompanied by pictures for younger students). Areas and objects to be labeled include: sink, door, bathroom, garbage, table, chair, rug, window, telephone, light, etc.; specific areas for toys (blocks, dolls, boooks, etc.); centers in the room (library, house, writing, quite, etc.). Activities: 1.) Pass out word cards that correspond with the shelf edge labels and have the students stand in that area. 2.) Use the word cards as flash cards 3.) Pass out name cards and have the students find the person whose name they have. 4.) Use the labels during clean up time, and for other responsibilities (helper of the week duties) 5.) Use the word cards for letter recognition: "Today we are looking for words that start with the letter A." (JSU)

Reading Tic Tac Toe- Create a Grid That Gives Little Reminders, Tips or Short Tasks To Do When Hard Words Are Encountered. Ex: Find Word in Dictionary, Write Word in a Sentence, Find a Synonym For This Word

Word Scavenger Hunt- Create a List of Target Words or Use The Weeks Spelling Words and Go On a Word Scavenger Hunt in Your Classroom or Even In The Entire School If Possible. Other Examples of Target Words Can Be Math or Science Words, Prefix and Suffix Included Words, Words With a Long o and Such

Create a Class Poem Book and Introduce a New Poem Weekly- Go Through The Poem and Highlight Words You Know, Words on Spelling List, Rhyming Words Etc. Another Idea Could Be To Break The Poem Apart and Write It On The Cards or Sheets That Can Be Inserted into a Hanging Folder With See Through Inserts- Using Sticky Rope or Another Resource Do The Same Strategy In Finding Words and Build The Poem Back Together Reading It To a Partner. You Can Teach High Frequency Words or Testing Words and Also Choose Poems The Children Can Level and Relate To

Newspaper Days/ Week- Encourage Children To Brink Their Own Newspapers or Provide Them and Have Them Go Throughout the Paper, Highlighting Words That are Target Such as The Scavenger Hunt Words.

While Reading, Provide a Follow Along Worksheet That Can Include Writing In Addition to Reading Process. Possible Sections Could Include: Words I Didn't Know, When I Read This It Reminded Me of This Time...., My Favorite Part is...., and More Ideas To Bring Out While Reading. In Doing So You are Setting Up and Brainstorming For Writing Sessions Later.

Yes it sounds old and boring, they still do have a purpose and it is important. Flashcards can be used for planting ideas, building vocabulary knowledge, and new concepts for young children. Flashcards are used in letter recognition through repetition of daily practice. Showing the students the letter and connecting the sounds pictures that belong to each letter. Everyone knows the A is for Apple, and if you were lucky you had an A is for Alligator much more fascinating to the imagination than an apple. (subtle hint) Flashcards can be used in many ways. cp**
 * Flashcards**
 * Ex:** March is associated with Spring and St.Patrick's Day. You could have picture flashcards of Ireland, dress, food and music, pictures that are appropriate to Ireland. This does many things, it will open their minds eye to the idea of a whole world, different cultures, and a larger vocabulary. Do the same for Spring or any new topic coming soon to a classroom near you.
 * Ex:** You can use flashcards to help students learn to put items away, Take real pictures of items and paste the picture on flashcards (index cards) for little ones. Put the picture of the item where it belongs. Most times you only have to show a child once and they get the concept quick. The idea visuals are nice because kids learn fast from them. After the skill is learned take away the card or place a new flashcard when a new item is added.
 * Ex:**Send an alphabet flashcard set home for parents to practice with their child. Make a set at a parent/teacher conference, activity night, or at Christmas as a gift for them to take home to go through with their child.
 * Ex:**Make sets of frequently used words, or even just pictures to sort and place in a zip lock bags to be used in labs.
 * Index cards all sizes and shapes are a teachers best friend, start saving them now!

Pre Reading activities. This gets students in the right mind frame or activeness for reading. Give the students the purpose and proposed outcome of the reading activities and literature. I remember reading and wondering why I was reading what I was told to read. If students know the purpose of the activity and reading, it can possibly keep them engaged more.

Active discussions. This allows the student to get points of view from other students. Sometimes something was missed in the reading and discussions by the students can be more engaging. The teacher should facilitate the discussion to keep it active.

Application Expository text can be applied in activities in the classroom and also provides another gateway to other subjects.

Teacher modeling Another thing that has been mentioned in class is teacher modeling. display good reading habits and interest could make a positive impact on students thoughts and beliefs on reading.

Graphic representations. Let the students illustrate pictures of text that has been read aloud to them. This facilitates brainstorming and represntation of the story read. (MD)

Children need to learn to recognize the alphabet letters. One way to teach the alphabet is to help children learn the letterws of their own name and those of a few common words in everyday life, for example, //hello, love, stop.// When families and caregivers put daily routines like these into practice, they help very young children grow and thrive as language learners. The benefits of singing, playing with words, conversing with & reading to children are immeasurable-not only in helping children learn language, but also in bringing joy & laughter to family life. (btt) Resource: Roskos,K., Tabors, P., & Lenhart, L//__., Oral Language and Literacy in Preschool__//. International Reading Association. (2004).(btt)
 * Daily Routine V: Playing With The Alphabet**
 * Adults should do this:**
 * Talk about letters and words that surround us at home and in the community.
 * Make home and school settings abundant with print.
 * Make markers, pencils, and paper easily accessible for drawing & writing
 * Write in front of children and explain what you are doing
 * Encourage children to draw, scribble, & write letters and words.
 * Provide alphabet games, magnetic letters, & alphabet puzzles.
 * Point out familiar signs outdoors: traffic signs, billboards, fast food restaurant signs, & yard signs.

**Working at Head Start has reinforced my beliefs of the inportance that the home makes on a child's learning. All the above tips and ideas are great, well done class!, however i trully believe the best foundation to reading and writing is formed at home. Here are a few simple task which cost little to nothing that you can share with parents. Many parents by already be doing these activities, just praise their work and explain how it helps.** **for other ideas visit** [|**http://www.readingrockets.org/article/35051**] ** Decoding and Phonics: Below are some strategies I found on the website: [] for helping develop skills in decoding and phonics. With the help of parents and teachers, kids can learn strategies to overcome word decoding and phonics problems that affect their reading. Below are some tips and specific things to do. Play with magnetic letters. See how quickly you can put them in alphabetical order while singing the alphabet song. Look at written materials around your house and at road signs to see if you can spot familiar words and letter patterns. Write notes, e-mails, and letters to your friends and family. Represent each sound you hear as you write. When you're trying to sound out a word, pay close attention to the print. Try to look at all the letters in the word, not just the first one or two. For a younger reader, help your child learn the letters and sounds of the alphabet. Occasionally point to letters and ask your child to name them. Help your child make connections between what he or she might see on a sign or in the newspaper and the letter and sound work he or she is doing in school. Encourage your child to write and spell notes, e-mails, and letters using what he knows about sounds and letters. Talk with your child about the "irregular" words that she'll often see in what she's reading. These are the words that don't follow the usual letter-sound rules. These words include //said//, //are//, and //was//. Students must learn to recognize them "at sight." Consider using computer software that focuses on developing phonics and emergent literacy skills. Some software programs are designed to support children in their writing efforts. For example, some programs encourage kids to construct sentences and then cartoon characters will act out the completed sentence. Other software programs provide practice with long and short vowel sounds and creating compound words. Have students sort pictures and objects by the sound you're teaching. At each stage, have children say the letter sound over and over again. Teach phonics in a systematic and explicit way. If your curriculum materials are not systematic and explicit, talk with your principal or reading specialist. Be sure to begin the systematic and explicit phonics instruction early; first grade would be best. Help students understand the purpose of phonics by engaging them in reading and writing activities that requires them to apply the phonics information you've taught them. Use manipulatives to help teach letter-sound relationships. These can include counters, sound boxes, and magnetic letters. Provide more of your instruction to students who you've divided into need-based groups. (CS)
 * **Making a simple picture book out of old calendars**
 * **Taking trip with grocery store and read the labels of food as you purchase it, pointing out signs and what they say, give the child a box to read as you shop**
 * **Use food containers and boxes in kitchen play area or dramatic play area**
 * **Bedtime stories are a favorite family routine but is not the best opportunity for reading due to the child, hopefully, being tired and ready for bed. Great routine for bedtime but however creating a routine after the diner rush maybe serve as a better opportunity to calm down and relax while sharing a story.**
 * MP
 * What kids can do to help themselves **
 * What parents can do to help at home **
 * What teachers can do to help at school **