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Literacy’s Beginnings, Supporting Young Readers and Writers by McGee and Richgels . By: Christina Morrison EDN 340 Dr. Fox. Focus. Development stages from age 6 to 8 Literacy-Rich Classrooms. Three Phases of Conventional Literacy Development. Early Transitional Self-generative.

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Literacy s beginnings supporting young readers and writers by mcgee and richgels

Literacy’s Beginnings, Supporting Young Readers and Writers by McGee and Richgels

By: Christina Morrison

EDN 340

Dr. Fox


Focus
Focus Writers

  • Development stages from age 6 to 8

  • Literacy-Rich Classrooms


Three phases of conventional literacy development
Three Phases of Conventional WritersLiteracy Development

  • Early

  • Transitional

  • Self-generative


Early readers and writers
Early Readers and Writers Writers

  • Read simple text on their own

  • Pin point and recognize words (High-Frequency)

  • Sight and decode by letter-sound correspondence

  • Spell out words, compose longer writings

  • First grade and early months in second


Transitional
Transitional Writers

  • More complex text with longer sentences

  • More fluent, have acquired sight words

  • Multiple meanings of words and ways to spell

  • Begin writing several genres (per. nar., stories, poems, science reports, etc.)

  • Second grade, finishes developing in third


Self generative
Self-Generative Writers

  • Control many strategies for reading complex texts, learning from text, and acquiring new vocabulary

  • Increasingly able to revise their own writing to communicate for a wide variety of purposes


Constructing interpretations of literature
Constructing Interpretations of Literature Writers

  • Group discussions, share personal responses

  • Learn different perspectives from peers

  • Leads to open minded thinking in future readings

  • Writing strategies: everyday activities, familiar faces etc can help students be great writers

  • Connecting this to what they have read


Literacy rich classrooms
Literacy Rich Classrooms Writers

  • Important because students become reflective, motivated readers and writers

  • Use literacy more about themselves and the world they live in


Everyday routines
Everyday Routines Writers

  • Reading aloud

  • Story telling

  • Independent reading/writing

  • Become motivated to read more themselves

  • Higher vocabulary

  • Comprehend material using strategies they learned


Routines continued
Routines continued Writers

  • Sharing experiences

  • Using props (students can relate to object)

  • Make own props and rein act the story themselves


Independent reading writing
Independent Reading/ Writing Writers

  • Have SSR (sustained silent reading); 10-20 minutes everyone reads

  • Give each child a journal at the beginning of the year

  • Time set out to write independently


Encourage emotional and intellectual involvement
Encourage Emotional and WritersIntellectual Involvement

  • Response to literature activities

  • Expand and enrich students understanding

  • Ex: writing, drawing, retelling, commenting, questioning, etc.

  • Classroom writing, library, and computer centers

  • Curriculum organized around literature content units


Continued
Continued Writers

  • Include multicultural literature

  • Form variety of groups, whole class gatherings, small groups, and partners

  • Working alone as well

  • Incorporating ones with different abilities helps students learn from one another, and help each other out


Works cited
Works Cited Writers

  • McGee, L.M., Richgels, D.J. (2004). Literacy's beginnings: supporting young readers and writers. Boston: Pearson.


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