Emergent L2 Literacy Module - Session Two Multimodal community Literacy Book Chapter One – Section 1. How to Read. Review previous emergent literacy components Book selection Train teachers in effective reading technique. Agenda.
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Emergent L2 Literacy Module -
Multimodal community Literacy Book
Chapter One – Section 1
The books need simplified, repetitive structures that expose children to a variety of language.
EX. Eric Carle, Robert Munsch, Sandra Boynton, Dr. Seuss. Maurice Sendak, Mother Goose, Grimm’s fairy tales, Aesopsfables, Greek or Traditional myths.
“Brown Bear, brown bear what do you see? I see a yellow duck looking at me? Yellow duck, yellow duck what do you see? I see a…”
Types of narrative, the speaking speed determined by pauses.
Certain characteristics in the readers speech does not always make it easier for the students to understand (Cook, 1993; Spada, 1994).
Shared readings(Senechal and Cornell, 1993) or reading to your children.
-Studies show that from 18 months onward children with high receptive and expressive skills had be read to more(Roberts, Jurgens and Burchinal, 2005).
Three Things to Focus on:
After watching the teacher model (The Gigantic Turnip) the above practices in small groups try them out.
Repetitions (Cervantes and Gainer, 1992)
ex. Enormous Turnip allow the children to play the role of the various characters pulling the vegetable.
As well gestures are important
Role Play the story
Shared story telling promote a number of important emergent literacy skills (Hargrave& Senechal, 2000; Huebner, 2005).
Finger pointing at words or phrases during storybook reading (Morris, 2003; Stahl, 2003).
T: What is this?
T: What colour is the Zebra?
T: And , and wh, wh…
T: The zebra is black and white. They have .. do you know what these are called (stripes)
T: Stripes (pause allowing time for the student to naturally repeat). The zebra has …(pause)
S: black and white stripes