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Assessing and Teaching the Emergent Readers and Writers

Assessing and Teaching the Emergent Readers and Writers. Chapter 3. Emergent Literacy. The pre-reading skills that are the building blocks of future reading success: Concepts of print: Phonemic Awareness-letters represent sounds The alphabet debate

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Assessing and Teaching the Emergent Readers and Writers

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  1. Assessing and Teaching the Emergent Readers and Writers Chapter 3

  2. Emergent Literacy • The pre-reading skills that are the building blocks of future reading success: • Concepts of print: • Phonemic Awareness-letters represent sounds • The alphabet debate • Awareness of what people are doing when they read and write. Mostly from modeling. • Assessed with letter sound fluency measures (DIBELS) • Book sense, book handling skills • Phonological awareness – sounds make words • Assessed with phoneme segmentation (DIBELS)

  3. Emergent Literacy (con’t) • Oral Language • Print to speech to comprehsnion (understanding) • Understanding events (a story) that are not happening in the here and now “live” • Vocabulary including vocabulary size • Comprehension • Understanding text (even when read aloud), connecting it to schema

  4. Assessing Emergent Readers • Book handling skills • Knowledge of reading words. • Directionality of text • Academic vocabulary • Beginning and end • Top and bottom • Word and letter • Upper vs. lower case letters and punctuation Creating your own assessment vs. commercial assessments.

  5. Assessing Emergent Readers (cont.) • Assessing the alphabet • Letters • Sounds • Automaticity / fluency • The concept of a word • Pointing and one-to-one correspondence • Phonological Awareness • Syllables • Onset and rhyme • Phonemes • Matching rhyming words • “Tell me all the sounds you hear in ball”

  6. Assessing (cont) • Vocabulary (p. 63) • Comprehension (p. 66)

  7. Teaching the emergent reader • Modeling for print orientation • Big books • Teaching the alphabet • Books, matching games • Teaching sounds and letters • P. 75 • Teaching the concept of a word • Read aloud • Sentence building • Language experience stories

  8. Teaching to build phonological awareness • Multisensory • Tapping and sweeping • Clapping syllables • Rhyming games • Poetry

  9. Integrated instruction • Reading, shared reading and rereading (p. 80) • Modeling: decoding, expression, one to one correspondence, metacognitive skills • Guided Reading

  10. Teaching vocabulary and language skills • Vocabulary • High frequency words • Tier two words • Language • Story telling • Discussion stories • Listening activities

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