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Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum

Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum Facilitator. Low Socioeconomic Single Working Parent English speaking and non English speaking home environment

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Scaffolding Emergent Readers with Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum

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  1. Scaffolding Emergent Readers • with • Teacher’s Interactions Dr. Patricia Kostell Educational Consultant Curriculum Facilitator

  2. Low Socioeconomic Single Working Parent • English speaking and non English speaking home environment • Speech is hurried, words are omitted and endings are left off of words that are used • Lack of reading aloud during the infant and early years

  3. Increasingverbalization is a goal to aidreading and writing development • Start with something familiar to the children • Extend what is familiar to unfamiliar • Empower children to pronounce the new • Empower children to write the new

  4. Listening to the Child • The Teacher takes the child’s lead • And extends the child’s verbalization

  5. Let’s go now to the video clip • Actual classroom with 5 year olds busy • At centers all around the small group setting

  6. What do you hear that rhymes? • They didn’t • Go on with more text • Until they hear the rhyme • After it is written • Go to other rhymes that they hear

  7. Names Rhyming • Nursery Rhymes • Objects in Classroom • (Lists generated by children posted) • Independently Children work in centers to write and talk • Follow up

  8. Vygotsky recognized the critical role of • speech in development as a whole and • in particular in Reading and Writing • development – Today we see this as a key to • teacher interaction in scaffolding our emergent readers.

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