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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
Early Readers and 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 • 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 • 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 • 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 • Important because students become reflective, motivated readers and writers • Use literacy more about themselves and the world they live in
Everyday Routines • Reading aloud • Story telling • Independent reading/writing • Become motivated to read more themselves • Higher vocabulary • Comprehend material using strategies they learned
Routines continued • Sharing experiences • Using props (students can relate to object) • Make own props and rein act the story themselves
Independent Reading/ Writing • 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 • 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 • 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 • McGee, L.M., Richgels, D.J. (2004). Literacy's beginnings: supporting young readers and writers. Boston: Pearson.