literacy s beginnings supporting young readers and writers by mcgee and richgels
Download
Skip this Video
Download Presentation
Literacy’s Beginnings, Supporting Young Readers and Writers by McGee and Richgels

Loading in 2 Seconds...

play fullscreen
1 / 14

Literacy’s Beginnings, Supporting Young Readers and Writers by McGee and Richgels - PowerPoint PPT Presentation


  • 219 Views
  • Uploaded on

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.

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Literacy’s Beginnings, Supporting Young Readers and Writers by McGee and Richgels' - Sophia


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
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
  • Development stages from age 6 to 8
  • Literacy-Rich Classrooms
early readers and writers
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
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
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
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
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
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
Routines continued
  • Sharing experiences
  • Using props (students can relate to object)
  • Make own props and rein act the story themselves
independent reading writing
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
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
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
Works Cited
  • McGee, L.M., Richgels, D.J. (2004). Literacy's beginnings: supporting young readers and writers. Boston: Pearson.
ad