Emergent Literacy Flashcards
Phonological Awareness
An umbrella term that includes the ability to hear individual words, syllables, and sounds in spoken language. It involves the understanding that words can be broken into parts
Phonemes
Individual sounds of speech
Progression of Phonological Awareness
- Rhyming and Alliteration
- Word Awareness
- Syllables
- segmenting and blending - Onsets and Rimes
- blending and segmenting - Phonemic Awareness
- Isolating
- Blending
- Segmenting
- Manipulating
Progression of Phonemic Awareness
- Isolation
- Blending
- Segmenting
- Addition
- Deletion
- Substitution
Rhyme Awareness Activities
Incorporate songs and chants with rhyming words into your instruction.
Read aloud books with a predictable rhyming pattern. Stop and allow students to fill in the rhyming words during the read aloud.
Say a word and use the “thumbs up, thumbs down” activity again, this time to indicate if the next word you say rhymes with the first one or not.
Word Awareness Activities
After reading a story to the students, go back and read a short sentence from the story. Have students clap for each word in the sentence.
Call on students to give a sentence to the rest of the class (or to a partner). The other students have to indicate how many words are in the sentence.
Syllable Awareness Activities
Have students practice clapping the number of syllables in students’ names along with other familiar, relevant words.
Do an Elkonin box activity with syllables. - Example - For the word caterpillar, students should move up 4 tokens to represent the 4 syllables in /cat/ /er/ /pil/ /lar/.
Onset/Rime Activities
Provide an onset and rime and ask students to blend them to make a word. - Example - Ask students to blend /s/ and /ing/ to make sing or /cl/ and /ap/ to make clap
Provide a word and have students identify the onset and the rime. - Example - Students should segment book into /b/ /ook/ or chew into /ch/ /ew/
Sound/Phonemic Awareness Activities
Play “thumbs up, thumbs down” to indicate if two or three words start (or end) with the same sound.
Do an Elkonin box activity. As you say a word, have students move a token for each sound they hear. - Example - For the word shoe, students should move up 2 tokens to represent the 2 sounds /sh/ /oo/. Even though it is spelled with 4 letters, shoe only has 2 phonemes.
Alphabetic knowledge/Letter recognition
The ability to recognize, name, and form letters.
To develop alphabetic knowledge…
Students should recite the name of the letter as they work with it
Alphabetic Principle
The understanding that speech sounds (phonemes) are represented graphemes made of letters. This understanding is the basis for phonics instruction.
Steps for teaching Alphabetic principle:
- Direct instruction of the letter and the corresponding sound(s).
- Opportunities for practice to reinforce the relationship between newly learned letters and corresponding sounds.
- Exposure to newly learned letter/sound relationships in books and other decodable texts.
To develop Alphabetic principle…
students should recite the sound of the letter as they work with it.
Positive language transfer
For ELLs. When a student’s native language shares features with the English writing system, teachers can capitalize on students’ existing language skills and use positive transfer to accelerate the language learning process
Syllabic writing system
(languages such as Japanese) Each character represents a syllable
Alphabetic writing system
What English is where we represent each letter sound
Logographic writing system
(languages such as Chinese) Characters represent words or phrases
Typical flow of literacy development:
- Students’ ability to recognize letters (alphabetic knowledge) and their sounds (alphabetic principle)
- students’ ability to hear words, syllables, and sounds (phonological awareness)
- being able to sound out words by breaking them into simple forms (decoding)
- reading and comprehending
- the ability to write with meaning
Emergent literacy stage
When children understand that written language has meaning and gives messages. The students begin to recognize words in the environment or in text such as signs at McDonald’s, Walmart, etc.
Early or beginning literacy stage
Begin understanding that reading from the printed page needs to make sense - both from the pictures and from the print. The students can usually identify most letters and know the sounds of some. These skills help them decode words and they sometimes even know a few words by sight
Early fluent/fluent readers/proficient readers
Recognize many words and can apply phonics and word analysis skills to figure out unfamiliar words. Fluent readers do a better job at reading more easily and with accuracy and expression. These students are improving their skills in revising their writing and using correct punctuation and spelling.
Language Experience Approach (LEA)
The basic structure of the LEA approach begins with a discussion about an experience to help students remember more information and details. Next, the students write about the experience. After writing, the students have repeated opportunities to read their writing.
Activities for proper penmanship:
Using letter tracing paper to help precommunicative writers learn letter shapes.
Providing pencil grips or other alternative writing utensils to help students develop pencil grip.
Practicing writing words and letters on blank guided writing paper.
Review with students where each letter should hit within the guidelines
Establishing a set “space” between words for students to follow, such as the width of their pencils
Playing games or other non-writing activities that promote fine motor skills, such as painting or crafting
Providing many hands-on activities, such as using plastic letters or numbers, (counting) blocks or tiles, plastic shapes, lacing beads, magnetic shapes or builders, or (writing) templates in order to develop fine motor skills that are necessary for correct pencil grip.
