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Initao College: Characteristics of Emergent, Beginning and Primary Readers

This document provides an overview of a college course module on teaching English to elementary students through literature. It discusses characteristics of emergent, beginning, and primary readers. It also provides tips for using writing to help reading and reading to help writing for young students. The goal is for students to understand how literacy develops in children and how reading and writing skills reinforce each other.

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Estelle May Beton Augusto
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358 views3 pages

Initao College: Characteristics of Emergent, Beginning and Primary Readers

This document provides an overview of a college course module on teaching English to elementary students through literature. It discusses characteristics of emergent, beginning, and primary readers. It also provides tips for using writing to help reading and reading to help writing for young students. The goal is for students to understand how literacy develops in children and how reading and writing skills reinforce each other.

Uploaded by

Estelle May Beton Augusto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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INITAO COLLEGE Course Code: M10 ENG 2

Jampason, Initao, Misamis Oriental Course Title: Teaching English in


1st Semester, S.Y. 2020 - 2021 Elementary Grades through literature
Unit: 3 (Lecture)
Instructor: Subject Schedule:
Kemski P. Lumahang,MAEd FRIDAY
Mobile Number: Facebook Group Page:

E-mail address: Messenger Group Chat:


[email protected]
Contact Schedule:
M,T,W,Th and F; 8:00am - 5:00pm
MODULE 1: August 24- 28, 2020
Topic: Literacy and the young readers At the end of the week, the students will be able to:
1. Articulate reading in chid’s development ,
Duration: 3 hrs 2. Translate the characteristics of emergent, begining
and primary readers into experiences..
SPECIFIC INSTRUCTION FOR SUBMISSIONS
Do not forget to write your name in your output.

INTRODUCTION
Reading specialists and educators have long known that literacy - the ability to read and
write - is tied to everything we do and that connections in social situations and practices
are very important in developing literacy skills in children.
ACTIVITY

ABSTRACTION
Characteristics of emergent, beginning and primary readers
TOP TEN CHARACTERISTICS OF EMERGENT READERS

1. Emergent readers can be any age, but they are usually in preschool,
kindergarten, or first grade.
2. Emergent readers have not yet begun to read books independently.
3. Emergent readers often make up stories to go with the pictures in books with no
attention to print.
4. Emergent readers do not yet recognize many site words if any.
5. Emergent readers may not yet grasp concepts of print, including, but not limited
to, concepts such as understanding the difference between a letter and a word,
knowing that reading proceeds from left to right, and/or understanding word by
word matching.
6. Emergent readers can come from extremely literate households or have a very
limited exposure to books.
7. Emergent readers are often very aware of more proficient readers around them.
8. Emergent readers may be willing to attempt to read simple texts or they may be
unwilling to make any attempts at all.
9. Emergent readers are usually also emergent writers.
10. Emergent readers want to be able to read books independently.

Using writing to help reading:

 If your child is trying to read the word bus and you know that he or she is able to
write the word bus, you could say, “Write that word. What does it say?”
 If your child is stuck on the word same, but you know that he or she can read and
write the word some, you might say, “Do you know another word that starts like
that word?”
 When a child has trouble reading a word that you know he or she can write, you
could say, “You know how to write that word. Write it and then read it.”
 When your child gets stuck on a word, but can write a part of the word (known
part: in as in thin), say, “Do you see a part that you know?” You could also say,
You know the and you know in. Now try to read the word (thin).
 When your child comes to an unfamiliar word, you might say, “Try the first part.
Try a little more.”
 When your child gets stuck on a word, you might say, “Say it slowly like you do
when you write a new word.”
 Say, “What sounds can you see in the word?”

Using reading to help writing:

 If your child is trying to write a new word, you could say, “What would the word
look like if you saw it in a book?”
 When your child is trying to write a new word, you can ask him or her to say the
word slowly and tell you what letters he would expect to see in the word.
 You could also say, “Tell me what you would expect to see at the beginning of
that word. What would you see next? Tell me what you would expect to see at
the end of the word.”
 When your child is trying to write a word, ask if they know another word that
looks like that word or that rhymes with the new word.
 Write the word you know they can read and say, “You know a word that
looks/starts/sounds like the word you are trying to write.”
 Say, “How do you think it would start?”

ANALYSIS
Children learn to read in the primary grades and read to learn in subsequent years. We
have learned from brain research how children learn most effectively. In order to learn
something new, we are most successful when we are able to link the new knowledge to
something we learned previously—to build upon what we already know. I like to
compare learning to making a large snowball—we start with a handful of snow (what we
already know about something) and roll it in the snow (new understandings) until the
new snow is added to the original snowball and it expands, becoming larger and larger
(expanding our knowledge). What the research also shows us is that children learn
more quickly about how our language works when they are taught to use what they
know in both reading and writing to expand their literacy learning. Reading and writing
are reciprocal processes.

ASSESSMENT
Read a short story and write the lesson of the story.

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