LENGUA INGLESA

TEMA 3.1. EARLY LITERACY

PARTE 2

Early Literacy is everything children know about reading and writing before they
can actually read and write.

HOW DOES THE PROCESS WORK?

● Tell nursery rhymes
● Manipulation of these sounds
● Making up words of his/her own
● Learn different sounds each letter represents
● Learn names of letters.
● Recognize letters and numbers by their shapes.
● Write letters and numbers.
● Association of letters of the alphabet with the sounds of the words used when we
speak.
“Reading begins in a child ears”

Experts now know that:

- The development of language and literacy skills begins at birth.
- Children develop much of their capacity for learning in the first three years of life,
when their brains grow to 90 percent of their eventual adult weight.

SIX EARLY LITERACY SKILLS

● Vocabulary
● Print Motivation
● Print Awareness
● Narrative Skills
● Letter Knowledge
● Phonemic Awareness

1. VOCABULARY
● Knowing the names of things is an important skill for children when they are learning
to read.
● Most children enter school knowing between 3,000 and 5,000 words. (native).

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 2. PRINT MOTIVATION
“I like books.”
● Interest in and enjoyment of books This skill is supported by reading with your child,
attending story time, showing that you love reading, and encouraging your child to
choose books that he or she enjoys.

“TIPS”
● Make books an everyday part of your child’s life.
● Read when your child is in a good mood, so that the experience will be a positive
one. Don’t force reading, or any particular book, if your child isn’t interested.
● Have your child tell you about a story you have just finished reading. Help your child
to write it down in his or her own words.
● Does your child have a favorite book or character? Let your child decide what he or
she reads to develop print motivation.
● Choose books that you (the grown-up) enjoy.

3. PRINT AWARENESS
“I see words.”
● Print awareness is a child's earliest introduction to literacy.

PRINT AWARENESS
● Children with Print Awareness understand that:
- the lines on a page represent spoken language
- print is organized in a particular way.
- words consist of letters
- print has different functions depending on the context in which it appears
- written language is related to oral language.
- Like spoken language, printed language carries messages .

4. NARRATIVE SKILLS
“I can tell a story.”
● Narrative Skills are being able to understand and tell stories, to describe things.

● What do we do when we adults share a book with a child?

● How can we improve a child’s Narrative Skills?

● We can strengthen a child narrative skills by asking him/her to tell about the book,
instead of just listening to you read the story.

Dialogic Reading
● Child storyteller. Adult listener.
● Child and adult sharing a book.
● Child and adult having a conversation.
● Child learns that conversation involves ”having turns”.

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 Dialogic Reading ( Grover J. Whitehurst (1992)

The goal of dialogic interaction is:

● to engage children in a conversation.
● to give them opportunities to learn new concepts and words.
● to help them practice using their words, and form longer phrases and sentences.
● to learn that conversations involve “taking

THE PEER SEQUENCE

The fundamental reading technique in dialogic reading is the PEER sequence. Interaction
between the adult and the child.
● The adult:
- Prompts the child to say something about the book.
- Evaluates the child's response.
- Expands the child's response by rephrasing and adding information to it.
- Repeats the prompt to make sure the child has learned from the expansion.

● Why is asking questions important?

- It is an important way to help children practice their language.
- It helps them think about ways to put concepts into words.
- It expands their thinking beyond the present reality.

Research shows that when adults ask 5 specific kinds of questions, children are able to
expand many key language and literacy skills.
CROWD

CROWD
● C – Completion questions
● R – Recall questions
● O – Open-ended questions
● W –“ Wh” questions
● D – Distancing questions

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 COMPLETION PROMPTS
● Completion prompts provide children with information about the structure of language
that is critical to later reading.
● "I think I'd be a glossy cat. A little plump but not too ____,”

RECALL PROMPTS
● Recall prompts help children in understanding story plot and in describing sequences
of events.
● Ex:
- “Can you tell me what happened to the little blue engine in this story?"

● or:
- “What happens after the wolf huffs and puffs?”

OPEN-ENDED PROMPTS
Open-ended prompts help children increase their expressive fluency and attend to detail.
"Tell me what's happening in this picture."
● "What else do you see?“
● "Tell me about.."
● "What if….."
● "I wonder how..“
● "How did that happen?"
● "What do you think?"

● Require more thought to answer and encourage children to use their imaginations.
● They do not have right or wrong answers and send the message, "I want to know
what you think.“
● Help the child put their thoughts into words.

WH-PROMPTS
● Wh-prompts usually begin with what, when, where, why and how?
● Ex.: What is the name of this? (while pointing to an object in the book)

DISTANCING PROMPTS
● Distancing prompts ask children to relate the pictures or words in the book they are
reading to experiences outside the book.
● Ex.: Remember when we went to the zoo last week. Which of these animals did we
see there?

Dialogic Reading
● Dialogic reading builds vocabulary and narrative skills.
● It helps children relate a story to their life experiences.
● Dialogic reading gets a child involved as an active participant or even a storyteller.
● Children who have been read to dialogically are substantially ahead of children who
have been read to traditionally.

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 5. Letter Knowledge
● Letter Knowledge includes learning that letters have names and are different from
each other, and that specific sounds go with specific letters.

6. Phonemic Awareness
● Phonemic Awareness is the ability to hear and manipulate the smaller sounds in
words.

Learning to read involves many tasks

A child must be able to:
● 1. Hear and be able to recognize the sounds that are spoken and determine the
differences between the sounds.
● 2. Recognize the different sizes, shapes, position and form of the 26 letters. (Letter
recognition)
● 3. Have a sense of directionality and hold the book with the cover first and the
opening pages to the right. (Print Awareness)
● Directionality is also needed to read from left to right and from top to bottom. (Print
awareness)
● 4. Remember the sequence of the sounds and the syllables in the correct order.
● 5. Learn that letters and combinations of letters are all associated with different
sounds in speech.
- upper and lower case letters (Capital and small)
- cursive writing.
- the 2 letters that make certain sounds 'th' for instance.
- the two letters that make 1 sound “ch”.
● 6. Learn that B and b are the same but P and b are different.

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 The Stages of the Reading Process
Stage 1
Making Early Connections – Describing Pictures
● Able to describe pictures in books
● Sense of story is limited
● Able to follow verbal directions
● Oral vocabulary is appropriate for grade level or age
● Attention span is appropriate for grade level or age
● Responds appropriately to questions
● Able to make connections between pictures

Stage 2
Forming a Story by Connecting Pictures
● Able to describe an oral story based on pictures on several pages in a book.
● Only able to use childlike, or “storyteller,” language to tell the story, rather than book
language (such as using phrases like “once upon a time.”)

Stage 3
Transitional Picture Reading
● Able to understand how the pictures connect to the story
● Beginning to mix storyteller language with book language

Stage 4
Advanced Picture Reading
● Able to describe an oral story based on pictures on several pages in a book
● Able to tell a story using book language.

Stage 5
Early Print Reading
● Able to tell a story using pictures.
● Understands that print moves from left to right and from top to bottom.
● Can use book language to make up part of the story, and is able to read a few words.

Stage 6
Moderate Strategic Reading
● Uses context clues to guess at unknown words and the guesses make sense.
● Recognizes beginning sounds in words and is able to use them to guess at unknown
words.
● Tries sounding out words.
● Recognizes word parts, such as root words and affixes.
● Use context clues and word parts to decode unknown words.
● Self correct when making miscues.
● Be able to retell the story.
● Show an understanding of vowel sounds.