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The Essentials of Early Literacy Instruction

By Stephanie Meng & Florence Leung
by Florence Leung on 7 November 2012

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Transcript of The Essentials of Early Literacy Instruction

By: Florence Leung & Stephanie Meng The Essentials of Early Literacy Instruction Roskos, K.A., Christie, J.F., & Richgels, D.J. (2003). The Essentials of Early Literacy Instruction. Young Children, 58(2), 52-60. Key points:
- complex interactions between children and early child educators
- 3 learning domains: cognitive, affective , psychomotor
- early literacy: the most comprehensive and concise description of the knowledge skills and dispositions that precede learning to read and write in primary grades (K-3)
- print is used as a tool for making meaning, communicated by oral and written language - printed words, speech, & real experiences are connected
- as teachers, it is important to make decisions on what to teach and how to teach it
- 3 critical content categories; oral language comprehension, phonological awareness & print knowledge
- THESIS: motivate preschool teachers to restructure their framework
- preparing preschoolers for formal education Step 1: Building the Car
-learning the basic conventions
Step 2: Maintaining the Car
-fuel with print
-fix up problems on the way
Step 3: Drive the Car
- be motivated, strategic, & mindful of the route we're taking Activity:
8 Essential Early Literacy Teaching Strategies As future educators, what materials or activities emphasizing phonology, would you implement in your classroom? Are comic books suitable for teachers to read to their preschool students, in the place of traditional story books? In your opinion, which one is harder to learn- written literacy or oral literacy? What should early literacy instruction encompass- head (cognition), heart (motivation) and/or hands (psychomotor)? Putting it all together

References:
Leipzig, D.H. (2001). The top 10 things you
should know about reading. Retrieved from http://www.readingrockets.org/
article/358/
Roskos, K.A., Christie, J.F., & Richgels,
D.J. (2003). The essentials of early literacy instruction, Young Children, 58(2), 52-60.
What works: An introductory teacher guide
for early language and emergent literacy instruction (2009). Natural Center for Family Literacy, 1-76. - 8 key effective strategies:
- rich teacher talk
- storybook reading
- phonological awareness
- alphabet activities
- support for emergent reading
- support for emergent writing
- shared book experience
- integrated, content-focused activities - emphasis on interactive storybook reading & literacy in play
- 3 types of scaffolding: before-reading, during-reading, after-reading
- literacy-enriched play environment: valuable print experiences, narrative skills, self-regulate behaviours
- effective in increasing the range and amount of literacy behaviour during play
- children are able to practice their emerging skills and show what they have learned Based on your experiences within a classroom setting, what effective early literacy strategies have you observed?
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