Chapter 1 Literacy beginnings supporting young readers and writers

1. CHAPTER 1
UNDERSTANDING
CHILDREN'S LITERACY
DEVELOPMENT
Subtitle

2. Learning Goals
 We will understand how language, thinking, and
leaning are connected
 We will learn the four systems of spoken language
 We will learn the four systems of written language.
 We will learn the children's concepts of written
language
 We will the developmental changes in children's
reading and writing
 We will learn about the assessment and phases of
reading and writing

3. Language, thinking,
and learning
are connected
 Schemas and Learning
 What is schema- describes
a pattern of thought or
behavior that organizes
categories of
information ...

4. Thinking and
Schemas
Thinking involves calling to mind the
information from schemas and using the
information to perform mental activities.
• Inferences
• Predictions
• Generalizations
• Drawing conclusions
• ( vital in reading comprehension)

5. Infants and Schema
TABLA RASA- THEORY STATES THAT BABIES
ARE BORN WITH A BLANK SLATES
PIEGET SAYS INFANTS ARE BORN KNOWN
HOW TO ACQUIRE KNOWLEDGE-LACK
SCHEMA- THEY HAVE THE BUILT-IN ACTION
FOR SCHEMA AND HOW TO ACQUIRE
KNOWLEDGE
YOUNG HUMANS LEARN THROUGH ACTION-
CHILDREN CREATE THEIR OWN KNOWLEDGE
THOUGH ACTION AND IT CAN CHANGE FROM
TIME TO TIME.

6. Language and Learning

7. Social Basis
For
Learning
Vygostsky- All
learning takes
place in a social
setting
Feedback from others help
children to learn
Adults supply
language fit the
children's need
at their stage
Learning involves movement
from doing activities in a
social situation- Language
learners learn social language
first to support this
statement.

8. Zone of
Proximal
Development
The difference between what a learner
can do without help and what he or she
can do with help
Scaffolding- is a teaching method that
enables a student to solve a problem,
carry out a task, or achieve a goal
through a gradual shedding of outside
assistance.

9. Scaffolding in
Reading and writing
Show and tell- have students talk about something that means something
to them
Show and tell
Find out their prior knowledge and build on itFind out
Give time for students to talk inbetween lessonGive
Activate vocabulary or preteach vocabularyActivate
Use visaul aids, anchor charts, photos, graphic organizersUse
Pause, ask questions, pause, review ( don't assume they know it because
you said it)
Pause
Help students brainstorm the writing processHelp
Provide a word bankProvide
Conference with the studentConference
Sentence startersSentence

10. FOUR SYSTEMS
OF SPOKEN
LANGUAGEThis Photo by Unknown author is licensed under CC BY-NC.

11. Pragmatics

12. Semantics

13. Syntax

14. Halliday's Language
Functions
 Halliday calls them
instrumental, regulatory,
interactional, and
personal functions. The next
three functions are heuristic,
imaginative, and
representational, all helping
the child to come to terms
with his or her environment.

15. Phonology
Spoken sounds in a language
Building block of words
Small differences in our mouths and throats create different
sounds, speakers and listeners rely on these differences
Different letters will have different sounds depending on the
placement in words, word patterns- be careful on how the
teacher pronouces the letter sounds, it could lead to
reading difficulties in children. The B sound does not say-
"buh"

16. Phonological
Awareness
Ability to talk and think about sounds in
spoken language
The ability to rhyme when young
The ability to clap syllables
The absence of phonological awareness
in kindergarten or first grade could be an
indicator of a reading disabililty

18. Phonemic Awareness
 The ability to hear, identify,
and manipulate individual
sounds-phonemes--in spoken
words.
 Before children learn to read
print, they need to become
more aware of how the
sounds in words work.

19. FOUR SYSTEMS OF
WRITTEN LANGUAGE

20. Function
Establish identity
Record information
Accumulate knowledge

21. Meaning
Word meaning Literary meaning Unusual words morphology

22. Written
language
meaning
Symbols around children- first written language
Signs, Walmart, McDonalds, Target, ect..
Children's concept's about written language are related to their
experiences.
Children exposed to books at young age increases reading comprehension
and vaocabulary knowledge by the time they reach 3rd grade ( Strasser,
2016)
Unusal words and phrases are used in written language more often
that spoken language, not used in daily conversation.
Contexulation- draws meaning of words from other words around the
words
Decontexulation- doesn't rely on context clues or shared background
knowledge like contextualized language does.

23. Forms
The order within
sentences
Alphabet upper-
and lower-case
letters
Spatial
directions
principles
Space betweeen
words
Text formats

26. Meaning-Form Links
Phoneme-
sound
grapheme
letter
relationship

27. Developmental Changes
in Reading and Writing

28. Awareness and Exploration
 Beginners – explore with books and
writing, rely on adults for support
 Novice- aware of that print conveys
meaning, needs support
 Most are 3-5 years old

29. Experimental Reading and
Writing
 Begin to recognize some of the
alphabet and sounds
 Cannot completely sound out or spell
words
 Recognize the first beginning sound
 Tries to spell, may leave out letters
This Photo by Unknown author is licensed under CC BY-NC-ND.

30. Conventional reading and
writing Mastered alphabetic recognitions and letter
sounds
 Recognize patterns and rely on patterns for
spelling ( word families)
 Learn to understand and compose complex
text
 Learn to read and write sight words
 Begin to monitor their own learning
 Begins at first grades and develops through
elementary school
This Photo by Unknown author is licensed under CC BY.

31. Assessment and
Phases Reading and Writing
development
Written assessments-
students are given
paper pencil
assessments, asked to
answer questions over
an activity they have
completed to test
their literacy
knowledge
Appropriateness of
assessment- does it
match the child's age
and development?
Validity- measure the
concept intended to
be measured
Reliability- they give
consistent results
This Photo by Unknown author is licensed under CC BY-NC-ND.

32. Screening
 Purpose
 Students are screened to drive instruction
 Determine if the student is making
progress
 Determine if the teacher needs to intervene
with more intensive instruction
 Helps to determine learning disabilities in
students
 Targets
Phonemic awareness,
comprehension, vocabulary, fluency ,and
phonics

33. monitoring
Students are monitored to
assure that they are acquiring
the instruction that is being
offered by the classroom
teacher
This is done either formally
through RTI- response to
intervention or
informally, through
classroom notes kept on
students.