EARLY LITERACY

LENGUA INGLESA Y SU DIDÁCTICA

PROF. NURIA GARCÍA
 Early Literacy

Early Literacy is everything children

know about reading and writing before
they can actually read and write.
http://www.reachoutandread.org/FileRe
pository/RORmilestones_English.pdf
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
 HOW DOES THE PROCESS
WORK?
• 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”

Watch the videos

• http://www.youtube.com/watch?v=NiVTTn
t9ej8
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).
• http://www.readingrockets.org/teach
ing/reading-basics/vocabulary
2. PRINT MOTIVATION
“I like books.”

• Interest in and enjoyment of books

https://www.youtube.com/watch?v=ZgcTsvE
FYo8
 3. PRINT AWARENESS
“I see words.”

• Print awareness is a child's earliest

introduction to literacy.
• http://wn.com/Print_Awareness
• https://www.youtube.com/watch?v=O
8VAUxeQX9I
 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 .
– http://www.readingrockets.org/teaching/reading-
basics
 4. NARRATIVE SKILLS
“I can tell a story.”

• Narrative Skills are being able to

understand and tell stories, to
describe things.
 NARRATIVE SKILLS

• What do we do when we adults share

a book with a child?

• How can we improve a child’s

Narrative Skills?
 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.
• https://www.youtube.com/watch?v=K
4g6Svjcg-s
 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”.
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
turns”.
 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
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?"
OPEN-ENDED PROMPTS

• 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.
 Dialogic Reading

• Children who have been read to

dialogically are substantially ahead of
children who have been read to
traditionally.
First, the GORILLA took the KEYS from the
ZOOKEEPER and let himself out of his cage. (And,
of course, his little friend the MOUSE went with
him!) Next, he let the ELEPHANT out of his
cage. Then, he let the LION out of his cage.
After he let the HYENA out of its cage, he
opened the door for the GIRAFFE. Finally, he let
the ARMADILLO out of his enclosure. Then, the
gorilla (and his friend the mouse) and the
elephant and the lion and the hyena and the
giraffe and the armadillo all followed the
ZOOKEEPER to his house!
 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.
• http://www.readingrockets.org/teach
ing/reading-basics/phonemic
 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)
 Learning to read involves many
tasks
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.
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.
 Stage 6
Moderate Strategic Reading
• 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.
 What preschoolers like in
books
• Books with simple rhymes.
• Books with familiar items - shoes, toys, pets
Books with familiar routines - bedtime, bath
time, meals.
• Lift the flap books.
• Picture books.
• Books with very few words or with repeating
words.
• Goodnight books for bedtime.
 Books for preschoolers
• http://www.youtube.com/watch?v=uU
mSnvJfzEg
• http://www.youtube.com/watch?v=Ec
tcFhw07UA
• http://www.youtube.com/watch?v=h6
S4IPMs5ZY
• http://www.youtube.com/watch?v=jK
5PCIy0zJM