Part A:Overview of emergent literacy

 

 

Emergent literacy the steps that the young child takes in his developmental and that before the actual reading for texts. That in turn includes children’s interaction with a book and the child’s responding to texts. Even the child pretends to read or write and that prior to being having the ability to do so. The child that has emergent literacy owns oral language skills, letter awareness, phonological awareness  and print awareness as well (Blake, 2015).Emergent literacy is a term that is used for  explaining the knowledge of children  for both skills  reading and writing  and that prior  being able to read or write  words.  Children who reached the age of one or two years old are able to literate.  Such process is created with the help of parents and even anyone connected with the child as caregivers. Children in this stage are transformed from the emergent reading towards the conventional one. Emergent literacy is widely useful in managing identifying the knowledge of children for reading and writing prior to their school age that’s because at school both skills are taught and provided. Emergent reading begins with the child birth (Emergent Literacy, 2016)

Emergent literacy development starts with the child’s birth with parents and caregivers then towards the child’s birth to one year and then to two to three years, four and five years and that to be directed to primary school an starts learning the conventional reading. (Emergent Literacy, 2016)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Digital story books role in assisting emergent literacy development

 

 

 Using electronic books has its support for enabling emergent literacy. These days such sort of books are used in childhood classrooms. These eBooks have a value in enabling children to be engaged with the story and its events while reading it. In turn, that supports developing emergent literacy. To provide a distinctive development for children’s emergent, it is recommended to have e-storybooks that are characterized with interactive literacy quality. Upon what Piaget revealed for the importance of scaffolding, here there is a tight support for children’s vocabulary development. Consequently, on doing that there is an engagement for children with the story. Using such stories rises children’s imagination and increases their expectations and finally, their understanding. Using digital story books makes children read and listen to what is read. The digital books include incentives and motivational effects that attract and encourage children to listen and follow such as animation and there is a wide improvement for children’s pronunciation and vocabulary gaining (E.Marron, 2010)

 

 

 

Part B: Portfolio

 

•    The first story book is information: 

•    I provided two shared reading books to children including the following:

•    Book name: At the Library  (LAZEL, 2002)

•    The author: Keith and Sarah Kortemartin

•    Illustrator’s name: Ivico Stevanovic

•    Publication date:  2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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•  The Second story Book is information (LAZEL, 2002)

• Genre and characteristics: Pattern Book

• The book name:  There is a Mouse in the House 

• The author: Racheal Rice  

• Illustrator’s name: Laura Xzarrin

• Publication date: 2016

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Developing activities for supporting both emergent reading and writing

 

The first activity

 

I prepared the activity materials to be used and such materials including the following:

•  Some colours to be used in writing and drawing.

• Preparing some flashcards to be used for writing  the animals names in the story  There is a Mouse in the House 

• Other flash cards for writing the animals names and using colours.

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How I introduced the activity

 

I asked children to look at the animals on the cards and then to colour them as what they saw in the story book and here students managed to do that. Finally they matched the animals with the story book itself.

The second activity

In this activity, I read a story for the students” At the library and the activity was connected with this story. The story was about real living and non- living things in the environment including learning corners, the playground, at home, at school and in pictures.

 

 

In this activity, I used some important materials such as :

• Colours

• Paper

• Pencils

 

My role in the activity

I started reading the story to students and showed them the purpose of the activity to try to make sorting for the objects that they see in the book and that includes all what they saw in the storybook. I also showed them the worksheet that includes what they see in the storybook. Also what they see in the library where I managed them to write what they see in the library and to write it.

 

 

A rational for the two storybooks

 

The two books provided to children included more large images and even the colures attracted children and that also incorporated with the animals as children like animals. Both books were simple and suitable for the children’s level without any complexity at all.  Both of the two books include educational themes and children enjoyed through listening to the two storybooks and even during the activities they achieved greater value.

 

How the two books provide support for both learning and teaching according to ADEC Outcomes.

 

KRRT2: Uses repeated languages patterns when reading texts.

 

That is shown in the story of,” There is a mouse in the house “ where children managed to repeat what they saw in the storybook fro the animals found. For example, there is a ….etc.

 

Science

KLWI: The child identify and recognize the library sections.

 

Here children are provided with various sections in the library through which they identify and recognize what the books are and even what are the sections of the library.

 

Math

K2MDDI:  Sorting objects according to common properties.

Children sort books in the library according to type. For example, sort the books according to groups.

 

The outcome for the story of library

 

Literacy

 

KRRM2: Give simple interpretations of pictures and illustrations from fiction and nonfiction taxis.

That is useful where students decide whether that is a fiction story or not. That is done from looking at the pictures and even teach them  to learn about  color  and more vocabulary  from the names  of animals and  their places.

 

Math:

KIMDD1: Children manage to identify the animals and their different colours in their environment and even here for desert animals.

 

That helps children in managing different colours, sorting animals everywhere either in the sea or even in another place.

 

Science

KLW3: Explore their body parts by discovering what job they do and what they are called.

 

It is also teaches children to know what animals are and check whether they are dangerous or not  even teach to know  their names and sounds  and even learn what animals eat in the environment.

 

Print Concepts

I managed to provide children some important things that help them in writing including point, full stop, small letters and also capital letters and their occurrence as well.

 Another important thing to be provided to children is Phonological Awareness

Children look at the flashcards carrying the name of the animal and give the sound of the animal names and letters.

Letter Knowledge

I managed to teach children how to know the letters including, Pronouncing the word myself first, dividing the word into syllables and then to read the word such as the names of animals in the story including, bee, bat, pup, bug, fox, goat etc.

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Bibliography

 

Blake, C. (2015). Defining Emergent Literacy: Developing Lifelong Readers. Retrieved from http://online.cune.edu/defining-emergent-literacy/

 

E.Marron, J. (2010). Using Wordless Books to help Emergent Literacy Skills. Retrieved from http://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1008&context=education_ETD_masters

 

Emergent Literacy. (2016). Retrieved from http://www.savethechildren.org/atf/cf/%7B9def2ebe-10ae-432c-9bd0-df91d2eba74a%7D/EDU_ELM_BRIEF_WHITE_PAPER_FINAL_AUGUST_2013.PDF

 

LAZEL. (2002). readinga-z. Retrieved from readinga-z: https://www.readinga-z.com/