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Emergent Literacy

 

 

 

 

 

Introduction:

            Shared Reading is an interactive reading experience that occurs when teacher read the book with the students. The shared reading model often used oversize books with enlarged print and illustrations. In addition, there are many several benefit of shared reading such as, it can build sight word knowledge and reading fluency for the children. It also, allows students to enjoy materials that they may not be able to read on their own.

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Part A: Overview of emergent literacy

          Emergent Literacy is a process involving the development of language and concepts, especially as they begin to be linked together. The digital storybooks playing a vital role in assisting with the development of emergent literacy. Digital storybooks are becoming one of the most popular methods of teaching. The advent of computers and the modern digital methods of teaching have improved the standard of learning and education by leaps and bounds (Overview of Emergent Literacy, n.d.). The modern schools are implementing the use of the IT and Communications technology and are offering a more interactive technique of learning to the students. These audio-visual methods of teaching are enhancing the level of education and the children are finding it much interesting to do their studies.

 

          The digital storybooks are providing better knowledge infrastructure to the students and it is an opportunity to build a Strong Foundation for child's Right. Also, Literacy for the blind or visually impaired child is a gradual process which develops from experiences that are meaningful to him. They many benefits of using digital storybooks. Firstly, develop motor skills fully, Develop language that is meaningful to him. Also, it's helping the children to listen to many stories that do not depend on visual experiences or pictures, in addition, explore the environment actually, Handle books that are actually interesting to him (Overview of Emergent Literacy, n.d.). Finally, gain added enjoyment and meaning from stories through tactile interaction.

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Part B: Portfolio

I choose two shared reading books the first one called "Goldilocks and the three bears" by (author) Nicola Baxter. The second book called "The very hungry caterpillar" by (author) Eric Carle.

 

 

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       #Book overview

  • Book title: The Very Hungry Caterpillar

  • Author’s name: Eric Carle

  • Illustrator’s name: Eric Carle

  • Genre: This is an informational book

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     #Why is this storybook appropriate for EC learners?

          This book is appropriate for the children between 3-7 years old. It is suitable for this age because it has simple words with a simple sentence. Also, it has a beautiful, colorful pictures to engage the children and helps them to understand in easy way. In addition, those images help to describe the sentences that the children read.  Furthermore, the students can learn new information as the life cycle of the caterpillar through the stages of growth. Also, they can learn fruits names, numbers, and days of the week. Moreover, I can use this book in different subject, such as Math "counting", literacy "arrange sequence of events", and science "butterfly life cycle".

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     #How is relevant to curriculums?

  • Subject: Math

  • Curriculum: K1NS3: Count sets of up to 10 objects using one to one correspondence. For example, during reading the story the children can count the object that we have in the book as Apples, Strawberries, and oranges.

 

  • Subject: literacy

  • Curriculum: KRRM3: Retell a sequence of events in a story with beginning middle and end. For example, after reading the story, I can give the children the events of the story to let them arrange the events depend on the story.

 

  • Subject: Science

  • Curriculum: KLW2: External features. For example, the children can sort the external feature that they have.

 

 

 

      #Social/ emotional:

Through the story the children will develop their social skill when they will discuss the story events. Also, during reading the story, the teacher will discuss with them about what will happen after each event. In addition, they will develop their emotional skill by feeling several different feeling. For example, they will feel hungry when the caterpillar eats. Also, they will be exiting to know what the caterpillar will be at the end. Furthermore, they will feel happy when they will know the caterpillar will be a beautiful butterfly.

 

       #Concepts of Print:

The teacher can teach the children reading the instructions. For example, they should read the book from left to right, top to bottom. Also, she can learn them about the organization of the book, which includes a cover, title, and author. Also, one of the concepts of print the children should know it is that the word understand that each word is separate, and that words are separated by a space within each sentence (Concept of Word Games, n.d.). Using strategies can strengthen a child's developing awareness of the individual sounds within words.

 

      #Phonological Awareness:

Phonemic awareness is the understanding that the sounds of spoken language work together to make words. Children face difficulties with the phonemes of spoken words will spend a long time to learn how to relate these phonemes to letters when they see them in written words (Phonemic Awareness, n.d.). So, the children should learn letter by letter. As here during the teacher reading the story, she can teach them new letter. For example, if she wants to teach them letter "C" through reading the story she will read the word start with C letter like "Caterpillar" in loudly voice to let the children focus more in the letter. Then, the teacher will ask the children to pronounce the letter. After that, she will ask them to give her some words start with "C" letter as a Cat, Cap, and Camel.

 

      #Letter Knowledge:

Here the children start learning how they write the letters. In the Goldilocks and the three bears story, the teacher can teach the students how to write. For example, the letter M, she will tell the children the way that they help them to write the letter and to remember it in easy way. She will say "let's make two mounts, one, and two". Then, they will write the letter in the air or on the floor to help them to practice.

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      #Book overview

  • Book title: Goldilocks and the three bears

  • Author’s name: Nicola Baxter

  • Illustrator’s name: Liz Pichon

  • Genre: Fiction- Traditional folk tale

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      #Why is this storybook appropriate for EC learners?

This book is appropriate for the children between 3-6 years old. It is suitable for this age because it has simple language with wonderful pictures. Also, this book is colorful so, it can engage the children to read it. In addition, the kids can learn the traditional tale in an enjoyable way. Moreover, this book can teach the children how they should deal with others. Furthermore, I can use this book in different subject like literacy "arrange sequence of events", and science "our senses". 

   

 

      #How is relevant to curriculums?

  • Subject: Literacy

  • Curriculum: KRRM3: Retell a sequence of events in a story with beginning middle and end. For example, after reading the story, I can give the children the events of the story to let them arrange the events depend on the story.

 

  • Subject: Science

  • Curriculum: KLW3: Describe the five senses and their corresponding body parts.

 

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      #Social/ emotional:

Through Little Red Riding Hood story the children will use social skill when they will discuss the story events with their teacher. Also, in the role play center the children will act the story. So, here the students will develop their social skill during they the dialogue between them. In other hand, they also will develop their emotional skill by use feeling depend on the character that they have it. For example, if of one these children have a grandmother character, she/he will feel a tired as in the story. Furthermore, the children will use their both of social emotional skills during the teacher reading the story.

 

      #Concepts of Print:

Print awareness is a child's earliest understanding the meaning of written language carries. The foundation of all other literacy learning builds upon this knowledge (Agency, 2002). Like here, the teacher can teach the children how they should use the book during they read. For example, capital letters, lowercase letters, title, and author. So, here the children will know the instructions of how they should deal with any book they have. 

 

        #Phonological Awareness:

Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words. In addition, phonemic awareness is combining or blending the separate sounds of a word to say the word (Phonemic Awareness, n.d.). Also, in the Little Red Riding Hood story, the teacher can teach the children new letter during reading the story. For example, if she wants to teach them sound of "oo" through reading the story she will read the word start with "oo" sound like "hood" in loudly voice to let the children focus more in the letter. Then, the teacher will ask the children to pronounce the letter. After that, she will read the story again and she will ask them when they hear any word with "oo" sound they should raise their hand. For example. They will hear "hood/ door/ poor/ and good".

 

       #Letter Knowledge:

As I said before, in letter knowledge the children start writing the letters. As in here, the teacher can teach the students how to write, for example, the letter "O", she will tell the children the way that they help them to write the letter and to remember it in easy way. She will say "let's make like a circle". Then, they will write the letter in the air, board or even in the floor to help them to practice.

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References:

Agency, T. E. (2002). Print Awareness: Guidelines for Instruction. Retrieved from www.readingrockets.org: http://www.readingrockets.org/article/print-awareness-guidelines-instruction

Concept of Word Games. (n.d.). Retrieved from www.readingrockets.org: http://www.readingrockets.org/strategies/concept_of_word

Overview of Emergent Literacy. (n.d.). Retrieved from www.pathstoliteracy.org: http://www.pathstoliteracy.org/topic/emergent-literacy/overview

Phonemic Awareness. (n.d.). Retrieved from www.readingrockets.org: http://www.readingrockets.org/teaching/reading-basics/phonemic

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