From Speech to Print
Matching oral and written language structures is the process of learning to read and spell which entails three levels: 1) global level, 2) level of words and 3) level of sounds and letters within words and syllables (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 94). The global level incorporates oral language through gestures and facial expressions, while written language utilizes word choice and punctuation. Word level considers that letters are combined to create words that carry a certain meaning and the words are separated by spaces within the text. Lastly, the alphabetic understanding that letters represent sounds is important for speech to print.
Characteristics and Support for the Emergent Stage of Reading and Spelling
Students in the emergent reading stage can be seen conducting picture walks, where they create their own story based on pictures or pretend to read the text. Students who have heard stories can automatically recall the events in a story, so much that they can use their finger to track words accurately within the text. Teachers will need to monitor this to help distinguish late emergent and early letter name students. In order to support learners, teachers need to conduct interactive read-alouds which model their expectations of oral language. Also, teachers can conduct shared reading or whole to part model instruction.
In emergent writing, there are 3 characteristics in spelling which include early emergent, middle emergent and late emergent. Figure 4.4 displays 6 types of spelling that represents the evolution of writing. For example, students in the partial phonetic stage use phonemes to represent words like k for “cat” or BB for “baby” (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 97). Teachers should encourage writing by providing journals, multiple forms or print support and transcription so that students can see their words in print.
In emergent writing, there are 3 characteristics in spelling which include early emergent, middle emergent and late emergent. Figure 4.4 displays 6 types of spelling that represents the evolution of writing. For example, students in the partial phonetic stage use phonemes to represent words like k for “cat” or BB for “baby” (Bear, Invernizzi, Templeton, & Johnston, 2012, p. 97). Teachers should encourage writing by providing journals, multiple forms or print support and transcription so that students can see their words in print.
Six Components to Early Literacy
As students learn to read, we must consider the process that they should go through to understand how print and writing works. The following are the 6 components that are needed for students to learn to read.
1) Oral language, concepts, and vocabulary
2) Phonological awareness (PA)-
3) Alphabet knowledge
4) Letter-sound knowledge
5) Concepts about print (CAP)
6) Concepts of word in text (COW)
Word Study helps to address these six components by addressing the basic needs of emergent readers. The PD Tool Kit for Words Their Way provides additional ways to progress monitor, assess and teach the skills needed to read and write. On page 121, table 4.4 displays an example of an emergent literacy plan that teachers can use to make sure that teachers “Read To, Read With, Write With, do Worod Study, and Talk With (RRWWI) in order to model reading and writing comprehensively (Bear, Invernizzi, Templeton, & Johnston, 2012).