<p> EDC 424 READING GUIDE #1 – EMERGENT LITERACY</p><p> Part A. Rhode Island K-12 Literacy Policy and Common Core Standards </p><p> Part B. Key Concepts for Making Sense of Phonics </p><p> Part C. Words Their Way: Stages of Spelling Development; Characteristics of Emergent Readers and Writers; Components of Early Literacy Learning, and Word Study Routines EARLY LITERACY READING GUIDE #1 Part A: Rhode Island K-12 Literacy Policy and Common Core Standards</p><p>[RI Literacy Policy (pp. 16-19) – The Stages of Reading Development Use key ideas from the document to list at least three key skills appropriate at each stage of reading development. </p><p>Stage of Approx. Grade Key Reading Skills demonstrated at this stage of development Development Level (and Age) Emergent</p><p>Early Reading</p><p>Transitional </p><p>Intermediate</p><p>Advanced Pages 20-35 K-12 Literacy Policy</p><p>Essential Area of Reading Key components of this Teachers should know…. Link to Instruction area Common Core (and definition) Standards 1. </p><p>2. </p><p>3. Essential Area of Reading Key components of this area Teachers should know…. Link to RI GLE’s Instruction (and definition) in Reading 4. </p><p>5. What questions do you have about these concepts or ideas that you would like clarified? Reading Guide #1 Part A: Emergent Literacy Skills (Oral Language Development and Phonological Awareness) Biggam Text</p><p>Underlying Principles Assessing Emergent Literacy Skills Teaching Emergent Literacy Skills Phonological Awareness Formal Measures Phonological Awareness</p><p> Rhyming Phonological & Phonemic Awareness Rhyming</p><p> Word Awareness & Syllabication Syllables</p><p> Onsets and Rimes Vocabulary Onset & Rime </p><p> Phonemic Awareness Phonemic Awareness </p><p>Pragmatics Pragmatics Informal Measures Syntax Syntax Phon. Awareness Vocabulary</p><p>Vocabulary Pragmatics Explicit Approaches/Special Needs</p><p> Broad vocabulary Syntax</p><p> Deep vocabulary Vocabulary </p><p>Reading Guide Part B: Key Words from Making Sense of Phonics (Beck, 2006) Decoding Encoding Automaticity Word Attack Alphabetic Principle Phoneme Grapheme Phonological Awareness Phonics Great Debate Meaning Centered Approach Code-Centered Approach Phonics Instruction is Explicit and Systematic</p><p>Developmental Sequence of Phonics Instruction What questions do you have? Reading Guide Part C: Words Their Way, Chapter 1 (5th Edition) </p><p>Three Layers of Word Study </p><p>Alphabet > > > Pattern > > > Meaning </p><p>Stages of Spelling Development: What do students USE, CONFUSE, and what is ABSENT? (Use to determine what stage they are in) </p><p>Characteristics of Writing Development at each Stage of Spelling</p><p>What are they using? What are they confusing/lacking? Emergent Spelling</p><p>Letter-Name Alphabetic Spelling Early Letter-Name Alphabetic</p><p>Middle to Late Letter-Name Alphabetic</p><p>Late Letter-Name Alphabetic</p><p>Characteristics of Writing Development at each Stage of Spelling</p><p>What are they using? What are they confusing/lacking? Within-Word Pattern Spelling</p><p>Syllables & Affixes Spelling </p><p>Derivational Relations Spelling</p><p>The Synchrony of Literacy Development: Notice the connections between reading and spelling stages (p. 15-20 - Pay attention to Figure 1.13 on page 19) </p><p>Reading Stage Spelling/Writing Stage Emergent Readers</p><p>Beginning Readers </p><p>Transitional Readers </p><p>Intermediate and Advanced Readers</p><p>Words Their Way, Chapter 4 Reading Guide </p><p>Characteristics of the Emergent Stage of Reading and Spelling p. 95-99</p><p>Emergent Reading Emergent Writing</p><p> p. 97-98</p><p>Early Emergent Spelling Middle Emergent Spelling Late Emergent Spelling</p><p>Components of Early Literacy Learning p. 94-105</p><p>Key Ideas Instructional Activities Vocabulary Development </p><p>Concept Development </p><p>Phonological Awareness</p><p>Alphabet Knowledge </p><p>Letter-Sound Knowledge </p><p>Concepts About Print (CAP)</p><p>Concepts of Word in Text (COW)</p><p>How can the Language Experience Approach integrate these components? (p. 119) Word Study Routines for Emergent Readers and Writers p. 120-121</p><p>Word Study Activities at the Emergent Stage Cluster Around Four Areas (p. 122-147) Identify activities that can be used to teach children within each area</p><p>Oral Language, Concepts, and Vocabulary Development: </p><p>Rhyming Games: </p><p>Teaching Beginning Sounds: </p><p>Acquiring Concepts of Word: </p>