Chapter 6- Entering into the Literacy Landscape:Emergent Readers and Writers

I wonder...

• Kadin's enriched exposure to many different reading experiences has lead him to gain literature awareness. Kadin knows how to handle a book. He is able to pick a book up and he knows how to open and properly hold a book.He knows to turn to the first page, ready left to right, and he also is aware of the relationship between the illustrations and the text. He uses the illustrations to help him bring meaning to the text . Kadin has picked up on the verbal patterns that go on in a story, like rhyming. He displays this while he's reading Hop on Pop. He also displays knowledge of voice inflection.When reading a book, he tracks the words with his fingers displaying that he is examining every word that he's coming across. His knowledge allows him to be comfortable in approaching a book. He knows how to open a book and thoroughly examine it and to say "The End" and close his book once he concludes the story. Kadin is a very bright boy who is showing great interest in reading. Being given opportunities such as attending story time at the library, being read to by his mother, helping his father read recipes, and watching his siblings do their homework and text their friends has shown Kadin the relevance and pleasure in reading.
• The textual features that help Kadin's reading process include: Repetition- in Bubble gum Bubble gum there is a repeatable refrain, :chewy-gooey icky-sticky mess," this also offers a rhythmic quality. This book goes through a series of animals that are illustrated allowing Kadin to identify the word that represents the animal. Illustrations in these stories also contribute to Kadin's understanding of the text. When Kadin saw a new animal in the bubble gum mess he knew to read the ."Chewy-gooey icky-sticky mess, " line. Rhythmic rhyming patterns also contribute to Kadins reading process. He demonstrates this while reading Hop on Pop. He reads the book in rhythm and makes sure the text he is reading corresponds to the text. The repetitiveness, rhythms, rhymes, and illustrations are all factors that draw Kadins attention and interest in books.
• Kadin is aware of the rhythmic relationship to the text along with the relationship with rhymes. He displays this when he read Hop on Pop by talking in rhythm when he is reading and also by repeating a common phrase that is presented in a story when an event keeps re-occurring, (animals falling in the bubblegum mess.) Kadin is aware of the relationship between the illustrations and the text. He displays this examining the illustrations to predict and understand what is happening in the text. He knows that when he comes to the last page of the book it is "The End," of the story.

Further Reflections...

• A preschool environment needs to be very visual for our early literate learners. I would Cover many of the walls with colorful pictures of letters and corresponding pictures that begin with that letter sound. It would also be nice to dedicate a space to an array of big colorful books for students to explore on their free time or during a book exploration designated time. I would make sure to bring in big books with inviting texts that include rhymes and rhythms. I would invite my students to interact with me while I'm reading a story with to them, once they become more familiar to the text. Having familiars rhymes on display in the classroom and referring to them and reading them out loud can also help our students literacy development. I would make sure to learn about my students culture and background so I can tie in some of their culture into the books and writing activities that I present to them. I find the language experience approach to be very benefiting to our students. This introduces them to a new medium of expression. It also allows them to create connections between their experiences, texts, cultures, and their illustrations. I would also like to set-up listening centers where students can follow along to a recording that reads a book to them.
• Principle #5 Literacy practices invite readers and writers to use their background knowledge and cultural understanding to make sense of text is aligned with theories of underlying emergent literacy. The theories discussed in chapter 6 included the importance of being aware of a students initial literacy experiences at home. Students may experience literacy by having their parent read to them or simply by attending a weekly service at a local church. They are constantly making connections to literacy and its function in the world. Being aware of a students background and culture can help one determine what kind of relevant materials one should bring. this can allow our students to have a more meaningful exposure and connection to the materials that are being presented. Principle #6 Literacy practices expand to include everyday texts and multi-modal texts. Our students are immersed to thousands of ads and prints at home and especially when out in the community. Children learn to make connections to some words and symbols that are so iconic in our society, Like The yellow arches from McDonald's and etc. The beginning of literacy and language development is through images and sounds. Students learn to operate and bring meaning to these symbols, graphics, and sounds as they become more aware of literacy.