Chapter Four: Supporting Independence in Reading and Writing

Foundations of the emerging phase that are emphasized in this chapter are: Perceiving self as a reader and writer Viewing reading and writing as valuable for a variety of real life purposes Developing an orientation to reading/writing as the construction of meaning--supporting the understanding that texts should "make sense" Laying the groundwork for accuracy and fluency in decoding; developing a bank of sight words Developing a problem-solving approach to decoding and spelling words, and a bank of problem-solving strategies to apply.

A central focus of literacy instruction in the Emerging Phase is to help learners establish a view of themselves as readers and writers who are capable of strengthening their reading and writing abilities with support and practice. Assessments that give teachers an understanding of their students' beliefs in this area are foundational tools for planning.

Assessment Tools and Techniques Reading and Writing Interview for Emerging Literacy Learners Procedures Early in the year, set aside some time each day to hold short informal interviews with each of your students. Use a form like the one on page 113 to record students' responses to your questions. Change or adjust the questions to meet the needs of each individual. Introduce this assessment as an opportunity to talk with the child about his/her ideas about reading and writing. Record the child's language as accurately as possible. Use the reading and writing questions on separate days with very young learners. Interview all your students again at the mid-point and end of the year, making use of the same set of questions. Instructional Implications Children who do not see themselves as readers and writers and/or as capable of becoming better at reading and writing lack the most important foundation of literacy learning. Such children need: the support of a caring teacher and other adults who find ways to include them in literacy activities at their present level of development many more experiences of listening to stories and interesting nonfiction books being read aloud to them in large group, small group, and individual instructional settings many opportunities for participation in structured play that incorporates literacy materials and reasons for using them, and in learning centers designed for small groups. Some of the ways that timid, reluctant, or unconfident readers and writers can be supported to participate in emergent literacy instruction include: showing an interest in the book they have chosen for Book Browsing or Independent Reading (Have a brief, friendly, and informal chat--for example, "Oh, you've picked one of my favourite books today. I love the illustrations. They are full of little surprises that you have to watch for carefully. Let me know if you find the ladybug that's hidden on each page.") asking them often to be the ones to choose their favourite books when you are soliciting suggestions for books to reread starting programs that provide these students with the additional supports of reading buddies or literacy mentors encouraging the use of drawing as part of writing beginning your routine of Daily Writing with a strategy such as Writing Samples: We don't all write the same way! (see p. 150) incorporating all the key activities (B) in this resource. Sample Reading and Writing Interview for Emerging Literacy Learners