PRE-EMERGENT READING/ PRINT AWARENESS - …

1 PRE-EMERGENTREADING/ PRINT AWARENESSviiPre-Kindergarten Curriculum Guidelines: The student demonstrates emerging knowledge of abstract concepts,including pictures and : PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent E-1 OBJECTIVETEACHING ACTIVITIES1. The student will examine and label picturesin books and point to pictures to requestthat the adult name the Using a children s book with few items oneach page, ask individual students to isolatea specific picture. The teacher can name apicture for the student to find, or the studentcan isolate a picture for the teacher toname.

2 Make an I SPY magnifying student isolate item for teacher Xerox a picture from a children s book orcoloring book that has few illustrations oneach page. Cut out a single picture andmount it on poster up thepicture card and ask individual students tofind the same or a similar picture on a pagein the :Books I SPY magnifying glassBooks with large picturesMake Page Fluffers to assist students withturning pages. Attach a paper clip to a 1 square of sturdypaper, gluing it to a piece of foam orsponge the same size.

3 (Manila file folderscraps work well.) The paper clip should be between the paperand the foam piece, with the long side ofthe paper clip extending over the exposedside of the paper. Attach the paper clips to each page of thebook, so that the thick part is on the back ofeach page, Emergent Literacy Success:Merging Technology & Whole LanguageforStudentswithDisabilities,(Mus selwhite, and DeBaun, 1997)Pre-Kindergarten Curriculum Guidelines: The student s vocabulary demonstrates an expanding : PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent E-2 OBJECTIVETEACHING ACTIVITIES2.

4 The student will repeat part of the text on apage immediately after it has been readaloud by an At story time the teacher will read a simplepattern book such as: Polar Bear PolarBear; The Hungry Caterpillar; The NappingHouse; Brown Bear Brown Bear;orGoodnight Moon. As the teacher reads thestory aloud, she pauses and prompts thestudent to repeat the sentence. Titles ofother books that have repetitive lines and/orsimple text may be found in the Resourcesection of this The teacher can use songs to assist studentsin story retelling or sentence from the story are represented with agraphic and text.

5 This allows the teacher toprovide a visual representation of thelanguage related to the story. An excellentresource for this type of approach isSinging to : PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent E-2 OBJECTIVETEACHING ACTIVITIES(Continued)GOODNIGHT SONG(follow-up song for Goodnight Moon, byMargaret Wise Brown)RESOURCES/MATERIALSA daptations:Pattern BooksSinging to Read(Musselwhite, 1996) Big book pattern books Simple voice output devices to record repeated lines from storiesPre-Kindergarten Curriculum Guidelines: The student recognizes favorite books by their.

6 PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent E-3 OBJECTIVETEACHING student will recognize favorite booksby the Laminate or reproduce covers from the book covers in thereading center on a bulletin board or othersurface that can be easily accessed by thestudents. Allow students to choose a bookfor reading to the class during story Make a large lotto game to play on the flooror large table orreproduce covers from familiar books forgame pieces. Make two sets of the : Bean bag toss, :Book coversBook cover sets for lotto games and variations The titles of familiar books may beprogrammedintomulti-locationvoiceoutpu t Curriculum Guidelines: The student demonstrates an association of reading withpleasure and enjoyment as well as learning and skill : PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent E-4 OBJECTIVETEACHING ACTIVITIES4.

7 The student will frequently request the re-reading of Assist students in making books aboutactivities they have participated in ( ,cooking, class parties, art activity, etc.).Include photographs, pictures cut frommagazines, or symbols and allow studentsto dictate the written to read the books to their peersand allow students to take books home toread to their family. An excellent resourcefor making books is The Book Shoppe(AbleNet).2. Create for students a special place in theclassroom to read, such as a reading corneror a book loft.

8 Stack the reading area witha variety of easy-to-read picture books thatare appropriate for the student s age anditems such as pillows and beanbag chairs tomake the area aside areading time for the students to read to eachother or to re-read favorite :Books made by studentsFamiliar storybooks Books on tape Program voice output devices with storylines for reading to peers or familymembers. Use language master and record story lineson individual recordable Curriculum Guidelines: The student demonstrates emerging knowledge of abstract concepts,including pictures and : PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent M-1 OBJECTIVETEACHING ACTIVITIES1.

9 The student will examine and label picturesin books and point to pictures to requestthat the adult name the Teacher reads a book aloud to the students,taking time to model that pointing can beused as a means to request that items in thepictures be named. Allow students to taketurns pointing to various items in thepicture to indicate a request for the teacherto talk about the items. For students whoare not able to point, the teacher can scanseveral items by pointing to them and thestudent can indicate when the teacherpoints to the one he/she Students choose from a group of teacher-selected books to be read for looks at various books with teacherreinforcing correct positioning of are prompted to point and namepictures that they items thestudent is unable to name.

10 The teacherencourages them to point to an item, andeither ask, What is this? or look at :Teacher-made booksBig booksBIGmack Communication Aid (AbleNet) A voice output device can be programmedfor a student to request information about apicture,suchas What sthat? programmed on a BIGmackArea: PRE-EMERGENT Reading/ PRINT AwarenessPre-Emergent M-2 Pre-Kindergarten Curriculum Guidelines:The student s vocabulary demonstrates an ACTIVITIES2. The student will repeat part of the text on apage immediately after it has been readaloud by an Teacherreadsaloudfromabook,preferably one that has been adapted withpicture symbols and one with repeatablelines such as Looking Great (RAPS).