![]() And most excitingly, emerging readers have begun to discover that reading has many uses and purposes beyond the classroom. They're venturing into both fiction and non-fiction stories. What's more, these students will have more confidence in recognizing high-frequency words. ![]() While they may read books on familiar topics like home and family life, these stories go into greater depth than their early emergent reader precursors. They can handle more complex sentences and rely less on pictures for comprehension. Now, your emergent readers have a good understanding of phonics and are starting to comprehend word meanings in addition to word sounds.Įmergent readers will typically read books with increasingly larger blocks of text. They've progressed beyond picture books and books with small regions of text. Making sure a student progresses beyond emerging reader status with confidence and excitement, then, is important for assuring they improve beyond a basic level of reading comprehension.Ĭompared to an early emergent reader, emergent readers have learned the alphabet and have a handle on a large vocabulary of CORE words. After all, 65% of 4th-grade students read at or below an early fluent reading level, which is only one step above the emergent reader stage. The emergent reader stage is one of the most vital in a student's journey. Want to know how to keep your readers on track and engaged?Ĭheck out this guide to designing an instruction plan that addresses student readers of all stages. That's where the stages of reading development come in.įrom early emergent readers to fluent readers, this simple breakdown helps you understand what stage each of your students is in so you can better meet their needs. Instead, you need a plan that will meet your students where they are, wherever that may be. You don't have time to design a reading development strategy for each of your little readers. Based on these guidelines, I have found publishers like Daffodil Hill Press, High Noon Books (particularly their Little Sprouts series), Flyleaf Publishing, and Whole Phonics to publish books that foreground non-stereotypical, culturally authentic characters and storylines.As a teacher, you know each of your students is unique. Never is that more apparent than with developing readers.īut you have lesson plans to propose and an entire class of students to teach. I have found the Guide for Selecting Anti-Bias Children’s Books and Lee & Low Books’ Classroom Library Questionnaire helpful in selecting and evaluating decodable books. As with any book I purchase, I carefully review the decodable books for cultural sensitivity and withhold any that reinforce racial or gender stereotypes. When children read culturally relevant books, they also may have more background knowledge about the content and, as a result, understand the stories well. ![]() Engaging children in high-quality, relevant, non-stereotypical, and culturally authentic decodable books that relate to their lives is important to me because, for children, reading such books can be self-affirming. Select high-quality and culturally authentic decodable texts that relate to the contexts of students ’ lives. In order to contextualize instruction in this way, I spend a great deal of time getting to know children and their families. ![]() I also contextualize the skills that students are learning within other literacy activities they are engaged in. I might provide instruction on the /th/ sound but also encourage them to pronounce these words with the sound that matches how they say the word when they talk because I want books to make sense to them. In turn, these children might spell “this” as “dis” or need additional support with reading words with /th/ in English. For example, some children whose first language is Spanish may pronounce English words with /th/, such as “the” and “this” with a /d/ sound or other sounds because /th/ is not present in Spanish. I do this by continually comparing English speech sounds to the sounds in students’ heritage languages and language varieties, including African American Language. ![]() This means that I have to spend time connecting phonics skills to students’ life experiences. For example, some of my students may be members of cultural groups that engage in holistic, top-down processing rather than linear, bottom-up processing needed within the methods typically used to teach systematic phonics. Reading processes like decoding are mediated by a child’s cultural and linguistic ways of being and knowing. Ensure students can relate and contextualize the phonics instruction that accompanies decodable texts to their own lives. ![]()
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