OSIAS COLLEGES INC.

F. Tanedo St., San Nicolas, Tarlac City

Tel. No. 045-982-02-45

SUBJECT: Teaching English in Elementary Grades Through Literature

MODULE: 5
TOPIC: Stages of Development
 Characteristics of Emergent, Beginning and Primary Readers
 Similarities and differences of Fluency and Comprehension
OBJECTIVES
At the end of the discussion, the students are expected to:
1. Classify and describe the characteristics of emergent readers
2. Determine the similarities and differences of fluency and comprehension

LESSON PROPER
Read

Characteristics of Emergent Reader

• Emergent Reading – pertains to the first stage in a child’s growth toward literacy.
Particularly, this stage relate the beginning experiences or the child’s first experiences

with print in the home and continues through early years of formal schooling.
However, this reading behavior does not begin at a particular age but emerges
continually, thus the term called emergent reading.
According to Harris and Hodges (1981) Refer to this period of acquiring the specific
skills and abilities that allow reading to take place as preparedness allows him/her to cope with a
learning task.
This is significantly determined by complex pattern:

• Intellectual
• Motivational
• Maturational
• Experiential factors

Further reading readiness is viewed as a set of:

 Social
 Emotional
 Physical
 Cognitive competencies

Since the beginning of emergent reading is not determined at a particular age, it is helpful
to recognize the various stages of reading development that a child undergoes and to monitor
his/her progress through these stages.
 Children pass through stages at different levels of maturity. Similarity, not all children
pass through all stages of reading, all at the same time and in the same order. Most significantly,
each child is identified as an individual emergent reader developing at his/her own pace and rate.

Early Emergent Readers (Levels aa-C)

Aspiring readers are just beginning to grasp the basic concepts of book and print. They
are acquiring a command of the alphabet with the ability to recognize and name upper- and
lowercase letters. They are also developing many phonological awareness skills, such as
recognizing phonemes, syllables, and rhyme.

Early Emergent readers are beginning to learn sound/symbol relationships--starting with

consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as
well as a number of high-frequency words.

Books at this level have:

 Strong picture support

 Carefully controlled text
 Repetitive patterns
 Controlled, repeated vocabulary
 Natural language
 Large print
 Wide letter spacing
 Familiar concepts
 Limited text on a page

Emergent Readers (Levels D-J)

Readers at this stage have developed an understanding of the alphabet, phonological

awareness, and early phonics. They have command of a significant number of high-frequency
words.

Emergent readers are developing a much better grasp of comprehension strategies and
word-attack skills. They can recognize different types of text, particularly fiction and nonfiction,
and recognize that reading has a variety of purposes.

Books at this stage have:

 Increasingly more lines of print per page

 More complex sentence structure
 Less dependency on repetitive pattern and pictures
 Familiar topics but greater depth

Early Fluent Readers (Levels K-P)

 At this stage, reading is more automatic, with more energy devoted to comprehension
than word attack. Readers are approaching independence in comprehending text.

These readers are experiencing a greater variety of text and are able to recognize different
styles and genres. Independence often varies with the type of text being read.

Books at this stage have:

 More pages
 Longer sentences
 More text per page
 Richer vocabulary
 Greater variation in sentence pattern
 Less reliance on pictures
 More formal and descriptive language

Fluent Readers (Levels Q-Z2)

Readers have successfully moved from “learning to read” to “reading to learn.” Their
reading is automatic and is done with expression and proper pauses. Their energy is devoted to
understanding, and they have good command and use of the various comprehension strategies.

These readers read a wide range of text types and do so independently. They will
continue to refine and develop their reading skills as they encounter more difficult reading
materials. But for the most part, they are capable of improving their reading skills and selection
of materials independently through increased practice.

Books at this stage have:

 More text
 Less familiar, more varied topics
 Challenging vocabulary
 More complex sentences
 Varied writing styles
 More description
 Emergent literacy is often described as the first stage in reading development en route to
literacy acquisition. The developmental continuum, shown in Figure 1 above, illustrates the
origins of reading early in the life of a child, such as having a literate mother or father, and
emphasizes that very young learners, even as young as a few months old, are already acquiring
the skills and tools necessary for reading. Furthermore, like any other developmental process,
mastery of emergent literacy skills paves the way for later mastery of more complex literacy
skills in early primary grades and eventually reading with comprehension. This process is
otherwise coined as “skill begets skill” (Center for the Developing Child), in which skills
mastered at earlier points in time lay the foundation for the acquisition of more complex skills.
Save the Children’s emergent literacy approach highlights the continuity and fluidity between
emergent literacy skills and literacy acquisition. We focus on five knowledge areas that are a part
of the broader emergent literacy construct.
 A critical aspect of emergent literacy, not necessarily implicit/understood in the
knowledge areas described above, is the attitude towards reading and writing that children
acquire in the early years by interacting with language, books and print. Emergent literacy
experiences form a foundation upon which children will gauge their future reading. iii In other
words, if early experiences with books and reading are fun, exciting, and enjoyable for a child,
that child is likely to continue to feel that way about reading throughout life.
Four key strategies for supporting emergent literacy in the home environment include:

1. STRENGTHEN parents' practices around supporting language and literacy

development of their children. Encourage parents to talk with their young children (for instance,
while doing daily chores or routine activities) and to develop shared storytelling and book
reading habits. Support parents to expose children to various forms of print, and to play language
games and sing songs.
2. CREATE access to books and reading opportunities for families in low income settings
through mobile libraries, book banks and through teaching communities how to make or write
their own books. Make sure that books are developmentally appropriate and supportive of
emergent literacy skills.
3. ENGAGE in family or community-based literacy models proven to have long lasting
effects on intergenerational literacy outcomes.
4. INVEST in maternal literacy programs and girls' education and integrate maternal
literacy classes into other kinds of programs and initiatives to ensure children have maximum
possible benefit from their first caregiver in support of language and reading skills.

Future reading and early childhood programs can focus on a few key areas of intervention:

1. STRENGTHEN early childhood practitioners' knowledge and practices necessary for

supporting early literacy and language skills in classrooms and provide simple classroom
resources (in the form of games, books, songs, and others) to help foster language skills in
meaningful and enjoyable ways.
2. CREATE access to developmentally appropriate books and make these available to
young learners in preschools and early learning programs. Work with early childhood
practitioners to promote interactive book reading and storytelling on a daily basis.
3. INCREASE exposure to various kinds of print in early learning programs. Researchers
sometimes refer to 'print littering' the classroom - a much stronger focus on exposing children to
print is needed in low income settings, alongside attention to how these print materials can be
used effectively.
4. WORK with early childhood practitioners to develop and use simple assessments of
early literacy and language skills with young learners and to help them improve over time.
5. LINK preschool programming with what happens in homes through parent education
initiatives, book exchange/lending activities and/or maternal literacy classes.
6. IMPROVE transitions between preschools and early primary school classrooms by
setting up systems to aid enrollment and progression. Bridge activities started in early childhood
programs into the early grades of the formal school classroom. A focus on foundational literacy
skills and better access to books and reading materials is often needed in Grades 1 and 2
classrooms given the majority of children's lack of exposure to print and books prior to school
entry.

Fluency and Comprehension

Reading comprehension is how well a person can read and understand a text.

Fluency is the measure of how well a person can read a text aloud with feeling.

A reader with good comprehension will be able to recall specific information

that is presented in a text, such as dates, names and the order in which things
occurred.

Comprehension is also about understanding the point of a passage. Consider the

introductory paragraph of this article: a reader with good comprehension could not
only define reading comprehension and reading fluency, but also explain the
difference between them.
Reflect
What have you learned about the lesson?

Response

Accomplish the activity sheet attached herewith and send it to me via OCI Drop-box. For
those who have internet or gadgets send it through your MOODLE ACCOUNT

References

[Link]
[Link]
Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy (Grades K-12):
Implementing the practices that work best to accelerate student learning. Thousand
Oaks, CA :Corwin Literacy
Humphrey, N. (2006). Seeing red: a study in consciousness. Cambridge, MA: Belknap Press.
[Link]
protection/[Link]
 OSIAS COLLEGES INC.
F. Tanedo St. San Nicolas, Tarlac City
Tel. No. 045-982-02-45

LEARNING ACTIVITY SHEET

Module 5

Name: Glaiza M. Orpiano__ Date: 09/05/21__

Degree/Program: BEED- 3rd year_ Faculty: __________________

1. Based from the lesson, cite the difference and similarities of fluency and
comprehension. (10 pts)
When we say Fluency is defined as the ability to read with speed, accuracy,
and proper expression. In order to understand what they read, children must be
able to read fluently whether they are reading aloud or silently. When reading
aloud, fluent readers read in phrases and add intonation appropriately and is the
measure of how well a person can read a text aloud with feeling.. Reading fluency
is important because it provides a bridge between word recognition and
comprehension. Reading comprehension how well a person can read and
understand a text. Reading comprehension is a student's ability to understand the
passage he or she just read. While reading fluency is an important base skill to
have in order for reading comprehension to develop, the two are not identical

2. What are the emergent literacy knowledge areas? Describe each (10 pts)
Emergent literacy is often described as the first stage in reading
development en route to literacy acquisition. Emergent literacy is a term that is
used to explain a child's knowledge of reading and writing skills before they learn
how to read and write words. It signals a belief that, in literate society, young
children even one and two year olds are in the process of becoming literate.
Emergent literacy skills are critical “getting ready to read” skills that children need
to develop before the can learn to read. The emergent literacy knowledge areas
are Oral language, Print awareness, book knowledge, alphabet knowledge and
phonological awareness. Oral language is the ability of learners to understand and
use language through listening, speaking and acquiring of new ideas. Print
knowledge children’s understanding the functions of printed symbols. Book
knowledge is the understanding of the students of what book is, and on how to
use and read it. Alphabet knowledge is the ability of a children’s to say and names
the alphabet. And lastly the phonological awareness is to understand and
manipulate sounds and understanding that sounds.