Include a synopsis of early language and literacy development, as well as a synopsis of the 5

components of reading. (Phonological Awareness/Phonemic Awareness, Phonics, Fluency,

Vocabulary, Comprehension).

Language and literacy are major domains of early childhood development. These are connected
areas, but refer to different things. Language development involves the development of the skills
used to communicate with others through languages, while literacy development involves the
ability to read and write.

Phonological awareness: An awareness of various speech sounds such as syllables, rhyme, and
individual phonemes.

Phonemic awareness: The ability to consciously manipulate individual phonemes in a spoken

language. Phonemic awareness is often assessed by the ability to tap, count, or push a penny
forward for every sound heard in a word.

Phonics: The systematic relationship between letters and sounds.

Fluency: the ability to read with speed, accuracy, and proper expression.

Vocabulary: refers to the words we must understand to communicate effectively.

Comprehension: the understanding and interpretation of what is read.

Evidence-based practices/ instructional strategies: Include a minimum of five

practices/instructional strategies and provide a brief, reader-friendly explanation, and an
example for each. Include at least one practice/instructional strategy for each component of
reading.(Phonics, phonological awareness, fluency, vocabulary, and comprehension).

Phonics: Analogy phonics

Teaching students unfamiliar words by analogy to known words (e.g., recognizing that the rime
segment of an unfamiliar word is identical to that of a familiar word, and then blending the
known rime with the new word onset. For example, brick by recognizing that -ick is contained in
the known word kick, or reading stump by analogy to jump).

Phonological awareness: Elkonin boxes build phonological awareness skills by segmenting

words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and
moves a token into a box for each sound or phoneme. The example below shows an Elkonin Box
for the word "sheep," which consists of three phonemes (sounds): /sh/ /ee/ /p/
Fluency: Reader's theater is a strategy for developing reading fluency. It involves children in oral
reading through reading parts in scripts. In using this strategy, students do not need to memorize
their part; they need only to reread it several times, thus developing their fluency skills.
Example: https://www.youtube.com/watch?v=P-Suvry_pw8

Vocabulary: A word wall is a collection of words which are displayed in large visible letters on a
wall, bulletin board, or other display surface in a classroom. The word wall is designed to be an
interactive tool for students and contains an array of words that can be used during writing and
reading. Example: https://www.youtube.com/watch?v=MFLbIIeq2LA

Comprehension: a strategy that can be used is making predictions. This strategy involves the
ability of readers to get meaning from a text by making informed predictions. Good readers use
predicting as a way to connect their existing knowledge to new information from a text to get
meaning from what they read. For example, if I look at the cover of “The Rainbow Fish” I can
predict the book will be about the colorful fish on the cover.

Prepare a list of assessments tools. Include a minimum of five (one in each area) and provide a
brief, reader-friendly explanation, and example for each. Areas to include:-Phonics-Phonological
awareness-Fluency-Vocabulary-Comprehension

Phonics: Letter/sound recognition assessment measures the ability to recognize letters and
sounds. Knowing the letters of the alphabet is essential in developing reading skills. Instruction
should be geared toward the letters and sounds that students don't know. Students should be able
to recognize the letters in both upper case and lower case forms. Example:
https://www.youtube.com/watch?v=5C4tFImv04M&t=5s

Phonological awareness: Assessment in phonological awareness serves essentially two purposes:

to initially identify students who appear to be at risk for difficulty in acquiring beginning reading
skills and to regularly monitor the progress of students who are receiving instruction in
phonological awareness. An assessment that can be used is nonword spelling This measure
strongly predicts which kindergarten students will demonstrate growth in blending and
segmenting after small-group phonological awareness instruction. Five nonwords (feg, rit, mub,
gof, pid) comprise the measure. Students receive one point for each phoneme that they represent
correctly in the spelling. Example:
Fluency: a one-minute timed reading of a passage to measure the number and accuracy of words
read. This assessment will measure how quickly a student can read a passage with accuracy
under a certain amount of time. An example: https://www.youtube.com/watch?v=5vfPA-_Bd3w

Vocabulary: Often vocabulary is assessed at the end of a unit using a multiple-choice task, a fill-
in-the-blank task or matching task. These modes of vocabulary assessment are shallow metrics of
possible word knowledge.

Comprehension: The most common reading comprehension assessment involves asking a child
to read a passage of text that is leveled appropriately for the child, and then asking some explicit,
detailed questions about the content of the text. Example: https://www.youtube.com/watch?
v=xsg_v3GnGao

Spelling/word study stages: Describe/Define each word study stage. Include a brief synopsis
of the literacy development for students in each stage. Words Their Way is an excellent
resource for this section.

Emergent stage: emergent A period of literacy development ranging from birth to beginning
reading. This period precedes the letter name– alphabetic stage of spelling development. A
period in which young children imitate and experiment with the forms and functions of print:
directionality, the distinctive features of print, the predictability of text, and how all of these
correlate with oral language. (Bear, Donald R.. Words Their Way, p. 91).

Letter-Name: The second stage of spelling development, in which students represent beginning,
middle, and ending sounds of words with phonetically accurate letter choices, often based on the
sound of the letter name itself, rather than learned letter–sound associations. Students are
beginning to read and write in a conventional way, they learn words and actually read the text,
their writing becomes readable to themselves and others. This period of literacy development
needs careful scaffolding because students know how to read and write only a small number of
words. (Bear, Donald R.. Words Their Way, p. 147).

Within Word: The third stage of spelling development, which coincides with the transitional
period of literacy development. Within word pattern spellers have mastered the basic letter–
sound correspondences of written English and they grapple with letter sequences that function
as a unit, especially long-vowel patterns that include silent letters.

Intermediate (syllables and affixes): The fourth stage of spelling development, which coincides
with intermediate reading. Syllables and affixes spellers learn about the spelling changes that
often take place at the point of transition from one syllable to the next. Frequently this transition
involves consonant doubling or dropping the final -e before adding a suffix. Students
systematically study the generalizations that govern how syllables are joined. how affixes affect
word meaning, and how suffixes might affect the spelling of the base word. (Bear, Donald R..
Words Their Way, p. 241).

Advanced (Derivational Relations): The last stage of spelling development, in which spellers
learn about derivational relationships preserved in the spelling of words. This stage emphasizes
how spelling and vocabulary knowledge at this stage grow primarily through processes of
derivation. Students understanding expands and becomes more elaborate at the derivational
relations stage. (Bear, Donald R.. Words Their Way, p. 277).

Literacy Learning for ELL, Dyslexic students, etc.: Include a section on strategies (in the
areas of language and literacy) for students who are ELL, at-risk, delayed, dyslexic, or
have identified disabilities. You only need to choose one group to include in your reading
expert project/resource guide.

ELL:

English language learners (ELLs) will acquire more language and comprehend better if they
know 98 percent of the words in the text (Nation, 2001). Input can be enhanced through
boldfaced vocabulary words and marginal glosses and illustrations. Speaking slowly, using
gestures and visuals, and explaining new words help make oral input comprehensible.
Motivation is also a key factor. The desire to make friends can be a powerful motivator
(Lessow-Hurley, 2003). Initial success in acquiring language is also a motivator and leads to
increased language acquisition. (Gunning, 2020)
 References

Gunning, T. G. (2020). Creating literacy instruction for all students. Hoboken, NJ: Pearson
Education.

Language and literacy development in understanding child development. (n.d.). Retrieved April
27, 2021, from https://www.universalclass.com/articles/psychology/child-
development/language-and-literacy-development-in-understanding-child-
development.htm#:~:text=Language%20and%20literacy%20are%20major,ability%20to
%20read%20and%20write.

Fluency. (2016, April 14). Retrieved April 27, 2021, from

https://www.readingrockets.org/helping/target/fluency#:~:text=Fluency%20is%20defined
%20as%20the,phrases%20and%20add%20intonation%20appropriately.

Vocabulary. (2020, October 16). Retrieved April 27, 2021, from

https://www.readingrockets.org/teaching/reading-basics/vocabulary

Comprehension. (2015, March 23). Retrieved April 27, 2021, from

https://www.readingrockets.org/helping/target/comprehension

Submitted by Debbie (not verified) on March 19, Submitted by Anonymous (not verified) on
May 22, Submitted by Anonymous (not verified) on January 23, Submitted by Anonymous
(not verified) on December 2, Submitted by Anonymous (not verified) on October 27,
Submitted by Anonymous (not verified) on April 24, . . . Submitted by Anonymous (not
verified) on April 5. (2019, December 09). Elkonin boxes: Classroom strategy. Retrieved
April 27, 2021, from https://www.readingrockets.org/strategies/elkonin_boxes

Phonological awareness: Instructional and assessment guidelines. (2018, February 07). Retrieved
April 27, 2021, from https://www.readingrockets.org/article/phonological-awareness-
instructional-and-assessment-guidelines#:~:text=Assessment%20in%20phonological
%20awareness%20serves,receiving%20instruction%20in%20phonological%20awareness.

Kaplan, E. (2019, April 12). 6 essential strategies for teaching English language learners.
Retrieved April 27, 2021, from https://www.edutopia.org/article/6-essential-strategies-
teaching-english-language-learners