Emergent Literacy at Tangara School
Shared and Guided Reading
During Shared and Guided Reading students actively participate in the reading process.
During Shared and Guided Reading students actively participate in the reading process.
- Shared Reading - lots of simple books are read every day – students begin to participate through looking, listening, page turning, pointing and facial expression – teachers follow the strategy “put the CROWD in the CAR” to increase student participation.
- Topic Boards – are used to introduce comprehension activities and, along with visual communication systems, they promote meaningful language exchanges.
- Communication Boards – are created and used to give students a voice.
- Guided Reading Packs – offer resources for a variety of texts, variety of purposes and variety of approaches.
- Guided Reading Packs reflect all aspects of Literacy.
Self-Selected Reading
Students have access to and can choose their own reading material.
Students have access to and can choose their own reading material.
- Books – students know where books are kept and they have access to books.
- Library – students learn to access books for learning and leisure.
- Book Boxes – students have individual book boxes to store their books of interest.
- Achievable - books are at or below the student’s level of reading.
- Apps/IWB – digital books are a great motivator as well as making ‘reading’ accessible to students with complex needs.
- Class Made Books – build interest and comprehension.
Writing
Every student is given a “pencil” and are learning how to write for a purpose.
Every student is given a “pencil” and are learning how to write for a purpose.
- Writing – it is recognised that ‘writing’ is about using pictures and/or words to create a message or visual response. It is a form of creative communication.
- Technology – keyboards, switches, visuals and voice output devices offer alternative pencils so that all students can learn to make meaning and construct a visual message or text.
- Alphabet Flipcharts - students can use these to select letters for their writing.
- Choices – students are given the power to make choices for their ‘writing’ – they can use eye gaze, touch and/or communication boards to make choices.
- Purpose – students learn about ‘writing’ for a purpose – they engage in letter writing and creative writing – they are shown how to ‘write’ for a purpose and given lots of meaningful opportunities to practise.
Working with Words
Students learn to identify letters of the alphabet and their name.
Students learn to identify letters of the alphabet and their name.
- Alphabet – letters of the alphabet are explored through the senses every day, using books, songs, iPad activities, magnetic letters, puzzles and craft – students learn letter names using age appropriate resources and they are given many opportunities to practise.
- Names – students learn to identify their name – they match the letters of their name, sequence the letters to ‘write’ their name and explore the size and shape of their name.
- Visual Communication – students learn basic communication words such as “yes” and “no” using consistent visual representations and voice output switches.
- Word Wall – emergent students are introduced to high frequency words using resources in guided reading packs and PM reading books. Every classroom has a set of magnetic words and every classroom uses words in meaningful ways.