enlarged versions of children’s storybooks, distinguished by large print and illustrations; designed to offer numerous opportunities for interaction.
children’s literacy learning conceptualized as developmental, with no clear beginning or end, rather than as proceeding in distinct sequence. Thus children begin to develop literacy though everyday experiences with print long before they enter school.
teachers and children reading books together, collaborating to construct meaning and enjoy stories.
shared writing activity in which children are invited to volunteer to write parts of a story.
understanding the technical terms and labels needed to talk and think about reading.
the group of written language users with whom a child interacts.
informal assessment by classroom teachers to document growth in learning by watching and recording students’ literal behaviors.
an understanding that speech is composed of a series of written sounds; a powerful predictor of children’s later reading achievement.
the ability to isolate and identify sounds in words.
the level of physical, mental, and emotional maturity that children need to reach to benefit from reading instruction.
read-alouds, readalongs, interactive reading, interactive writing, rereading of favorite texts, and independent reading and writing.
Uses of oral language
language functions that can and should be adapted to print at the beginning of instruction.