Developing Early Literacy: Assessment and Teaching 2nd Edition by Susan Hill

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Developing early literacy: Assessment and teaching

Figure 7.7 An emergent level 2 text: Grandpa’s House (1998–2011) written by Sarah Prince, photography by Michael Curtain, Eleanor Curtain Publishing, pp. 4–5

Features of emergent level 3 Many characteristics from level 1 and 2 remain. Additional features include the following.

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Longer texts are introduced. There is increasing variation in sentence structure, book format and layout. There is an increase in the number of repeated words in a book to provide reading practice. Repetition, refrains and predictable patterns of text are used. There are opportunities to attend to initial letters and word endings. The core of high-frequency words is increased. Direct speech is introduced. Illustrations still provide support for text although the format of pictures begins to vary. There may be one or two illustrations on a page. Illustrations prompt further discussion.

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Developing Early Literacy: Assessment and Teaching 2nd Edition by Susan Hill

Published on Jul 20, 2020

Eleanor Curtain Publishing

Developing Early Literacy: is the result of many years of research into children’s literacy development and highlights the practical implications for teaching young children to read and write. It is underpinned by three important beliefs: adults should scaffold children’s learning; children are active problem solvers; and learning needs to be connected to children’s worlds. Developing Early Literacy: Assessment and Teaching is a handbook for understanding and teaching early literacy. It focuses on the development of reading, writing, speaking and listening for children from birth to eight years, and is written for education students and practicing teachers working in early childhood settings, including preschools and the first years of school.

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