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Summary: The Essentials Of Early Literacy Instruction

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Definition of Literacy
How I Define Literacy
Many people will think that being literate solely means that you can read a text from the beginning to the end properly, yet the way I define literacy is much more complex than that. Being literate does relate to reading a text, yet more importantly, a person who is literate has the ability to make a connection from that text based on his or her interpretation and meaning. In the classroom, teachers can notice when a student is literate potentially by asking probing questions after reading the book in order to assess the student’s comprehension. A major difference between student to student and understanding how literate they are is based on the individual’s experience.
The Essentials of Early Literacy Instruction
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This is important because if the students take too long trying to decipher the text, the meaning of the text gets lost in transit (Pardo, 2004). In addition, Ransinki (2014) provides teaching strategies to teach fluency to students. Modeling fluent reading to children allows them to hear the teachers fluently read and therefore they will be knowledgeable about how fluency sounds like. As a teacher reads to the classroom, the students will pick up the different pitches and volumes the teacher uses throughout the text. Assisted reading is another strategy teachers can use by “… [having] a novice reader sitting next to a more fluent partner reader, with both readers reading the same text together.” (p.8). Thirdly, having the students practice reading is also simply another way to allow students to develop automaticity and expressions of the text. Potentially having students reread text allows them to become more proficient text decoders as long as they do not work on the same writing for weeks and weeks. Once they are able to easily decode the vocabulary in the text, they can then move on to other

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