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big books

Enlarged versions of children's storybooks, distinguished by large print and illustrations, designed to offer numerous opportunities for interaction.

emergent literacy

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 through everyday experiences with print long before they enter school.

interactive writing

Shared writing activity in which children are invited to volunteer to write parts of a story.

linguistic awareness

Understanding the technical terms and labels needed to talk and think about reading.

observation

Informal assessment by classroom teachers to document growth in learning by watching and recording students' literate behaviors.

phonemic awareness

An understanding that speech is composed of a series of written sounds; a powerful predictor of children's later reading achievement.

phonemic segmentation

The ability to isolate and identify sounds in words.

phonological awareness

The ability to hear, recognize, and play with the sounds in our language. It involves hearing the sounds of language apart from meaning.

reading readiness

The level of physical, mental, and emotional maturity that children need to reach to benefit from reading instruction.

storybook experiences

Read-alouds , readalongs, interactive reading, interactive writing, rereading of favorite texts, and independent reading and writing.

use of oral language

Language functions that can and
should be adapted to print at the beginning of instruction.

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