PowerPoint to see the major points you need to cover while reading the chapter/ article

1. Module 1
Early Literacy

2. A. Emergent Literacy Theory
I. Definition
- children begin developing literacy skills long before they
enter school
- includes oral language skills and ability to distinguish
signs, logos, billboards, food product labels, etc. based on
their interaction and experiences with the world
- from these early experiences, they construct “theories” of
how reading and writing works

3. Concepts About Print
II. Concepts About Print (CAP)
• Understandings about how print works;
• Printed words carry a message (termed as print
awareness), or that messages could be written
• Concept of directionality: Words are read from left to
right, top to bottom
• Environmental Print: children begin “reading” by
recognizing billboards, signs, logos, food labels, fastfood
restaurants’ names, etc.
• Concepts about Words and Concepts about the Alphabet

4. Fostering CAP
III. Classroom Activities that Foster CAP
• Students’ names are displayed
• Labels of common objects found in the classroom
• Pointing to words on the classroom calendar
• Reading aloud books, letters, newspaper, etc.
• Pointing out words on charts
• Interactive writing

5. Fostering Emergent Literacy
IV. Classroom activities that develop Emergent Reading and
Writing Skills
• Stock centers with tools of writing and reading
• Having a reading center where students could “read”
books by looking at pictures and words
• Having a dramatic play center that stimulates reading and
writing (e.g. being in a restaurant where students pretend
to read the menu, and other students pretend to take
orders from the guests
• Read alouds

6. Stages of Literacy
Development
A. Emergent
B. Beginning
C. Fluent

7. B. Schema Theory
I. Definition of Schema Theory
• Reader’s prior knowledge, including experiences and attitudes,
determines the way in which new information is understood
(McCormack & Pasquarelli, 2010)
• A person’s schema is an organized knowledge of the world
such that in order to understand something, a person has to
activate or construct a schema in order to have a framework to
understand that concept (Anderson, 1985)
• Suggests that information is organized in the brain within a
system of schemata (plural for schema) functioning like a
filing cabinet
• Schemata are linked with each other, and the ways they are
linked vary from one individual to another