Morning Message - Appalachian State University



Emergent Literacy Presentation

Outline

• Name Puzzle/Activities

• Reading Folders

• Homework Bag/Flash Cards

• Print-Rich Environment-word wall, names, ABCs, colors, numbers, days, months, object labels

• Morning Message

• Animated Literacy

• Shared Reading

• Picture Sorts/Word Sorts

• Writing/Workshop-Ehlert Books, Write From the Beginning

• Class Books

• Centers/Games

• AR Books

Morning Message

The morning message is an interactive method that introduces students to the writing process. The main objective of the message is to provide children with a predictable, shared writing experience. It is a writing activity that is done on a daily basis and provides students with guided writing instruction.

Students come to understand the connections between the written word and oral language more clearly when they actually see and hear an adult writing.  They are observing concepts about print first hand.  When you write a Morning Message with your students you are helping them to become successful, independent writers by modeling the writing process for them.   Even students who do not know how to read, write, or speak English at all will greatly benefit from the Morning Message. 

By participating in the writing of a morning message, students learn...

➢ Writing is speech written down.

➢ Print carries a message.

➢ Left to right progression of text.

➢ Return sweep.

➢ Spaces between words.

➢ Punctuation, like period and question mark.

➢ One to one correspondence.

➢ Spaces between words.

➢ Proper letter formation

➢ Upper and lower case letter recognition

➢ Associating letters and sounds

➢ Differentiate between a letter, a word, and a sentence

➢ Reading of common sight words

➢ To look for patterns within words (word families)

Sample Questions and Comments/ Facilitation Suggestions

• Who can show me where to start reading the Morning Message?

• How many sentences did I write today? How can you tell how many there are?

• Who can show us the first sentence?

• Who can count the words in the first sentence?

• How many letters are there in the first word of the Message?

• Which is the longest word I wrote today? The shortest word?

• What do we call this mark at the end of the sentence?

• Discuss how what you say, you can write

• Observe where to start writing and which way the writing goes (L to R)

• Observe where to begin the next sentence or line (top to bottom)

• Practice saying the words, then saying each letter, one at a time, as it is written

• Notice capital letters

• Notice the use and function of punctuation

• Count sentences

• Count words in sentences

• Count letters in words or sentences

• Decide which of the sentences has more words/letters

• Clap the sounds (syllables) you hear in words, like today (to-day)

• Talk about how you start and end a message

• Talk about the things that happen each day (notice patterns)

• Talk about special events that happen to students in the class

• What sound do you hear at the beginning of this word?

• What letter do I write at the beginning of that word?

• What do I put at the end of that sentence?

• What do I put at the end of that question?

• How do I show that we are talking in an excited way?

• Can anyone help me spell the word _____?

• Can you find a word you know and circle it?

• Can you find a word that begins like _____?

• Can you find a word that rhymes with ______?

Shared Reading

Shared Reading is a time for sharing a story and reading together. Shared reading may include echo reading (students repeating the words after the teacher), choral reading (students reading at the same time as the teacher), or oral cloze reading (teacher reading the majority of the text and then pausing for students to fill in and say rhyming words or other predictable words in the story).  All of these methods of reading are ways to encourage early reading enjoyment and success with a high level of teacher support.

In shared reading there are multiple readings of the books over several days. Throughout, children are actively involved in the reading. Students focus on both the pictures and the text to make predictions and to generate meaning. Most shared readings begin with a “picture walk” in which the teacher guides students through a preview of the story, asking questions to elicit words and phrases that are used in the text. The book is then read to students and predictions are checked against the text of the story. Because many of the books include predictable text, the children often chime in with a word or phrase from as early as the first reading. Through repeated readings and the predictable text, children begin to recognize words and phrases.

Once students are familiar with the story, they are able to look more closely at the text.  There are many learning opportunities during shared reading.

During Shared Reading students are learning to....

• track print from left to right and word by word

• predict and infer

• enjoy and participate in reading with a high level of support

• build a sense of story

• expand their vocabulary

• find letters, sounds, and rhyme in context

• manipulate words or sounds from the text

• attend to concepts of print (spacing, capitalization, punctuation)

• sequence the events of a story

• focus on story elements (characters, setting, beginning, middle, end). 

Benefits of Shared Reading:

• Rich, authentic, interesting literature can be used.

• Each reading of a selection provides opportunities for the teacher to model reading for the children.

• Opportunities are provided to students for concept and language expansion.

• Awareness of the functions of print, familiarity with language patterns, and word-recognition skills grow as children interact several times with the same selection.

• Individual needs of students can be more adequately met. Accelerated readers are challenged by the interesting, natural language of selections. Because of the support offered by the teacher, students who are more slowly acquiring reading skills experience success.

There are several important factors to consider when selecting appropriate literature for the shared reading experience. The characteristics that are seen as the most important are:

Interest and Appeal-The literature should be interesting and appealing to young children and use the lively, interesting patterns.

Developmentally Appropriate Themes and Topics-The literature should be about topics and experiences that are familiar to young children or about topics and experiences that a teacher can help young children understand.

Predictability-Selections that use predictable text are particularly recommended for emergent and beginning readers. Some books are predictable because there is a close association between the illustrations and the text in the book; others are predictable because of pronounced rhyme; and some are predictable because of recurring phrases. Predictable texts aid students in their attempts to recognize words and build their confidence as readers.

Teacher Enthusiasm-Literature about which the teacher is particularly enthusiastic should be included. Enthusiasm for a book is contagious.

Shared Reading Resources:

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