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   Children's Publishing :: Prof. Resources :: PreRead : An Integrated Emergent Literacy Program PE110

  PreRead : An Integrated Emergent Literacy Program PE110 #117
PreRead : An Integrated Emergent Literacy Program PE110  This program is easy to use and implement. It is intended for 4-6 year old children who are developing normally, those from families in which reading disabilities are present, English language learners, and those with a history of or current speech and/or language impairments. PreRead is appropriate for a variety of settings as well. In addition to speech therapy settings and regular classrooms, the program can be conducted in neighborhood or therapeutic schools, kindergartens, day care centers, libraries, and other community centers. Speech-language pathologists, general education teachers, special education teachers, reading professionals, and supervised students within these disciplines will all find this innovative new guide useful and effective.

Each "PreRead" session begins with a written and oral presentation of the sequence of activities for that day using a pictorial planner and is followed by a shared book reading experience with discussion, a print awareness activity, and phonological awareness games.

The pictorial planner activity facilitates print awareness and sequencing skills, a precursor to narrative development necessary for storytelling and retelling. Through shared book reading (using popular children's books such as The Hungry Caterpillar and Sheep in a Jeep), the children develop listening skills, awareness of print concepts, and phonological awareness. Follow-up print awareness activities may include writing, drawing a picture of the story with written captions, or bookmaking. The phonological awareness activities are organized in a hierarchy over the 10 lessons. They begin with listening and attending to environmental sounds (lesson 1) and word level skills (lessons 2, 3, and 4). These are followed by syllable level (lessons 5, 6, and 7) and phoneme level skills (lessons 8, 9, and 10). Dozens of beautifully illustrated, reproducible worksheets based on the art in the storybooks complement the lessons and capture the children's interest as they learn.

A supplemental lesson plan is also included, adding more challenging phoneme level skills. Throughout the program, particular attention is paid to the development of age-appropriate relational words, such as temporal concepts (e.g., first, last) used to retell stories and play certain phonological awareness games and spatial concepts (e.g., top/bottom, front/back) necessary for print awareness development.


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