2 - Emergent Story Books

In the previous unit children learned the procedures and routines needed to carry on with some independence as they begin building reading stamina. This unit continues with those routines and building stamina as students begin working on emergent storybook reading in a focused and concentrated way.

In this unit children read emergent storybooks. Emergent storybook reading comes from Elizabeth Sulzby’s work on emergent literacy. The premise behind emergent storybook reading is that as students are exposed to the multiple readings of the emergent storybooks they begin to read these books on their own. Through these readings and familiarity of the emergent storybooks students’ begin to develop deeper understandings of the text, a strong sense of language and an increased desire to read independently.

The first part of this units focuses on ways readers can read books using all they know to help themselves read. Early strategies like predicting and rereading are introduced. The way students read emergent story books develops over time; some children’s construction of the story will probably first involve looking at and commenting on each picture. Over time, all children learn to approximate and read the way the story sounds as if the child were reproducing the words and cadence of the text.

The second part of this unit focuses on how readers study, think and grow ideas about books. They use their partners to talk about their thinking and share their understandings.

The unit ends with readers trying different ways to read and share their books through retellings and acting out their favorite parts. This unit supports many of the Common Core State Standards, one of which states that students need to engage in many different ways of reading independently and in partnerships with purpose and understanding.

This unit should include the opportunity to introduce book bags and book shopping days. Students should have the chance to keep books until the next time they shop for new books. It is highly recommended that students shop for books (up to ten emergent story books) outside of reading workshop. This helps with management and time. Students may shop for ‘Look Books’ or the teacher can continue to use the tubs from unit 1 (adding new titles as needed). Since students will continue to have time allotted to read “Look Books” like the ones available in unit 1, the teacher should decide how to help students differentiate between emergent story books and Look Books.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do readers figure out how to read a story?
2. How do readers grow ideas about books?
3. How do readers read emergent story books in different ways?

Concept I: Readers figure out how to read a story.

Session 1 Readers can read the books they already know and love in their own way.

Session 2 Readers use the pictures to name things they see and predict what will happen next.

Session 3 Readers can reread to figure out where they are in the text.

Session 4 Readers use their voices to sound like the characters.

Session 5 Readers connect one page to the next to tell the whole story.

Concept II: Readers grow ideas about books.

Session 6 Readers talk to their partners about their strong feelings.

Session 7 Readers talk to their partner about connections within books.

Session 8 Readers talk to their partners about how the characters are alike/different.

Session 9 Readers can say more about their books.

Session 10 Readers can provide evidence from the book about their thinking.

Concept III: Readers read emergent story books in different ways.

Session 11 Readers act out parts of the story.

Session 12 Readers read books like storytellers (voice,, facial expression, gestures).

Session 13 Readers celebrate their emergent storybooks by dramatizing their favorite books.