1. COMPREHENSIVE LITERACY IN
KINDERGARTEN
Kindergarten Conference 2012
Presented by Pam Evoy and Sarah Frost Hunter

2. GOALS FOR TODAY:
 To be able to clearly articulate the literacy goal(s)
for our Kindergarten students
 To explore the elements of a comprehensive
literacy program
 To share ideas and co-plan

3. KEEPING OUR LEARNERS IN MIND

4. CURRENT VIEW OF LITERACY DEVELOPMENT
“Emergent Literacy” is based on the idea that children
learn literacy as they come to it rather than as it comes
to them … Children’s engagement with
books, reading, and writing is more holistic and well-
rounded as reading and writing activities are based upon
children’s natural curiosity and discovery and
integrated into a classroom’s overall curriculum and
content.
Thinking it Through. “Literacy and the Young Child”.p/5

5. OUR MAIN GO-TO SOURCE
Although children develop skills in reading, writing, and oral
language ( listening and speaking) , oral language must be
the foundation of literacy development in the Full-Day early
Learning-Kindergarten programme.

6. Evolving View: Four Roles of the Literate Learner
Adapted from page 9 of Literacy for Learning: The Report of the Expert Panel on Literacy in Grades 4 to 6
in Ontario (2004). Based on Freebody and Luke’s “Four Resources Model” (1990). The Expert Panel
elaborated on the four resources model to suggest four roles of a developing junior learner. The Evolving
View: Four Roles of the Literate Learner is for discussion purposes only and is based on the work of the
Collaborative Inquiry in Literacy 2008–09 and 2009–10.
6

7. COMPREHENSIVE LITERACY:
SO WHAT DOES IT CONSIST OF?

8. ZEROING IN ON ONE COMPONENT –
REPEATED INTERACTIVE READ ALOUD
First Second Third
Book Intro Teacher Characters/info Identify
summarized. reminders. General problem/solution
Outward (ie.cover/ questions asked re: or build upon
title) visuals characters, or connections to
highlighted connections to things facts and
already known. extensions to
other things.
Book Reading Insert vocab for 5-10 Insert vocab Predictions based
words already pre- enhancements for on two page
selected. same 5-10 words. spreads and
extensions,
including vocab in
different contexts
After Reading Why question Ask another “WHY”
Discussion requiring
explanation.
Demonstrate how to
answer by “I’m
thinking

9. ALLOWING CHILDREN TO COME TO LITERACY
 What might a classroom context look like to
incorporate all these theoretical elements?

11. HOW DOES THE CURIOSITY ALLOW THE PROGRAMME
TO BE UNCOVERED?

12. A PURPOSEFUL(RESEARCH-BASED) APPROACH TO
READ ALOUD
 Repeated Readings
 Focused and short
 Interactive rather than passive
Reading Teacher Student
1
2
3

13. Tracking Learning to Keep Moving Forward

14. YOUR TURN
 Select from the materials
 Range of Planners provided
 Plan how you would use the Repeated Interactive
Read Aloud method to expand into other
components of comprehensive literacy

15. VOICES FROM THE FIELD

16. THANK YOU AND MAY YOU CONTINUE TO LEARN
WHILE YOU TEACH AND TEACH WHILE YOU LEARN
EXIT PASS