, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
QUESTION 1
1.1 Identify the emergent literacy skill that Lerato displayed.
The emergent literacy skill that Lerato displayed is environmental print awareness.
She demonstrates this by recognizing familiar logos, symbols, and words in her environment (like
"Kentucky Fried Chicken," "Vodacom," and "DSTV") and associating them with their meaning,
believing she can "read" them. This is a key sign that she is in the emergent reading phase, where she
is beginning to understand that print carries meaning and can be interpreted (EML1501, Study Guide,
p. 40).
1.2 Sketch a drawing of a print-rich kitchen and label at least five familiar items with words
that promote reading in young children.
, 1.3 Argue the value of a print-rich environment in developing emergent reading.
A print-rich environment is fundamental for developing emergent reading skills in young children. It
is an environment saturated with meaningful written text, both at home and in the classroom. The
value of such an environment is multifaceted and directly contributes to a child's journey towards
literacy, as outlined in the EML1501 study guide.
A print-rich environment fosters environmental print awareness. By surrounding children with labels,
signs, and logos (like the ones Lerato recognized), they begin to understand that print carries
meaning and is a mode of communication. This incidental learning is a crucial first step in emergent
reading (EML1501, p. 40). It shows children that written language is relevant and useful in their
daily lives, sparking their curiosity and motivation to read.
It promotes print awareness, which includes understanding the conventions of print. When children
see words on labels, they learn that text is read from left to right and top to bottom. The presence of
books, magazines, and notes in the environment demonstrates that print can be used for different
purposes (e.g., a shopping list, a letter), which is a key aspect of print awareness (EML1501, pp. 8,
43). Furthermore, seeing words on everyday objects helps them understand that a word is made of
distinct letters, which contributes to alphabet knowledge (EML1501, p. 8).
A print-rich environment inherently supports the development of a sight vocabulary. Repeated
exposure to familiar words like "milk," "door," or their own names on their belongings allows
children to recognize these words by sight. This is a direct application of the "whole word approach"
(EML1501, p. 53) where children learn words from their shape and context, building a foundation
for future reading.
Such an environment encourages active engagement and exploration. When print is accessible,
children can interact with it independently. They can pretend to read signs, write notes, and "play"
with letters and words, which is a critical activity in the emergent reading stage (EML1501, pp.
42-44). This active participation is more effective than passive instruction and is aligned with the
developmental nature of early literacy.
A print-rich environment creates a link between spoken and written language. As parents and
teachers point to and read aloud from labels and books, children begin to make the connection that
the spoken word they hear corresponds to the written text they see. This is a fundamental concept for
emergent readers (EML1501, p. 43). The study guide reinforces this by stating that "through daily
experiences with printed materials, young children delight in beginning to understand the connection
between spoken and written words" (EML1501, p. 8).
In conclusion, a print-rich environment is not just about decorating a room. It is a strategic,
pedagogical tool that provides the foundational experiences for emergent reading by fostering print
awareness, building sight vocabulary, and connecting the spoken and written worlds (EML1501, p.
41).
QUESTION 1
1.1 Identify the emergent literacy skill that Lerato displayed.
The emergent literacy skill that Lerato displayed is environmental print awareness.
She demonstrates this by recognizing familiar logos, symbols, and words in her environment (like
"Kentucky Fried Chicken," "Vodacom," and "DSTV") and associating them with their meaning,
believing she can "read" them. This is a key sign that she is in the emergent reading phase, where she
is beginning to understand that print carries meaning and can be interpreted (EML1501, Study Guide,
p. 40).
1.2 Sketch a drawing of a print-rich kitchen and label at least five familiar items with words
that promote reading in young children.
, 1.3 Argue the value of a print-rich environment in developing emergent reading.
A print-rich environment is fundamental for developing emergent reading skills in young children. It
is an environment saturated with meaningful written text, both at home and in the classroom. The
value of such an environment is multifaceted and directly contributes to a child's journey towards
literacy, as outlined in the EML1501 study guide.
A print-rich environment fosters environmental print awareness. By surrounding children with labels,
signs, and logos (like the ones Lerato recognized), they begin to understand that print carries
meaning and is a mode of communication. This incidental learning is a crucial first step in emergent
reading (EML1501, p. 40). It shows children that written language is relevant and useful in their
daily lives, sparking their curiosity and motivation to read.
It promotes print awareness, which includes understanding the conventions of print. When children
see words on labels, they learn that text is read from left to right and top to bottom. The presence of
books, magazines, and notes in the environment demonstrates that print can be used for different
purposes (e.g., a shopping list, a letter), which is a key aspect of print awareness (EML1501, pp. 8,
43). Furthermore, seeing words on everyday objects helps them understand that a word is made of
distinct letters, which contributes to alphabet knowledge (EML1501, p. 8).
A print-rich environment inherently supports the development of a sight vocabulary. Repeated
exposure to familiar words like "milk," "door," or their own names on their belongings allows
children to recognize these words by sight. This is a direct application of the "whole word approach"
(EML1501, p. 53) where children learn words from their shape and context, building a foundation
for future reading.
Such an environment encourages active engagement and exploration. When print is accessible,
children can interact with it independently. They can pretend to read signs, write notes, and "play"
with letters and words, which is a critical activity in the emergent reading stage (EML1501, pp.
42-44). This active participation is more effective than passive instruction and is aligned with the
developmental nature of early literacy.
A print-rich environment creates a link between spoken and written language. As parents and
teachers point to and read aloud from labels and books, children begin to make the connection that
the spoken word they hear corresponds to the written text they see. This is a fundamental concept for
emergent readers (EML1501, p. 43). The study guide reinforces this by stating that "through daily
experiences with printed materials, young children delight in beginning to understand the connection
between spoken and written words" (EML1501, p. 8).
In conclusion, a print-rich environment is not just about decorating a room. It is a strategic,
pedagogical tool that provides the foundational experiences for emergent reading by fostering print
awareness, building sight vocabulary, and connecting the spoken and written worlds (EML1501, p.
41).
