allowing the students to read their stories to him. This is a fantastic way for emergent literacy learners to practice oral language, phonemic awareness, comprehension, and writing skills. To further support his emergent literacy learners, a practice Mr. Recio could adapt while reading his book about sunflowers or any book that supports the focused letter, is by allowing thestudents to do a motion (tap their nose, wiggle their ear, etc) each time they hear a word that begins with the /S/ sound. I have found this practice to be very effective with my Pre-K students when we are reading a book. It allows the students to practice their listening comprehension skills as well as their phonemic awareness skills. This also encourages students to be engaged while the teacher is reading and allows every student to participate. References
Bhuvaneswari, B., & Padakannaya, P. (2017). Environmental Print Awareness in English and Tamil in Indian Children. Language in India, 17(11), 35–59.Walden University. (2014a). Developing language and literacy [Video file]. Baltimore, MD: Author.Walden University. (2014b). Emergent literacy: Classroom demonstration [Video file]. Baltimore, MD: Author.Walden University. (2014c). Informational text in the early years [Video file]. Baltimore, MD: Author.