vocabulary and a sense of phonemic awareness as they find letters in words around the room that they use in other words through writing and reading aloud. Focusing on a different letter every week and giving the children the opportunity to write and create art with that letter supports his emergent literacy learners. Mr. Recio also used read alouds to introduce new words and vocabularyto the students. Lucy Calkins believes that reading aloud is a great way to “immerse children in the glories of reading” by showing students why and how to read (2015). Mr. Recio not only read a book about sunflowers, he was also reading student created work. This created a sense of ownership to the students and their emergency literacy learning. Rog notes that emergent writers just write and do not plan, revise or draft (2017). Mr. Recio pointed out that not all of the students had words in their books, but he would make words that would go with the pictures to increase the student’s vocabulary. Mr. Recio (Laureate Education, 2014c) also used oral language with his students during free centers to increase their vocabulary and understanding of vocabulary. In speaking with a student about the fishing stick, Mr. Recio saw the opportunity of scaffolding the definition of a fishing pole and even bringing a pole in for the student to put hands on the vocabulary and understand what they are speaking about.