What+is+literacy?

Susan Hill, in Developing Early Literacy, 2006 describes literacy as being; 'reading, writing, speaking and listening and involves the knowledge and skills required to engage in activities required for effective functioning in the community.'

Hill describes six phases of literacy development:
 * //**Beginning**// (0-3 years)
 * //**Early-emergent**// (3-5 years)
 * //**Emergent**// (P-Kindergarten)
 * **//Early//** (K-Year 1)
 * //**Transitional**// (Years 1-2)
 * **//Extending//** (Years 2-4)


 * || Words || Reading || Writing ||
 * Beginning || Begins to scribble

Separates scribble that represents writing and the more free-flowing scribble for drawing || Handles a book Turns the pages Looks at pictures

Listens to book read aloud, joins in with book reading || Pretends to write on paper with crayon, paint or pencils

Understands that signs and symbols tell a message ||
 * Early-emergent || Uses scribble with random letters and numerals

Use initial consonants to write words, e.g. 'P' for people || Chooses favourite books, join in with books read aloud, memorises rhymes and predictable books

Turns the pages, uses left to right directionality || Srcibble can contain drawing and writing Invents some letters and repeats these Letters and numbers appear Beginning of directionality Copies some letters ||
 * Emergent || Reads the initial and final sounds in a word

Begins to use vowels and consonants PEPL for people, WUNS for once || Begins to grasp concept of words

Left to right, top to bottom directionality

Reads word-by-word matching spoken word to print. Can retell a simple story || Writes letters and words. Leaves spaces between words

Begins to understand a sentence and some punctuation

Understands that another person can read their written words ||
 * Early || Can write many high frequency words

Can write many one-syllable three-and four-letter words including blends

Can write one-syllable word families with onset and rime

Building a vocabulary of topic and interest-based words || May still read word-by-word matching each printed word with a spoken word

Uses multiple sources of information and self corrects if the reading deosnt make sense

Adjusts reading style to the type of text. Retells the text in sequence. Increasing fluency of reading and reads vocalising aloud || Writes about topics that are meaningful

Can write in simple sentences

Is aware of and can use most forms of punctuation

May use repetitive sentences such as 'Ilike...' ||
 * Transitional || Uses a range of strategies to write words; visual for high-frequency words, phonics and morphology

Increases understanding that some sounds are represented by two letters, e.g. **sh**ip, r**ai**n, n**o**s**e**, and m**oo**n || Reads with more fluency in phrases rather than word-by-word

Reads silently

Can retell main ideas and summarise what has been read

Uses a variety of strategies to comprehend texts || Can write several sentences with several ideas and includes punctuation

Records own ideas. Checks spelling and punctuation

The speed of writing increases and the ideas rather than the mechanics of writing take over ||
 * Extending || Uses visual, morphological and phonic strategies to spell complex words

Extends on use of vocabulary suited to different genres such as scientific language with information texts and descriptive figurative language with narratives || Changes style of reading to suit the text type

Carefulk close reading for directions and research reports and more fluent reading for narrative and descriptions

Uses a range of reading strategies to identify new words and comprehend texts || Writes a range of text types suited to different audiences

Revises, edits and proof reads, checks for flow and meaning of texts

Uses a range of punctuation conventions

Can construct a paragraph with topic sentence. Can link several ideas in a formal piece of text || (Hill, 2006, fig. 1.1 p. 6)