That Pig Can 'T Do A Thing'

Part B
Shared reading is an interaction between an adult and child during the reading of a book whilst children engage with the dialogue (Button & Johnson, 1997) Through shared reading, children gain literacy related knowledge that suits their developmental level, in this case emergent literacy (Horner, 2004). Emergent literacy is a term used for the attainment of literacy based skills and concepts by pre-school aged children (Button & Johnson, 1997). These skills include but are not limited to; phonological awareness and letter recognition, whereas communicative aspects of literacy are; concepts of print and the comprehension of texts. These components of emergent literacy can be developed through shared reading. The text “That Pig Can’t Do
As it is shown that children recognise and distinguish rhyme before moving to other aspects, “That Pig Can’t Do A Thing” has been chosen as it has multiple rhyming words such as pink/drink and run/fun. After the initial reading, the educator can emphasis each of the rhyming words during another reading and at the end discuss the concept, which is frequently picked up quickly by children at this age due to exposure to nursery rhymes and songs. An activity that could consolidate this is a sorting activity where by children are presented with several cards with words and pictures on them, some rhyming and others not, for them to separate into the two categories. Another example of a post shared reading activity for emergent literacy learners is a literacy hot potato (“Phoneme Awareness: Identifying the Beginning Sounds of Words”, n.d). This is where key words from the text are changed into picture form and placed in a small basket. This basket is then passed around the circle of children in time with music. When the music stops, children are to pick and image and say aloud the name of the picture and then say the beginning sound of the word. In this scenario, the words and/or pictures in the basket would relate to the text, such as pig, drink, pink, run and ham. This exercises the children’s ability to recognise onset
They are to recognise both upper and lowercase forms of letters, distinguish letter shapes and write the shape of the letter with movement (Helal & Weil-Barais, 2015). Educators frequently start with letters that are significant to the children personally, such as the letter that their name starts with, so that children have a direct context and purpose for learning (Fellowes & Oakley, 2014).

Emergent literacy learners can develop letter recognition through the shared reading experience. Letter recognition occurs at the end of the reading but encompasses aspects of the text. The educator may discuss letters that were prominent in the book or that were repetitious throughout the text. In the case of ‘That Pig Can’t Do A Thing’, a letter that may be promoted is P for pig. Practical experiences the children can participate in that reinforces this letter can range from simply drawing the letter in the air with their fingers, counting the amount of times the letter p is written in the book or create a shared word bank with all the words starting with p that are in the book with the addition of words that the children are already aware of that start with P. Creations of items as a word bank can be displayed in the classroom for future