![References
Afflebach, P. (2012). Understanding and using reading assessment: k-12. (2nd ed.). Newark, DE: International
Reading Association
Laureate Education (Producer). (2014 a). Analyzing and selecting text [Video file]. Baltimore, MD: author
Laureate Education (Producer). (2014c).The beginning reader [Video file]. Baltimore, MD: authors
Laureate Education (Producer). (2014 f). Classroom demonstration: Emergent literacy [Video file]. Baltimore,
MD: author
Ruetzel, D. R. & Cooter, R. B. (2016). Strategies for reading assessment and instruction. Helping every child
succeed (5th ed.). Boston, MA: pearson
Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013). Cognitive elements of reading in Cognitive
Foundations of Learning to Read: A framework. Retrieved from http://
www.sedl.org/reading/framework/elements.html (Initial page only)](https://image.slidesharecdn.com/prekdigitalproject-150813001918-lva1-app6892/85/Pre-k-digital-project-16-320.jpg)
Pre k digital project
- 1. LITERATE ENVIRONMENT ANALYSIS PRESENTATION Reading-6706 Literacy Development PreK-3 Stephine Lewis
- 2. PART I: GETTING TO KNOW EMERGENT AND BEGINNING LITERACY LEARNERS PREK-3 The Five Pillars •Phonemic Awareness •Phonics •Fluency •Vocabulary •Comprehension • (Ruetzel & Cooter, 2016p. 10)
- 3. Cognitive Factors of Literacy Language Comprehension • Background Knowledge • Linguistic Knowledge • Phonology • Syntax • Semantic Decoding • Letter Knowledge • Alphabetic Principle • Concepts about Print • Phonemic Awareness • Cypher Knowledge • Lexical Knowledge (Wren et al, 2013)
- 4. Noncognitive • Motivation • Self-Concept • Attitude • Interest • Attributions (Afflebach, 2012)
- 5. Foundational Skills • Print Concept • Fluency • Phonics Spelling • Word Recognition • Phonemic Awareness (Ruetzel & Cooter, 2016 p. 21)
- 6. PART II: SELECTING TEXT MATRIX Linguistic Informational Semiotic Narrative (Laureate Education, 2014a)
- 7. Informative Digital Narrative Kimberly Edgerton Wendy Cheyette Lewison Natasha Wing Informative
- 8. Text Selection Dr. Janice Almare (2014 a) states that some of the things to consider when selecting text is readability, text length, text structure, size of print, and visual support. Dr. Douglas Hartman (2014 a) states that it is important to expose children to all types of text such as narrative, informational, semionic and Linguistic. Ruetzel & Cooter (2016) emphasize the importance of selecting a variety of interesting and appropriately challenging reading and writing materials.
- 9. Part III Emergent Literacy Learner Lesson • Will introduce the students to the book F is for Flag as F is the letter of the week • Then I will go over a few words in the text that may be unfamiliar to the students • We will do a picture walk through the book and record the students predictions • I will then read the story also known as a shared reading experience • Once we complete the story, I will review the predictions noted for comprehension • The students will then participate in a writing activity by decorating a flag • Next the students will either write or draw one thing that they liked or remembered about the story • Finally as an oral language opportunity, the students will share their picture and explain what they drew with the class
- 10. Instructional Strategies for the Emergent Literacy Learner • Picture Walk- This is a strategy that is used to introduce young children to a book where time is spent discussion the pictures observed prior to reading the book. This technique helps young children with comprehension (Ruetzel & Cooter, 2016) • Read Aloud or Shared Reading Strategy- This strategy is the practice of sharing a book with the students where the teacher can model the reading process and point out print concepts (Ruetzel & Cooter, 2016)
- 11. Emergent Literacy Environment • Large books/print • Music • Reading area for group reading • Areas for role playing • Print rich environment • Alphabet Displayed • Labels on objects in the classroom (Laureate Education, 2014f)
- 12. Part IV Beginning Reading Literacy Learner • Prior to reading the book The Night Before the Fourth of July, I will ask the students some open-ended questions pertaining to our Nations Independence and the traditions that are built around that holiday • As a class we will do a picture walk, as this book is a narrative, I want to see if the children can identify some of the traditions. I will note some of the things they identify after we read they story • I will add some words or text from the book to our class word wall. • We will then have a shared reading experience as I read the book to the class • Once we complete the story, I will pair them with a partner to discuss some of the traditions they recalled hearing in the story. We will then share them and compare the traditions to the one’s that we noted prior to reading the story • The students will then do a writing assignment, by drawing and then writing one to two sentences describing their favorite 4th of July tradition.
- 13. Instructional Strategies for the Beginning Literacy Learner • Question Generation/Elaborative Interrogation-This strategy is used to encourage students to use their own personal knowledge and experience to create some “why” questions and then find information in the book to link the statement to the question (Ruetzel & Cooter, 2016 p.394) • Think-Pair-Share: Readers Collaborate to Comprehend- This strategy gives students the opportunity to share their ideas and feelings about a text with either another student or a group of students (Ruetzel & Cooter, 2016 P. 381
- 14. Beginning Literacy Learner Environment • Reading Centers with a variety of books for students to read independently or with a partner • Word Walls with high frequency words that the students are becoming familiar with and starting to identify in print • Print Rich Environment/Objects Labeled • Vocabulary words displayed • Writing Centers for practicing writing sentences and/or short stories (Laureate Education, 2014c)
- 15. REFLECTION Through this process I have learned more about emergent and beginning literacy learners and the type of environments these learners need to become active readers. I became more aware of the cognitive and nonconitive factors of literacy and how each one is relevant to a child’s ability to read. Some of the instructional strategies that really help both of these types of literacy learners are shared reading, picture walks, question generation/interrogation, and think-pair-share. For both the emergent and beginning literacy learner it’s important to know how to select a variety of text that is challenging. The matrix tool is a great tool to help in the selection of such text. When selecting text, it is important to consider length, structure, size of print and the visual supports as both the emergent and beginning literacy learner are acquiring the skill of to looking at pictures and other visual aids to gain information about text. I know that the lesson plans I create, taking all of these tools, strategies, and information into consideration, will help my students to progress in their literacy development.
- 16. References Afflebach, P. (2012). Understanding and using reading assessment: k-12. (2nd ed.). Newark, DE: International Reading Association Laureate Education (Producer). (2014 a). Analyzing and selecting text [Video file]. Baltimore, MD: author Laureate Education (Producer). (2014c).The beginning reader [Video file]. Baltimore, MD: authors Laureate Education (Producer). (2014 f). Classroom demonstration: Emergent literacy [Video file]. Baltimore, MD: author Ruetzel, D. R. & Cooter, R. B. (2016). Strategies for reading assessment and instruction. Helping every child succeed (5th ed.). Boston, MA: pearson Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013). Cognitive elements of reading in Cognitive Foundations of Learning to Read: A framework. Retrieved from http:// www.sedl.org/reading/framework/elements.html (Initial page only)