READ 6706 Course Project
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This document contains a 7-slide presentation on emergent and beginning literacy for pre-K to 3rd grade students. It discusses giving assessments to understand students' cognitive and non-cognitive skills, selecting appropriate texts using a text matrix, and using research-based strategies for emergent and beginning literacy learners including read alouds, independent reading and writing, alphabetic principle, and questioning. The presentation reflects on key areas of focus for emergent versus beginning literacy learners such as phonics, phonemic awareness, vocabulary, fluency, and comprehension.
![II. SelectingText
■ Text matrix
– Linguistic to Semiotic
– Narrative to Informational
■ Students need exposure to all texts and text difficulties.
■ Informational texts are critical: these texts prepare students to be successful in the workforce.
■ Texts linguistic informational and linguistic narrative are typically more difficult than semiotic
narratives and semiotic informational texts.
– Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD:
Author.
PRESENTATION 3](https://image.slidesharecdn.com/courseproject-160808222204/85/READ-6706-Course-Project-3-320.jpg)
![References
Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file].
Baltimore, MD:Author.
Reutzel, D. R., & Cooter, R. B., (2015). Teaching children to read:The teacher makes the
difference (7th ed.). Boston, MA: Pearson.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and
instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.
PRESENTATION 7](https://image.slidesharecdn.com/courseproject-160808222204/85/READ-6706-Course-Project-7-320.jpg)
READ 6706 Course Project
- 1. LITERATE ENVIRONMENT ANALYSIS PRESENTATION Jean May Walden University Mrs. Easton READ 6706- Literacy Development PreK-3 August 8, 2016 Running head: PRESENTATION 1
- 2. I. Getting to Know Emergent and Beginning Literacy Learners ■ Assessments: Give teachers a starting point for instruction. We need to take data, analyze and improve our instruction. – Non-cognitive factors ■ Reading inventory and writing inventory – Cognitive factors ■ Emergent Reader: Phonemic Awareness, Concepts of Print, Oral language ■ Beginning Reader: Fluency, Phonics, Comprehension ■ “Your job as a teacher is to locate where each child is in his or her development so you can offer appropriate instruction to continue growth and fill any learning gaps” (Reutzel & Cooter, 2016, p11). PRESENTATION 2
- 3. II. SelectingText ■ Text matrix – Linguistic to Semiotic – Narrative to Informational ■ Students need exposure to all texts and text difficulties. ■ Informational texts are critical: these texts prepare students to be successful in the workforce. ■ Texts linguistic informational and linguistic narrative are typically more difficult than semiotic narratives and semiotic informational texts. – Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author. PRESENTATION 3
- 4. III. Emergent Literacy Learner Lesson ■ Research Based Strategies: each strategy is used based on the learner’s needs, interests, and abilities. ■ Read Aloud: Helps students see an appropriate reading model, develop fluency, build vocabulary and have access to texts they cannot read on their own. ■ Independent Reading: Gives students individual interactions with texts and develops concepts of print. ■ Alphabetic Principle: “Letter name learning is vital for young students to make progress in early reading” (Reutzel & Cooter, 2016, p117). ■ Listing: Brainstorming technique to develop comprehension. ■ Gradual Release of Responsibility: Starts with teacher directing lesson and decreases teacher support to have students complete the application by themselves. ■ Picture Sort: Helps students build and practice their phonemic awareness skills. PRESENTATION 4
- 5. IV. Beginning Literacy Learner Lesson ■ Research-Based Strategies: All strategies are chosen based on the strengths and needs of the student. ■ Read Aloud: Gives student an appropriate reading and writing model, develops comprehension and predicting. ■ Independent Reading: Gives the student practice with the text. Beginning readers need as much practice as possible reading independently to build fluency. ■ ComparingTexts: Helps students make connections between books and build more information on a topic. Engages students in reading different text structures. ■ Questioning/Comprehension:Gives a purpose to reading. Students need to be taught explicitly how to understand what they are reading and develop critical thinking skills. ■ IndependentWriting: Give students a chance to practice what they have learned and connect reading and writing together. “Writing, like reading is a skill and we get better at it with regular practice” (Reutzel & Cooter, 2015, p329). PRESENTATION 5
- 6. V. Reflection Emergent Beginning • Read Aloud • Print-Rich Environment • Language-Rich Environment • Questioning: Develop critical thinking • Explicit Instruction • Need many writing opportunities that connect to reading • Vocabulary growth: Oral conversations • Need phonics, phonemic awareness, vocabulary, fluency, comprehension and writing instruction • Teacher-directed lessons • Phonemic awareness is key in this stage • Matching letters and sounds • Writing- scribbles, circles and lines • Vocabulary: sight words • Pretend reading by using pictures • Alphabetic Principle • Concepts of Print • Learning how to read independently • Developing ability to decode • Need reading and writing practice • Vocabulary growth: independent reading and word walls • CVC words/word families/patterns • Writing: No editing, uses letters, words and sentence structure PRESENTATION 6
- 7. References Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD:Author. Reutzel, D. R., & Cooter, R. B., (2015). Teaching children to read:The teacher makes the difference (7th ed.). Boston, MA: Pearson. Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson. PRESENTATION 7