LITERATE ENVIRONMENT

ANALYSIS PRESENTATION

LE’TISHA MICKSWalden UniversityDr. Martha Moore

Literacy Development PreK-3READ-6706G-1

CREATING A LITERATE ENVIRONMENT

Getting to Know Emergent & Beginning Literacy Learners, P-3

Selecting Texts

Emergent Literacy Learner Lesson

Beginning Literacy Learner Lesson

GETTING TO KNOW EMERGENT & BEGINNING LITERACY LEARNERS

Educators must perform cognitive and noncognitive assessments in order to

determine their students’ literate capabilities.

GETTING TO KNOW LEARNERS (CONTINUED)Cognitive assessments focus on the skills

and strategies learned by students as they develop and grow as readers.

Cognitive Assessments DRA or WRAP assessment Reading inventories Anecdotal notes Running records

GETTING TO KNOW LEARNERS (CONTINUED)Through the use of noncognitive assessments,

teachers can learn about a student’s motivations, self concept, interest, and attitudes (Afflerbach, 2007).

Noncognitive assessments Student interviews Teacher observation Interest inventories Student surveys

SELECTING TEXTSBefore texts can be selected for instruction, the teacher has to

consider:

Student interest in topics Reading instructional levels Genre preferences

When students are interested in a topic, they will enjoy reading books based upon it.

Fictional texts will present characters, a storyline, problems, etc. That is for the students’ enjoyment.

The nonfiction texts will present facts and information about a topic, giving students details about the topic of interest. That will be a great addition to the background knowledge that they may already have on a topic.

SELECTING TEXTS (CONTINUED)It is essential to have books from a

variety of genres in the classroom. Text today comes in many forms, from printed books to digital media. All of them have a place in the literacy classroom (Laureate Education, 2014a).

SELECTING TEXTS (CONTINUED)

Literacy Matrix ComponentsNarrative- fictional read alouds

Informational- nonfiction text with features and formats

Semiotic- text communicating messages with little or no words

Linguistic- very word oriented

(Laureate Education, Inc., 2014a)

EMERGENT LITERACY LEARNERS

Reading and comprehending texts involves a complex process. Because it is the ultimate goal of reading instruction for students to be able to comprehend what they read, as well as to learn and grow their knowledge from interacting with texts (Reutzel & Cooter, 2016, p. 331).

The emergent literacy learner requires teacher-led instruction. They can often recognize letters and words, and also make associations and connections during their scaffolded reading lesson.

Referring to previously learned content and skills will benefit this learner, as they can reflect back on prior knowledge that has been obtained.

I have been able to create a literate environment for my emergent literacy learners based upon data collection during observation. These students would definitely benefit from more intense and focused instruction with an emphasis on phonics and word recognition.

BEGINNING LITERACY LEARNERS

Many teachers we know enjoy teaching students how to wield one of the most powerful thinking tools: metacognition, or the ability to think about your thoughts with the aim of improving learning. The good news for teachers and their students is that metacognition can be learned when it is explicitly taught and practiced across content and social contexts (Edutopia, 2014).

The beginning literacy learner is more independent than the emergent learner. They do not require teacher-led instruction or very much scaffolding. They are able to use clues from the text along with strategies that have been previously learned in order to decode and encode.

Beginning learners seek out teacher assistance only in the event that they struggle and cannot figure something out. Emergent learners are very dependent on teacher scaffolding and feedback. They engage heavily in teacher-led discussions and lessons.

REFERENCES Afflerbach, P. (2007). Understanding and using

reading assessment, K-12. Newark, DE: International Reading Association, Inc.

Edutopia. (2014). Metacognition: The gift that keeps giving. Retrieved from http://www.edutopia.org/blog/ metacognition-gift-that-keeps-giving-donna-wilson-marcus-conyers

Laureate Education (Producer). (2014a). Analyzing and selecting text [Video file]. Baltimore, MD: author.

Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.