Literate Environment Analysis Presentation

By: Ophelia HollowayJune 17, 2015

Walden UniversityREAD-6706-1Literacy Development PreK-3

Professor: Martha Moore

Literate Environment AnalysisGet to Known Emergent and Beginning

Literacy LearnersSelecting TextsEmergent Literacy Learner LessonBeginning Literacy Learner LessonReferences

Getting to Know Emergent and Beginning Learners (Part 1)

Getting to know your emergent and beginning learners is vital to teaching them to be successful readers.

Having background knowledge helps the teacher to connect with the students in a way that is exciting and engaging.

Assessing the students’ cognitive and non-cognitive levels gives teachers pertinent information about students to assist them in differentiating their instructions.

Getting to Know Emergent and Beginning Learners (Part 2)

Assessments administrated to emergent learner:

Story Retelling Evaluation Measures the student’s ability to listen and then recall

events from story.“Listening comprehension is generally thought to be a

good predictor of students’ future success in reading comprehension” (Reutzel & Cooter, 2015, p. 67).

Getting to Know Emergent and Beginning Learners (Part 3)

Mow-Motorcycle Task AssessmentUsed to determine how effectively the student could

relate printed words to spoken words.

Recognizing Rhyming Words TaskTests for phonemic awareness was an assessment given

to the student to gauge her basic phonemic awareness. “Before children learn to read print, they must learn

that words are made of speech sounds or phonemes” (Partnership for Reading, 2001, para. 1).

Getting to Know Emergent and Beginning Learners (Part 4)

A beginning literacy learner’s growth in reading and writing must be aggressively cultivated just as much as the emergent reader’s growth.

Assessments administered to the beginning learner

One-Minute of Reading Test plus Prosody Assessment for fluency

Bloom’s Question Stems and Question Verbs for comprehension.

Flynt/Cooter Reading Attitude Survey to assess interests and/or motivation

Getting to Know Emergent and Beginning Learners (Part 5)

According to Reutzel and Cooter (2015), reading fluency should be measured in four areas: accurate decoding of text, words read per minute (wrpm), prosody, and mature phrasing or chunking of text (p. 229).

“We often ask questions after children have read a story or poem to check their understanding. As with most other assessments, questioning should follow a structure or framework to have diagnostic value” (Reutzel & Cooter, 2015, p. 271).

Selecting Text (Part 1) In order to properly develop and diversify a student’s ability

to understand and become fluent in different types of literature, the student must be exposed to a variety of literature.

It is vital that students learn from narrative, informational, and digital texts.

It is important to learn about the student’s background, reading and writing history, and interests through the assessment process. According to Dr. Donald Bear, the assessment process is comprised of four steps: observation, documentation, interpretation, and evaluation and planning (Laureate Education, 2014b).

Selecting Texts (Part 2)

Important VocabularyNarrative: FictionInformational: NonfictionDigital: Accessed electronicallyLinguisitc: WordsSemiotic: Pictures

A Literacy Matrtix (Laureate Education, 2014) helps the teacher to select texts that are beneficial to their students and guide their teaching instructions.

Selecting Texts (Part 3)

Literacy Matrix

Emergent Literacy Learner Lesson

My lesson plan focused on listening comprehension and concepts about print.

Standard CCKSL3 “ask & answer questions in order to seek help, get info, or clarify something that is not understood” (LRSDELD, 2014)

Standard CCKRL1 “ask & answer questions about key details in a text with prompting & support” (LRSDELD, 2014).

Beginning Literacy Learner Lesson Due to the beginning literacy learner’s delayed literacy

development in fluency/decoding and comprehension, I selected objectives and goals that concentrated on these areas.

Goals of LessonStudents will make inferences, predictions, and recall main ideas. Students will learn how to apply prior knowledge when reading or

learning new subject matter. Students will increase their reading fluency

“Research has shown that reading comprehension improves most when teachers provide clear and explicit comprehension instruction” (Reutzel & Cooter, 2016, p. 297).

References Laureate Education (Producer). (2014a). Analyzing and selecting

text [Video file]. Baltimore, MD: author. Laureate Education (Producer). (2014b). Assessing word

knowledge [Video file]. Baltimore, MD: author. National Governors Association Center for Best Practices & Council of

Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

Phonemic Awareness: An Introduction. (2001). Retrieved from http://www.readingrockets.org/article/phonemic-awareness-introduction

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