LITERATE ENVIRONMENT ANALYSIS PRESENTATION

Jean MayWalden University

Mrs. EastonREAD 6706- Literacy Development PreK-3

August 8, 2016

Running head: PRESENTATION 1

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).

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II. Selecting Text■ 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.

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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.

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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. ■ Comparing Texts: 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.

■ Independent Writing: 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).

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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

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ReferencesLaureate 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.

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