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
