Based on the feedback from peers and Dr. McCully, I have edited my Digital Story and uploaded it again. Saving it as a PDF really helped with the font!

1. Summer Semester 2016
Amanda Avila * READ6706* Dr. McCully
Digital Story
Telling

2. Table Of Contents
Getting to Know the Learners
Selecting Text
Emergent Literacy Learner
Beginning Literacy Learner
References

3. Teachers need to be
confident in the fact that
they can meet the needs of
their students and display a
sense of efficacy!
(Protheroe, 2008)
Teachers need to create
opportunities to get to know
their students within the
first few weeks of school.
(Reutzel & Cooter, 2015)

4. Perform Reading
Assessments to get to know
your students literacy
abilities:
Cognitive-
Running Record
Phonemic Awareness
Sight Words
Reading Inventories
Non-Cognitive-
Habits
Traits

5. Take into consideration:
*Hartman’s Matrix:
(Laureate Education, 2014a)
The ratio of…
informational text versus narrative
text.
-Students need to be exposed to
informational text that will help prepare
them for their futures.
Linguistic versus Semiotic
-Word oriented versus pictures/icons

6. Take into consideration:
*Readability
The Third Dimension
-Make sure that the text is not artificially
inflated with big words
-Make sure the text is not a difficult
concept with easy words
(Laureate Education, 2014a)

7. Students are only
exposed to
3.2 minutes
of
informational text
in their early years of
education.
(Laureate Education, 2014a)

8. With all of those ideas in mind:
I chose texts that related to a Science unit of study.
I chose three texts that provided rich vocabulary.
I selected a text that was solely informational and
presented with only factual information.
I selected a great, narrative book that included facts
with additional rich vocabulary and life connections.
For the digital text, I made sure it continued to use
great vocabulary but it was an easier, narrative
read for my emergent students.

9. -I ensure that my lesson is rich with tier 3 vocabulary
-My students can relate to the topic
-I model the use of academic language
-I embed the topic throughout multiple avenues of
teaching
-I ensure my students feel welcome and engaged
-I seat my students closely for optimal instruction
-I encourage my students to reflect on their learning
with learning logs even if they are still at the picture
drawing stage
(Rogg, 2007)

10. Writing Improves Reading!
(Graham & Herbert 2010)
-I use scaffolding and modeling
to introduce concepts and
ideas
-I gradually release
responsibility to my students
-I guide and monitor my
students’ progress

11. Graham, S., & Herbert, M. (2010). Writing to read: Evidence for how
writing can improve reading. Retrieved
from https://www.carnegie.org/media/filer_public/9d/e
2/9de20604-a055-42da-bc00-
77da949b29d7/ccny_report_2010_writing.pdf
Laureate Education (Producer). (2014a). Analyzing and selecting
texts [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014i). Emergent literacy:
Classroom demonstration [Video file]. Baltimore, MD:
Author.
Protheroe, N. (2008, May/June). Teacher efficacy: What is it and
does it matter? Retrieved
fromhttps://www.naesp.org/resources/1/Principal/2008
/M-Jp42.pdf
Reutzel, D. R., & Cooter, R, D. (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.
Rog, L. J. (2007). Marvelous minilessons for teaching beginning
writing, K–3. Newark, DE: International Reading
Association.