1. By: Jomayra I Torres
Walden University
EDUC6706:
The Beginning Reader, Pre-K-3

2. “The GOAL of literacy instruction is
to ensure that all students achieve
their full literacy potential “
(Tompkins, 2010)

5. NON COGNITIVE COGNITIVE
ASSESSMENTS ASSESSMENTS
 Non Cognitive  Cognitive assessments
Assessments focus on the provide teachers with
student’s motivation to
read, self- the ability to
concept, attitudes about understand each
reading and how they feel student’s growth and
about themselves as challenges as a reader
readers (Afflerbach, 2007)
(Afflerbach, 2007)
 Examples: Motivation to
Read Survey, Classroom  Examples: Standardized
Observation, Conversatio tests, reading
ns with students inventories

6. ELEMENTARY READING ATTITUDE SURVEY
 The Purpose of the
ERAS is to measure
attitude toward
recreational and
academic reading.
 The assessment
contains simple
questions with visuals
to aid all students in
answering the
questions as honestly
as possible.

7. Elementary Reading Attitude Survey Analysis
The ERAS allowed me to gain insight into each
child’s motivation for reading and attitude
towards reading. Using an inventory such as this
enables me to gear lessons and units to each
students individual interest and needs. The
ERAS, coupled with other assessments, can also
be used to gain insight into students cognitive
and noncognitive learning.

8. Linguistic (Word Orientation)
Narrrative Informational
Semiotic (Pictures, etc)

9. Selecting Texts
Difficulty Considerations
 Readability (sentence length, number of
syllables, concept density)
 Text length
 Text structure
 Size of print
 Visual supports

12. Learners Texts Instructional Practices
Affective and cognitive aspects of Text structures, types, genres, and Developmentally appropriate
literacy learning difficulty levels matched to research-based practices used
literacy learners and literacy goals with appropriate texts to facilitate
and objectives affective and cognitive aspects of
literacy development in all
learners
Interactive Perspective
Reading and writing Use a variety of informal and Determine texts of the appropriate Use instructional methods that
accurately, fluently, and with formal assessments to determine types and levels of difficulty to address the cognitive and
comprehension areas of strength and need in meet literacy goals and objectives affective needs of students and
literacy development. for the demands of the particular text.
Being strategic and students.
metacognitive readers and Promote students’ independent
writers use of reading strategies and
skills.
Critical Perspective
Judging, evaluating, and Find out about ideas, issues, and Select texts that provide Foster a critical stance by teaching
thinking critically about text problems that matter to students. opportunities for students to judge, students how to judge, evaluate,
evaluate, and think critically. and think critically about texts.
Understand the learner as a unique
individual.
Response Perspective Find out about students’ interests Select texts that connect to Provide opportunities for
Reading, reacting, and and identities. students’ identities and/or students to read, react, and
responding to text in a variety interests and that have the formulate a personal response to
of meaningful ways Understand what matters to potential to evoke an emotional or text.
students and who they are as personal response.
individuals.

13. Learners Texts Instructional Practices
Affective and cognitive aspects Text structures, types, genres, Developmentally appropriate
of literacy learning and difficulty levels matched research-based practices used
to literacy learners and literacy with appropriate texts to
goals and objectives facilitate affective and
cognitive aspects of literacy
development in all learners
Interactive Perspective
Reading and writing Use a variety of informal and Determine texts of the Use instructional methods
accurately, fluently, and formal assessments to appropriate types and levels of that address the cognitive and
with comprehension determine areas of strength difficulty to meet literacy goals affective needs of students
and need in literacy and objectives for and the demands of the
Being strategic and development. students. particular text.
metacognitive readers and
writers Promote students’
independent use of reading
strategies and skills.

14. Teacher: Jomayra Torres; Carina Gomes
Date: March 21, 2012
Age/Grade Range; Developmental Level(s): 5-6/K; Pre-K-1st Grade Levels
Anticipated Lesson Duration: 90 Mins
Lesson Foundations
Pre-assessment (including cognitive and non-cognitive measures): KWL chart
Curricular Focus, Theme, or Subject Area: Lang. Arts/Science; Penguins (Focus on Emperor Penguins)
State/District Standards: 5.10.2.A.1. Natural Systems and Interactions: Associate organisms' basic needs with how they meet those
needs within their surroundings
Learning Objectives: Students will be able to:
*Explain the differences between penguins and birds
*Discuss facts about Emperor Penguins
*Identify Antarctica’s location on the map
*Demonstrate what a father penguin does to take care of its egg
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Teacher’s translate text; paired with a resource
teacher throughout group work; difficult words are introduced and repeated regularly
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and Responsive
Texts: The Emperor’s Egg by Martin Jenkins, 2001 , Chillin’ with Mumble: The Truth about Penguins by Price Stern Sloan,2006, Usborne
Children’s Picture Atlas by Ruth Brocklehurst
Other Materials/Technology/Equipment/Resources: Emperor Penguin Posters, KWL on Chart Paper, small ball
Grouping structures (one-on-one, small group, whole class): Whole Class, small group

15. Lesson Sequence
Learning Activities Assessment Opportunities
Introduction/Anticipatory Set Assess students background
1. Re-introduce KWL chart procedures knowledge of penguins through
2. Fill in chart with what students know about discussion
penguins and what they would like to learn about
them
Synthesis/Closure Students will be assessed during
observations made during whole and
1. After K and W on the KWL Chart is filled, students small group discussions
will be introduced to words that are new or
challenging. We will then read The Emperor’s Egg
and re-read Chillin’ with Mumble: The Truth about
Penguins as a class. Students will choral read
when presented with the new words so that they
become familiar with the words.
2. After we have read the two books, we will browse
the Usborne Children’s Picture Atlas . Children will
be re-introduced to the parts of an Atlas and what
they are used for.
3. Children will be asked to recall where the Emperor
penguins live (Antartica). They will also be asked to
describe the habitat in which the Penguins live and
how they survive. Students should be able to recall
the new words that were presented at the
beginning of the lesson.
4. Utilizing the Emperor Penguin Posters that contains
pictures of various Emperor Penguins, students will
be placed in 3 groups with a teacher and one of
the texts read. First students will be engage in
grand conversations in their small groups, with the
teacher as their recorder. They will discuss how
they felt about reading books about penguins and
their comments will lead the discussion.
5. At the conclusion of the grand conversation, each
group will get 5 minutes with each book in order to
fill in the penguin poster with important facts they
learned from the texts with help from the teacher.
I will be looking to see if students can identify,
classify and comprehend the new words presented
in the text.
6. Students will return to whole class instruction
seating and utilizing the charts they made in their
small groups, we will fill in the L on the KWL chart.

16. “Determine
texts of the
appropriate
types and levels
of difficulty to
meet literacy
goals and
objectives for
students. “

17.  Use a variety of informal and formal
assessments to determine areas of strength and
need in literacy development
Analysis:
For this lesson, students were assessed through
observations in whole group and small group
discussions, as well as through observations of
their interactions with the texts. The Framework
as well as the literacy matrix helped with the
facilitation of the lesson because it helped
pinpoint areas of weakness as well as the areas
that are most influential in creating a literate
environment.

18. Critical Perspective
Judging, evaluating, and Find out about ideas, issues, Select texts that provide Foster a critical stance by
thinking critically about and problems that matter to opportunities for students to teaching students how to
text students. judge, evaluate, and think judge, evaluate, and think
critically. critically about texts.
Understand the learner as a
unique individual.
Response Perspective Find out about students’ Select texts that connect to Provide opportunities for
Reading, reacting, and interests and identities. students’ identities and/or students to read, react, and
responding to text in a interests and that have the formulate a personal
variety of meaningful ways Understand what matters to potential to evoke an response to text.
students and who they are as emotional or personal
individuals. response.
The Critical Perspective involves our students assessing a text as they are
reading (Laureate Education, 2010). The response perspective allows students
to experience the text through making connections.

19. Building/Applying Knowledge and Skills As students are working, teachers will circulate the
groups and ask students questions on what they are
1. Review what are non-fiction/informative texts and what are their purposes.
2. Students will be informed that they will be working in small groups to skim through the finding.
various non-fiction texts, if necessary in order to create a list on chart paper for the What I
Learned section of the class KWL chart. Students are encouraged to talk about the
information while they skim/read, look for interesting information in pictures, maps and Students will be assessed during observations made
other visual aids, and change books when they feel they have enough information for their
chart.
during whole and small group discussions
3. In their journals, students are encouraged to keep a list of questions they have either to the
author or about penguins in general.
4. After about 20 minutes, we will return to whole class instruction and we will write down on
chart paper next to the KWL chart some of the questions students have.
Synthesis/Closure Observe for reading fluency and comprehension
1. Students will be divided into new groups, where they will re-read the books in detail
Observe for students ability to summarize information
looking for answers to their questions.
2. In their groups, students will create a Question and Answer book. Each member of the book
is required to make a page for their groups book, utilizing visuals or words. Assess quality of work
Extension/Enrichment/Transfer of Generalization of Knowledge:
As a class we will complete the What I learned section of the KWL to complete the unit and its activities
Analysis:
A literate environment consist of being critical and being able to be responsive to
texts. In this lesson, students are given the opportunity to do both. Using the
resources, I was able to develop a lesson that allows even the lower level students to
break out of their shells and experience texts in a variety of ways. To establish a
literate environment, teachers must promote the development of all learners . This
lesson adds to my literary toolkit, as well as promotes motivation to read and write.