teaching prek- 3 learners

1. By: Gifty Whitehead

2. • I have to locate where each child is in his or her reading
development.
• I will need to give an assessment such as a phonemic
awareness assessment.
• The information from the assessment can help me by
providing information that will help me to pick appropriate
instruction to continue students’ growth and learning gaps.

3. • Principle 2-
• Gathering assessment
information shows me what
students can do
• Looking at the ELA Common
Core Standards helps me
know the appropriate next
steps for students in their
reading development.
• Principle 3-
• In assessing reading
development, teachers
should have some essential
tools of the trade: the end-of
the year benchmark skills,
class profiling documents
(Reutzel & Cooter, 2008) to
record students’ strengths
and needs, leveled books in
language of instruction,
prepared observation
checklists, progress
monitoring assessments,
etc.

4. • It is very useful to give students reading inventories, so
that teachers can learn what their students like to read
about.

5. • Visuals such as graphic organizers and charts are a great help
in the classroom. Teachers can refer back to their visuals or
charts when teaching. Teachers can leave out charts for
students to refer back to when needed.
• Interaction among students, teachers, and peers can help the
learning process to be enjoyable to all.
• Students are motivated when they see their teachers
motivated in their learning process.
• Asking higher level questions even with a read aloud can help
develop emergent and beginning readers into successful
readers.
• Teachers think alouds are also useful with students’ interaction
in the classroom.

6. • Reading and comprehending informational texts involves
a complex process, because it is the ultimate goal of
reading instruction for students to be able to comprehend
what they read, as well as to learn and grow their
knowledge from interacting with informational
texts(Harvey & Goudvis, 2013).
• Tier 3 instruction is important for strugglers. Providing
additional time in class for reteaching is most needed.

7. • In conclusion, teachers should continue to use research-
based instructional practices to support and meet the
needs of students in speaking, listening, reading, and
writing. Teachers should also be able to differentiate
instruction to meet the need of literacy learners regarding
additional support.
• Source-Reutzel, D.R., & Cooter, R.B. (2016). Strategies
for reading assessment and instruction: Helping every
child succeed (5th ed.). Boston, MA: Pearson.