The document discusses literacy assessments and activities used in a pre-K classroom to evaluate students' literacy development levels. It describes assessments like "Marching Around the Alphabet" and Alphabet Bingo that allow students to name letters and sounds. The document also discusses selecting narrative and informational texts at different levels based on the Literacy Matrix and incorporating them into literacy lessons along with comprehension questions.

1. Erica Bland
Walden University

3.  Pre-K students’ literacy development level
can be determined through the use of many
informal assessments.
 One activity I utilize in my classroom is a
hands-on activity with letters. Students
march around letters in a circle until the
music stops. Students will name the letter
and sound that letter makes when the music
stops.

4.  The results from the large group activity
―Marching Around the Alphabet‖ (Palmer,
1969) encompassed a majority of the
students naming every letter and sound they
encountered.
 A few students would run across the circle to
look for the beginning letter of their name.
In this case, a more formal evaluation should
be done to concur that these students know
more than one letter.

5.  Another assessment used to determine
children’s literacy level is implemented during
small group instruction.
 I play Alphabet Bingo with my students
during small group instruction. Alphabet
Bingo implemented during small group
instruction provides a more formal
assessment.

6.  Observation is the primary assessment tool in
the Pre-K classroom.
 Bear (Laureate Education, Inc., 2012b) states
that observation allows teachers to keep quiet
and take notes, while students provide
learning for others.
 Observation allows teachers to see students
in action (Laureate Education, Inc., 2012b).
Pre-K students are very active learners!

7.  When selecting texts to connect to student
learning, educators should analyze text
according to the Literacy matrix (Laureate
Education, Inc., 2012a).
 The Literacy matrix describes text as
linguistic, semiotic, narrative, or
informational.

8.  These are some important characteristics
when deciding which text to select for
students:
◦ use of connective words
◦ size of print
◦ visual supports
(Laureate Education, Inc., 2012a)

9. • One textbook I decided to use is Go, Dog.
Go! by P. D. Eastman. This book is a
narrative book for beginning readers. Go,
Dog , Go! contains some of the sight words
that I have introduced to my pre-k students.
• This book also contains simple words that
these students can blend together with my
help. The pictures in this book will also help
the students read the book.
• This book belongs to the linguistic, narrative
spectrum of the literacy matrix. This book is
also considered to be easy text.

10.  The online text that I chose is entitled Sebastian’s
Roller Skates by Joan De Deu Prats. This book is
found on the Storyline Online website at
www.storylineonline.net.
 Storyline Online (Screen Actors Guild Foundation,
2011) makes this story come to life for young
readers. My students can relate to this story
because they are a little shy at times.
 Sebastian’s Roller Skates is a linguistic, narrative
story. However, Storyline Online (Screen Actors
Guild Foundation, 2011) also portrays a semiotic
characteristic to the story. The pictures in the
book are displayed vividly on the computer screen.
Storyline Online (Screen Actors Guild Foundation,
2011) also exhibits the text at the bottom of the
screen to help the readers follow along.

11.  Another text I selected is My Big Truck
Book by Roger Priddy. This book
belongs to the informational, semiotic
spectrum of the literacy matrix.
 There are a few words and sentences
in this book, but this book is mainly
picture oriented. This book gives
information about different types of
transportation vehicles.
 Many of the words in this book are
difficult for pre-kindergartens to read.
However, the pictures in this book
may make reading easier.

12.  Children’s phonemic awareness is nurtured
through language-rich classroom
environments (Tompkins, 2010).
 As children sing songs, chant rhymes, and
read aloud word play books, they have the
opportunity to segment words into sounds
(Tompkins, 2010).

13.  Critical literacy is defined as a way of thinking
and a way of being that challenges texts, and
our lives (Molden , 2007).
 When a reader examines text, he or she must
look at why the author wrote the story
(Molden, 2007).

14.  Students are able to construct a deep
understanding of text by allowing students to
combine interpretations of illustrations and
text to their own personal experiences (Clyde,
2003).

15.  One lesson I incorporated used the book, Go,
Dog. Go! by P. D. Eastman. I used this book with
three of my students during small group
instruction.
 These students tried to read the book using their
sight word knowledge and pictures in the book.
 After reading the book, I asked these students
several comprehension questions regarding the
story. Each student was able to answer questions
appropriately.

16.  Another literacy lesson I incorporated utilized the
story Sebastian’s Roller Skates by Joan De Deu
Prats.
 After listening to this story online provided by
Storyline Online (Screen Actors Guild Foundation,
2011), students discussed how they felt like
Sebastian at times when they were shy.
 Students also discussed why they thought the
author wrote this story and if this story is real or
make-believe.

17.  This student was able to analyze every letter
and sound that he encountered during the
―March Around the Alphabet‖ (Palmer, 1969)
activity.
 This student was also able to name every
letter and sound during Alphabet Bingo.
 This student could also read some of the
sight words listed on the title of a book.

18.  This student was able to name every letter
and sound he came across during the ―March
Around the Alphabet‖ (Palmer, 1969) activity.
 He was able to name every letter and sound
during Alphabet Bingo.
 This student tries to put letters together to
spell words. He also knows how to spell
several family members names.

19.  This student was able to name each letter and
sound that he encountered during the ―March
Around the Alphabet‖ (Palmer, 1969) activity.
 This student also named each letter in
Alphabet Bingo.
 This student actually tries to put sounds
together to read words in a book. He is often
the first to respond to questions.

20.  During The Beginning Reader, Prek-3, I have
been given valuable information to help
foster my students’ literacy development.
 I hope that you will utilize this information
that I have presented to help your
students/children become proficient readers!

21.  Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—a tool
for connecting and comprehending. The Reading Teacher, 57(2), 150–160.
 Laureate Education, Inc. (Executive Producer). (2012a). Analyzing and selecting
texts. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.
 Laureate Education, Inc. (Executive Producer). (2012b). Assessing word knowledge.
[Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.
 Molden, K. (2007). Critical literacy, the right answer for the reading classroom:
Strategies to move beyond comprehension for reading improvement.
Reading Improvement, 44(1), 50–56.
 Palmer, H. (1969). Learning basic skills through music. Educational Activities.
Los Angeles, CA. Author.
 Screen Actors Guild Foundation. (2011). Storyline Online. Sebastian’s roller skates.
Retrieved from http://www.storylineonline.net/.
 Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th
ed.). Boston, MA: Allyn & Bacon.