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1. Literacy Environment
Analysis
Kathryn R Stuart
Walden University
Literacy Development PreK­3 (READ ­ 6706R ­ 3)
Dr. Phyllis McCully
June 12, 2016

2. Getting to Know Emergent
Literacy Learners
Characteristics
-Beginning to understand concepts of print
-Recognizes and names upper and lower case letters
-Developing phonological awareness-recognizes phonemes,
syllables, and rhyme
-Beginning to learn sound/symbol relationships
-Starting to read sight words and CVC words

3. Getting to Know Beginning
Literacy Learners
Characteristics
-Developing an understanding of the alphabet,
phonological awareness, and early phonics
-Increased knowledge of sight words
-Developing a much better grasp of comprehension
strategies and word-attack skills
-Recognizes different types of text
-Recognizes that reading has a variety of purposes

4. Assessments Used for
Emergent Reader
Cognitive Assessments Used
-Student Oral Language Observation Matrix (SOLOM)
-MCLASS-Phonemic Awareness
-MCLASS-Concepts of Print
-MCLASS-Phoneme Segmentation Fluency (PSF)
-Nonsense Word Fluency (NWF)

5. Assessments Used for the
Beginning Reader
Cognitive Assessments Used
-MCLASS-Comprehension
-Early Names Test-Phonics
Non-Cognitive Assessment
-My Feelings about Reading

6. Selecting a Text
Linguistic
Informative
Narrative
Semiotic
When selecting a text, it is useful to
use the Literacy Matrix tool
introduced by Dr. Douglas Hartman.
Books are identified as linguistic­
word­oriented; informative­ gives
true facts; narrative­ tells a story;
and semiotic­ symbols and pictures
(Laureate, 2014). Dr. Janice Almasi
adds another dimension to selecting
a text, which is text difficulty.
This includes readability, size of
text, text length, and visual support
(Laureate, 2014).

7. Text Used for
Emergent Reader
Narrative/linguistic/hardback
Narrative/informational
hardback
Narrative/linguistic/digital
I chose the topic of pigs for my lessons. In doing so, I chose a hardback and a digital that fit
the descripition of narrative/linguistic. The other book I chose was a narrative/informational
text. All books were chosen because they were engaging and simply written for better
comprehension. Text size was large, and pictures were engaging. It was easily readable,
and it was short. I primarily chose these books to help with letter knowledge and sounds as
this was my student's area of needs based on her assessments.

8. Text Used for
Beginning Reader
Narrative/Informational
Narrative/Linguistic
Narrative/linguistic
I chose the topic of pigs for my lesson. In doing so, I chose a hardback and a digital that
fit the description of narrative/linguistic. The other book i chose was a
narrative/informational text. All books were chosen because the text was larger, pictures
were engaging, the length was just right, and it was easily readable. I primarily chose
these books to help with retelling key details and decoding skills­specifically CVCe words
as these were the areas of need based on my students assessments.

9. The Emergent Reader Lesson
This is Reader A's first year in school. She is a 5 year old Hispanic student who receives ESOL
services. This student has many family difficulties, including poverty, divorce, and instability. Reader
A started school with no letter sound knowledge, no number knowledge, and she could not write or tell
you the letters in her name. At this point, she knows all but 4 letters of the alphabet, knows most of her
sounds, is starting to sound out words, and is in the late­pre­phonemic stage of writing. She has made
great strides, but at this time is independently reading on Level 2 books. Based on her assessments,
she needs further instruction on letter knowledge and sounds. She will be repeating Kindergarten at
this point.
Skills and strategies addressed in the lesson
-Fluency- through shared reading
-Concepts of Print-through shared reading
-Phonemic Awareness-knowledge of letters and sounds/more specifically rhyming
words, phoneme manipulation, and phoneme substitution-by making rhyming
words; identifying beginning and ending sounds; substituting initial sounds to
make new words
-Writing- aids in comprehension and allows for practice matching letters to
sounds when writing/labeling facts about pigs

10. The Beginning Reader
Reader B is a 6 1/2 year old African American Kindergarten student, and he is the oldest in the class
Based on recent MCLASS scores, he reads on a level 15 (98% on the non­fiction book). He actually
reads much higher, but he was not able to pass the written part of the reading comprehension for
level 16. For that part, because it is the level for end of 1st grade, the student must be able to write
the answers to the comprehension questions (district policy). This student is extremely bright, but
very immature. He has a father, who is very demanding, and a very, disabled three­year old brother.
Based on the assessments I did, he needs further instruction on CVCe words and finding/writing
answers to comprehension questions.
Skills and strategies addressed in the lesson
­Decoding skills­including CVCe words and compound words
­Strategies to use when looking back in a text to find key details when retelling
a story or recounting information
­Writing for a purpose

11. Reflection
Upon reflecting on my lessons, I noticed that the emergent and beginning readers needed
very similar instructional help, but to a different degree. Both readers needed help with
strategic decoding skills. These skills were different, though, because the skills needed
were based on the level of books being read.
Through these lessons, I saw that the students writing tends to match their reading, so to
increase both, I must find ways to improve the student's literacy environment by
implementing lesson that include reading, writing, listening, and speaking instruction in
order to increase language development in reading.

12. References
Laureate Education (Producer). (2014). Analyzing and selecting texts [Video file]. Baltimore, MD:
Author.