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This document provides guidance for selecting texts and developing literacy lessons for emergent and beginning readers. It recommends performing reading assessments to understand students' abilities, considering factors like readability and exposure to informational texts. The document also emphasizes the importance of modeling, scaffolding instruction, using rich vocabulary, and incorporating writing to improve reading. Teachers are advised to get to know their students, select texts at an appropriate level, and implement lessons that engage students and support their literacy development.
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Digital story
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!
Digital story
This document discusses strategies for selecting texts and assessments for early literacy students. It recommends performing reading assessments to evaluate students' cognitive abilities such as running records, phonemic awareness, and sight words, as well as non-cognitive traits. Teachers should consider Hartman's Matrix for balancing informational and narrative texts. When selecting texts, factors like readability, vocabulary, and relatability to topics of study should be considered. Writing can also improve reading, so teachers should scaffold writing instruction and gradually release responsibility to students.
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This document contains information about literacy lessons and assessments for two students: an emergent reader named Sam and a beginning reader named Jack. For Sam, the emergent reader, lessons focused on phonemic awareness, vocabulary, fluency, and comprehension using leveled texts about ocean animals. For Jack, the beginning reader, lessons also targeted these areas but were differentiated based on his further development, such as using informational texts and front-loading vocabulary. Reflections addressed differentiating instruction and creating a positive literacy environment for diverse learners.
Digital storytelling
This document discusses effective strategies for teaching literacy to pre-K-3 students. It emphasizes the importance of creating a print-rich environment and differentiating instruction based on student needs and developmental stages. The educator must understand literacy frameworks, conduct assessments, and select appropriate texts. Lessons should link reading and writing, build vocabulary, and scaffold learning to develop emergent and beginning literacy skills. Different strategies like read-alouds, modeling, and engaging digital texts can support literacy development when tailored to individual students.
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Digital story
1. There are five stages of literacy development from pre-kindergarten to grade 3: awareness and exploration, emergent reader, early/beginner reader, transitional reader, and fluent reader.
2. Various assessments should be used to measure students' phonological awareness, phonics, vocabulary, comprehension, and oral language skills.
3. The literacy matrix aids in selecting texts of different difficulties across narrative, informational, semiotic and linguistic categories to provide students a wide range of reading materials.
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This document summarizes key aspects of literacy instruction for early readers. It discusses the importance of understanding students' interests, knowledge, and cognitive needs to create an engaging literacy environment. The document also outlines methods for assessing students, selecting appropriate narrative and informational texts, and teaching from interactive, critical, and response perspectives to develop well-rounded readers. A variety of literacy strategies are presented to address the different perspectives.
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Digital story
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!
Digital story
This document discusses strategies for selecting texts and assessments for early literacy students. It recommends performing reading assessments to evaluate students' cognitive abilities such as running records, phonemic awareness, and sight words, as well as non-cognitive traits. Teachers should consider Hartman's Matrix for balancing informational and narrative texts. When selecting texts, factors like readability, vocabulary, and relatability to topics of study should be considered. Writing can also improve reading, so teachers should scaffold writing instruction and gradually release responsibility to students.
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This document contains information about literacy lessons and assessments for two students: an emergent reader named Sam and a beginning reader named Jack. For Sam, the emergent reader, lessons focused on phonemic awareness, vocabulary, fluency, and comprehension using leveled texts about ocean animals. For Jack, the beginning reader, lessons also targeted these areas but were differentiated based on his further development, such as using informational texts and front-loading vocabulary. Reflections addressed differentiating instruction and creating a positive literacy environment for diverse learners.
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This document discusses effective strategies for teaching literacy to pre-K-3 students. It emphasizes the importance of creating a print-rich environment and differentiating instruction based on student needs and developmental stages. The educator must understand literacy frameworks, conduct assessments, and select appropriate texts. Lessons should link reading and writing, build vocabulary, and scaffold learning to develop emergent and beginning literacy skills. Different strategies like read-alouds, modeling, and engaging digital texts can support literacy development when tailored to individual students.
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Digital story
1. There are five stages of literacy development from pre-kindergarten to grade 3: awareness and exploration, emergent reader, early/beginner reader, transitional reader, and fluent reader.
2. Various assessments should be used to measure students' phonological awareness, phonics, vocabulary, comprehension, and oral language skills.
3. The literacy matrix aids in selecting texts of different difficulties across narrative, informational, semiotic and linguistic categories to provide students a wide range of reading materials.
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This document summarizes key aspects of literacy instruction for early readers. It discusses the importance of understanding students' interests, knowledge, and cognitive needs to create an engaging literacy environment. The document also outlines methods for assessing students, selecting appropriate narrative and informational texts, and teaching from interactive, critical, and response perspectives to develop well-rounded readers. A variety of literacy strategies are presented to address the different perspectives.
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This document discusses literacy assessments and instruction for emergent and beginning readers. It provides information on:
1) Characteristics and assessments used for emergent and beginning literacy learners. Emergent learners are developing print and sound awareness while beginning readers have more developed skills.
2) Examples of texts and lessons used with an emergent reader focusing on letter sounds and an beginning reader focusing on decoding and comprehension.
3) A reflection on how the readers had similar needs at different levels and the importance of a well-rounded literacy environment to support reading and writing development.
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This lesson plan focused on using the Write Around strategy to help students engage in written dialogue to understand a text and practice argumentative writing skills. The lesson used Instagram, Nearpod, and Kahoots to build background knowledge and check comprehension. Students developed claim statements and wrote arguments on different sides of an issue about quitting or staying on Instagram. They participated in peer editing and discussion to improve their writing and understanding of counterarguments. The goal was to show students the importance of written conversation and argumentation through exercises involving both written and oral expression.
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3) A reflection on how the readers had similar needs at different levels and the importance of a well-rounded literacy environment to support reading and writing development.
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This unit plan introduces students to the genre of fantasy literature. Students will analyze elements of fantasy found in novels and movies to understand how fantasy mirrors reality. Formative assessments include identifying fantasy elements, comparing novels, and keeping a movie journal. The summative assessment tasks students with writing an essay identifying important fantasy elements and a short story incorporating these elements. The unit aims to develop skills in structure, organization, collaboration, and information literacy while addressing MYP objectives and assessment criteria. A variety of teaching methods and resources will be used including class discussions, group work, and film studies.
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This document discusses key aspects for literacy teachers to consider when getting to know their students and selecting reading materials. It emphasizes the importance of understanding both cognitive skills like spelling and comprehension as well as non-cognitive factors like attitude and learning style. The document also recommends that teachers use a literacy matrix to analyze and select texts that are appropriate for students' ability levels based on attributes like word length, sentence complexity, and whether the text is more visual or linguistic. Additionally, it stresses exposing students to a variety of literature that reflects their identities and cultures.
ELA Proposed Curriculum Adoption: Journeys
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This document discusses literacy instruction for early readers. It emphasizes the importance of understanding students' interests, cognitive needs, and literacy development in order to plan effective lessons. A balanced approach to literacy incorporating narrative, informational, print and digital texts is recommended. The document also outlines the interactive, critical, and response perspectives for literacy learning and provides examples of lessons incorporating strategies from each perspective.
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This document discusses strategies for teaching emergent and beginning literacy learners. It defines emergent learners as those building foundational skills like oral language and phonemic awareness, while beginning learners are working on skills like phonics, fluency, and comprehension. Both benefit from teacher modeling and print-rich environments. The document provides examples of instructional strategies for each group, such as using picture cards to teach phonemic awareness for emergent learners and repeated reading to build fluency for beginning learners. It emphasizes assessing students' skills and differentiating instruction based on their level.
Tawa pilot webinar
This document provides an agenda and notes for a webinar on literacy teaching. The webinar will cover teaching comprehension strategies like drawing inferences, making connections, visualizing, and asking questions. It will also discuss scaffolding to help diverse students, matching students to texts, grouping approaches, and inquiry learning in comprehension. Specific comprehension strategies and research on their effectiveness will be reviewed.
Literate Environment Analysis by Sarah Wydler
The document discusses creating a literate environment for students in pre-K through 3rd grade. It outlines the Framework for Literacy Instruction, which includes the learners, texts, and instructional practices, as well as the interactive, critical, and response perspectives. The author describes how she uses assessments to understand students, selects appropriately leveled texts, teaches strategic reading through modeling, and incorporates critical and personal response perspectives into lessons. She concludes that considering all components of the Framework helps create an effective literacy environment.
Student teacher learning through online lesson study
Since March 2020, teaching and teacher education have changed dramatically. Although digital literacy had been at the forefront of new developments in education to foster 21st century skills, nobody had really anticipated a total lockdown and the need to facilitate remote and autonomous learning from one day to the next. Success in this endeavour seemed to depend on three main aspects: the access to digital resources (hard- and software), the ability to make use of digital learning opportunities, and the efficiency of the collaboration between parents, pupils and teachers, student teachers and lecturers, or all of these in the case of teacher education. This round table presents three modifications of lesson study in a virtual environment making use of various digital technologies and strategies to support student teacher learning in three seminars: formative feedback in English as a foreign language, mathematics, and physical education for primary and secondary school pupils.
J rich technique
This document presents a research proposal that aims to improve the reading comprehension abilities of grade 7 students at Bannawag Integrated School using the JRICH-R technique. The researcher observed that many students had poor comprehension skills, scoring in the frustration or instructional levels. The JRICH-R technique will utilize a print-rich classroom environment and joyful reading activities to develop students' love of reading and comprehension skills. A pre-test and post-test will be used to determine if the technique significantly improves scores. The proposal provides details on the intervention, research methods, work plan, costs, and dissemination of results.
Creating a literate environment analysis presentation holly emery
1. The document discusses strategies for developing literacy lessons for emergent and beginning literacy learners. It emphasizes the importance of understanding each student's literacy level through assessments and selecting appropriate texts and activities to meet their individual needs.
2. Examples are provided of literacy lessons focusing on polar bears for an emergent and beginning reader. Lessons incorporate reading texts, asking comprehension questions, and writing activities.
3. The reflection emphasizes that emergent learners require more support while beginning readers can do more independently, and the importance of building lifelong literacy skills through a print-rich environment and nurturing relationships.
Powerpoint presentation wk3
Describes effective comprehension strategies for students and effective instructional strategies to improve comprehension.
Literate environment analysis
The document provides guidance for lesson planning to develop students' literacy skills. It discusses assessing students at the beginning, middle, and end of the year to guide instruction. Throughout the year, teachers should incorporate daily reading, writing, and opportunities to access different types of books. Lessons should use developmentally appropriate practices, texts matched to students' levels, and instructional methods that address cognitive and affective needs. The document also provides an example lesson sequence that uses a matrix to compare elements across four stories by Leo Lionni.
Literate environment analysis
The document provides guidance for lesson planning to develop students' literacy skills. It discusses assessing students at the beginning, middle, and end of the year to guide instruction. Throughout the year, teachers should incorporate daily reading, writing, and opportunities to access different types of books. Lessons should use developmentally appropriate practices, texts matched to students' levels, and instructional methods that address cognitive and affective needs. The document also provides an example lesson sequence that incorporates vocabulary, comprehension questions, and a summary assessment.
Creating Pre K-3 Literacy Environments
This document discusses creating a literacy-rich environment for PreK-3 students. It describes key components of an effective literacy environment including getting to know students' needs, selecting developmentally appropriate texts, and using assessments to guide instruction. Specific strategies are provided for teaching emergent and beginning literacy learners, such as interactive read-alouds, shared reading, and modeling metacognition. The document emphasizes using a variety of fiction and nonfiction texts paired through twin texts, digital media, and writing activities to increase motivation and build critical literacy skills.
Literate environment analysis
This document summarizes Stephnie Hopkins' analysis of literacy instruction for early readers. It discusses the importance of getting to know students, assessing their abilities, and selecting engaging texts at appropriate levels. It also outlines the three perspectives of literacy instruction - interactive, critical, and response. The interactive perspective involves teaching strategies for comprehension and metacognition. The critical perspective focuses on critical thinking skills. The response perspective allows students to personally connect with texts. Formal and informal assessments help teachers support each student's literacy development.
Multiple intelligences- Inteligencias Múltiples
This document provides an overview of Howard Gardner's theory of multiple intelligences and offers practical tips for how teachers can incorporate the theory into their teaching using the itslearning platform. It discusses the eight types of intelligence - spatial, linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. It then provides examples of how itslearning tools like Prezi, audio feedback, wikis, and digital tests can be used to engage students with different intelligences. The goal is to add variety to teaching methods and appeal to learners who learn in different ways.
How do i teach learners at the pre k
The document discusses teaching literacy to pre-K through 3rd grade students. It emphasizes the importance of understanding students' literacy development stages and needs, selecting age-appropriate texts, and creating a literacy-rich learning environment. Effective instruction includes systematic and explicit teaching, differentiation, and incorporating students' cultural backgrounds.
Literate environment
The document discusses creating a literacy-rich environment for students through reading, writing, speaking, and responding to text in various ways. It emphasizes the importance of getting to know individual students, including learning their interests, motivations, and struggles. Teachers should use assessments, observations, documentation and interpretation to understand literacy learners. The document also provides strategies for selecting appropriate texts using a literacy matrix and teaching students interactive, critical, and response perspectives to develop as strategic and independent readers.
Digital Storytelling: Lessons Learned for Effective Teaching
This document provides guidance for teaching literacy to pre-K through 3rd grade learners. It recommends getting to know students through cognitive and non-cognitive assessments, creating a print-rich environment, selecting a balance of informational and fiction texts, using read-alouds and small group instruction, and focusing on phonemic awareness, phonics, fluency, vocabulary and comprehension development for emergent and beginning readers through techniques such as writing.
Class 7 power point literate environment analysis
This document discusses literacy development for pre-kindergarten through 3rd grade students. It covers selecting texts based on student interests and reading levels. It also discusses lessons for emergent and beginning literacy learners. Cognitive and noncognitive assessments are used to determine students' literacy capabilities. Cognitive assessments focus on reading skills and strategies, while noncognitive assessments provide information on student motivations, self-concept, interests, and attitudes. Texts from a variety of genres should be included in literacy instruction. Comprehension is the ultimate goal of reading instruction, so emergent learners require teacher-led instruction while beginning learners can work more independently.
Class 7 power point literate environment analysis
This document discusses literacy development for pre-kindergarten through 3rd grade students. It covers selecting texts based on student interests and reading levels. It also discusses lessons for emergent and beginning literacy learners. Cognitive and noncognitive assessments are used to determine students' literacy capabilities. Cognitive assessments focus on reading skills and strategies, while noncognitive assessments provide information on student motivations, self-concept, interests, and attitudes. Texts from a variety of genres should be included in literacy instruction. Comprehension is the ultimate goal of reading instruction, so emergent learners require teacher-led instruction and scaffolding, while beginning learners can work more independently.
Literate environment analysis
This document provides an analysis of literacy instruction for emergent and beginning readers in pre-K through 3rd grade. It discusses assessing students' cognitive and noncognitive abilities, selecting appropriate texts, and creating a literacy-rich environment. Sample lessons are described for an emergent reader focusing on phonemic awareness, vocabulary and cause/effect, and for a beginning reader using fiction and non-fiction texts about animals. Reflection emphasizes differences in emergent and beginning literacy instruction and the importance of foundational skills for future success.
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The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
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Digital story
- 1. SummerSemester 2016 Amanda Avila * READ6706* Dr. McCaully Digital Story Telling
- 2. Table OfContents Getting to Know the Learners Selecting Text Emergent Literacy Learner Beginning Literacy Learner References
- 3. Teachersneed to beconfident in the fact that they can meetthe needs of their students and display a sense of efficacy! (Protheroe, 2008) Teachersneed to createopportunities to getto 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- RunningRecord Phonemic Awareness SightWords ReadingInventories Non-Cognitive- Habits Traits
- 5. Takeinto consideration: *Hartman’s Matrix: (Laureate Education, 2014a) The ratioof… informational text versusnarrativetext. -Studentsneed tobeexposedtoinformationaltextthatwill help preparethem fortheirfutures. Linguistic versusSemiotic -Wordorientedversus pictures/icons
- 6. Takeinto consideration: *Readability The Third Dimension -Makesurethatthe textis notartificiallyinflatedwith big words -Makesurethe textis notadifficultconceptwitheasywords (Laureate Education, 2014a)
- 7. Studentsareonly exposed to 3.2 minutes of informationaltext in theirearly years ofeducation. (Laureate Education, 2014a)
- 8. With all of those ideas in mind: I chose texts that related to a Science unit of study. I chose threetexts 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 vocabularyand life connections. For the digital text, I madesure it continuedto use great vocabularybut it was aneasier, narrativeread for myemergent students.
- 9. -Iensure that my lesson is rich with tier 3 vocabulary -My students can relate tothe topic -Imodel the use ofacademic language -Iembed the topic throughout multiple avenues ofteaching -Iensure my students feel welcome andengaged -Iseat my students closely for optimal instruction -Iencourage my students toreflect on their learning with learning logs even if they arestill 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 -Iguide and monitor my students’ progress
- 11. Graham, S., & Herbert,M. (2010).Writingto 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 LaureateEducation(Producer).(2014a). Analyzingand selecting texts[Video file].Baltimore, MD: Author. LaureateEducation(Producer).(2014i). Emergent literacy: Classroomdemonstration[Video file]. Baltimore,MD: Author. Protheroe,N. (2008, May/June).Teacherefficacy: Whatis it and doesit matter? Retrieved fromhttps://www.naesp.org/resources/1/Principal/2008 /M-Jp42.pdf Reutzel,D. R., & Cooter,R, D. (2015).Teachingchildrento read:The teachermakesthe difference(7thed.). Boston,MA: Pearson. Reutzel,D. R., & Cooter,R. B., Jr. (2016). Strategiesforreading assessmentandinstruction:Helpingevery child succeed(5th ed.). Boston,MA: Pearson. Rog, L. J. (2007). Marvelousminilessonsforteaching beginning writing, K–3. Newark, DE: International Reading Association.