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.

1. Teaching Pre-K-3 Literacy Learners
Dr. McCully
Summer Semester 6706 Literacy Development PreK-3
Lynell Strickland

2. An Effective Literacy Learner Environment
 Educators must have knowledge, skills, and self-
efficacy to make a difference in the lives of
emergent and beginning literacy learners.
(Protheroe, 2008)
Educators need knowledge of the Literacy Framework
and the components of Framework
for Literacy Instructions.
There should be a print rich literacy environment which
include books of all genres.

3. The Educator Must Get to Know Students
Educators should:
 Know each individual student (interest, background, culture, language)
Cognitive-(skills required for learning)
Noncognitive-(skills that must be enhanced)
 conduct Preassessment on literacy skills and use data to inform instruction
 Have knowledge of the Stages of Development
-Emergent –Birth-K
-Beginning Stage: Late K-2nd grade
-Transitional Stage: Mid second grade-3rd grade
-Intermediate Stage: Late 3rd grade-Elementary and Middle School
-Advanced: Middle School-Adult
(Laureate Education, 2014c).

4. Educators Must Know How to Analyze and Select
Appropriate Texts
Educators should use a matrix to analyze and select appropriate text. Dr.
Hartman’s stated that text should be analyzed with a literacy matrix so
you can be helpful to your students.
Linguistic
Narrative Informational
Semiotic
(Laureate Education, 2014a)

5. Selecting Appropriate Texts
**To improve literacy learning and development, informational, digital, and narrative texts should be:
 read aloud
 complex and include a variety of genres
 influenced by the CCSS
 used to enhance reading and writing
 used in the early years of literacy to prepare students for the 21st Century
**According to Reutzel and Cooter (2015), these texts
 can engage and motivate students
 are more interesting
 support and enhance vocabulary development
 helps student to learn content knowledge
**According to Eason, Goldberg, Young, Geist, & Cutting, (2012), helps students to learn
story structure

6. Supporting Emergent Literacy Learners
My lesson was created to support and enhance the development of my emergent
literacy learner with informational and narrative texts read alouds. This lesson:
o linked reading and writing
-writing helps with comprehension, phonemic awareness, phonics, and
vocabulary development
(National Writing Project, 2010).
o helped to make connections to the world, text, and herself
o Addressed the literacy needs of the emergent learner
-phonemic awareness-
-concepts of print
-comprehension
-writing
o
(Graham, & Herbert, 2010).
o

7. Supporting the Beginning Literacy Learner with
Differentiated Instructions
An informational and digital text was used
 to connect writing and reading
 To connect known information (schema) with new information
 To Model and Teach the literacy skills of fluency and phonics
 To motivate and promote self regulation
 Enhance vocabulary
 Facilitate engagement and participation
 Release responsibility of learning to the student
(Reutzel & Cooter, 2016)

8. Reflections
Each lesson were differentiate to meet the individual needs of my emergent and beginning literacy learner.
There was differentiation in the content, process and product according the students interest,
learning style, and readiness.
Effective instructions can be created with research-based strategies to meet the literacy needs of
all learners. These lesson should include elements of the five pillars to help in the development of
writing, listening, speaking, and oral language.
My understanding of creating a literacy environment for emergent and beginning literacy learners have
enabled me to see the importance of knowing how to use scaffolding and modeling to release the
responsible of learning on students. To bring about social change in the 21st Century, I have more
knowledge on the importance of implementing research-based strategies and instructions to
better prepare my students on how to communicate both orally and in written forms.

9. References
Eason, S. H., Goldberg, L. F., Young, K. M., Geist, M. C., & Cutting, L. E. (2012). Reader-text interactions: How differential text and question types influence
cognitive skills needed for reading comprehension. Journal Of Educational Psychology, 104(3), 515-528. Retrieved from
http://web.a.ebscohost.com.ezp.waldenulibrary.org/
Graham, S., & Herbert, M. (2010). Writing to read: Evidence for how writing can improve reading. Retrieved
from https://www.carnegie.org/media/filer_public/9d/e2/9de20604-a055-42da-bc00-77da949b29d7/ccny_report_2010_writing.pdf
Framework for Literacy Instruction. Retrieved 13 June 2016. Retrieved https://class.waldenu.edu/bbcswebdav/institution/
Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014i). Emergent literacy: Classroom demonstration [Video file]. Baltimore, MD: Author
Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: Author.
National Writing Project. (2010). New report finds that writing can be powerful driver for improving reading skills. Retrieved
from http://www.nwp.org/cs/public/print/resource/3126
Protheroe, N. (2008, May/June). Teacher efficacy: What is it and does it matter? Retrieved from https://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf