Discussion Week 7

1. LITERACY ENVIRONMENT
FOR THE BEGINNING AND
EMERGENT READER
Vanessa Mijango
Walden University
Instructor: Jann James
READ: 6706R-1 Literacy
Development Pre K-3

2. MEET THE EMERGENT READER
Name: Stephany
Ethnicity: Hispanic
Age: 5 years old
One older brother and sister
English Language Learner
Belongs to a middle class family

3. CREATING A POSITIVE LITERACY
ENVIRONMENT
Beginning Reader
The focus is on the student recognizing
letters and their sounds.
Emergent Reader
This stage follows the emergent stage in which student
first learn association through the sorting of objects
before they are ready for letters and words (Laureate
Education, 2014g).

4. MEET THE BEGINNING READER
Name: Paris
Ethnicity: African American
Grade: Kindergarten
Difficulty with keeping focus
Comes from a low-middle class family

5. SELECTING THE TEXT FOR
EMERGENT READER
The text, Cinderella Penguin, is the narrative that I
selected to use with a beginning and emergent
reader.
Text falls between both the linguistic and
semiotic quadrants of the Literacy Matrix (Laureate
Education, 2014a).
 The book includes a narrative using words, but it
also uses many illustrations that add great detail to
the story.

6. SELECTING THE TEXT FOR
BEGINNING READER
The book, Super Cute: Baby Penguins, is a
digital book that I selected for my balanced
literacy.
This nonfiction book would be classified as a
semiotic based on the Literacy Matrix (Laureate
Education, 2014a).
The book is semiotic because even though this
book has written language, the photographs are
the main focus.
This book is accessible through the application
Epic! that can be downloaded for free on any

7. EMERGENT READER LESSON:
SHARED READINGLearning Activity
Shared reading making sure that the student is able to see the words
being read (Laureate Education, 2014r).
Teacher models fluent reading and thinking aloud during the lesson
(Laureate Education, 2014r).
The first reading, the teacher will read the book without interruption.
The second reading, the student will engage throughout the book.
Writing Extension:
Write a story where the Cinderella Penguin was not able to go the
party and draw a picture of the story.”
The student includes scribbles, letter-like symbols, and random
alphabet letters with their picture (Rog, p. 2).

8. BEGINNING READER LESSON:
GUIDED READING
Learning Activity:
Student independently reads aloud at her own pace (Laureate
Education, 2014k).
After the reading, student will explain what the passage was about.
Review what high-frequency words were found in the book, student
writes them on their whiteboard.
Writing Extension:
The beginning reader writes a sentence about the picture that most
helped her throughout the reading.
The teacher cuts up each word and the student reconstructs the
sentence (Laureate Education, 2014k).

9. REFLECTION
Insights gained on Emergent Reader:
Good understanding of many areas like the parts of a book
Knows how to orient book to start reading and retelling the story
Needs help with what the author does
Need more assistance to ensure mastery of the concept of print
Insights gained on Beginning Reader:
Good understanding of her alphabet
Comprehends of most of the text, making predictions, and can apply her
reading to her life
Needs more support with blends in her writing
Technology increased student engagement throughout the lesson

10. SOCIAL CHANGE
I will able to share with my teammates
I will be able to enact the feedback to improve my instruction
and better serve my students.
Digital storytelling will also allow me to see my evolution as a
teacher and I can provide strategies to other educators.

11. REFERENCES
Laureate Education (Producer). (2014a). Analyzing and selecting
texts [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014k). Guided reading [Video file].
Baltimore, MD: Author.
Laureate Education (Producer). (2014r). Shared reading [Video file].
Baltimore, MD: Author.