READ 6706R-1 Literacy Development PreK-3

1. Literacy Learners
PreK-3
MARIA STAMP
WALDEN UNIVERSITY
INSTRUCTOR: DR. JANN JAMES
READ 6706R-1 LITERACY DEVELOPMENT PREK-3
FEBRUARY 18, 2016

2. Getting to know your
Literacy Learners
With the understanding that all of our students learn
and read at different times in multiple ways, it is our
job as teachers to foster that learning and provide
appropriate text for our students. This will help to
assist in growing their reading abilities.

3. Selecting Texts
 It is not appropriate to always have the students reading challenging texts
(Shanahan, 2013).
 Texts relate to the cognitive and non-cognitive aspects of both emergent
and beginning literacy learners.
 Emergent learner: listening, identifying concepts of print, fostering
alphabetic knowledge, and participating in rhyming.
 Beginning learner on the other hand, is figuring out words on their own,
possibly reading on their own with the informational digital text, and
coming up with the words to a story based on the books.
 Each of their individual needs as learners can be met in different ways
through the same books. Through observations, you can determine their
functional and developmental stages of their reading and their writing
(Laureate Education, 2014b).

4. Digital Text
Informational
How do plants grow? By Julie Lundgren

5. Texts
Pancakes for
breakfast
By Tomi dePaola
Hop on pop
By Dr. Seuss
Brown bear, brown bear, what
do you see?
By Bill Martin
Wordless picture book Rhyming one
vowel word book
Book to be used for
Shared Reading

6. Emergent Literacy Learner
 Pictures are a key aspect to their learning.
 Their orthographic knowledge mainly consists of concept sorts about the
words they know and how they work (Laureate Education, 2014c).
 Repeated words, such as those found in Hop on Pop, make text easier to
read (Laureate Education, 2014a).
 Participating in shared reading where the teacher does the majority of the
reading and the student participation increases in word pattern is a very
efficient and useful method for literacy learning in emergent readers.

7. Modeling
Allowing the students to read along
with you will give the opportunity to
verbally put together what they are
hearing and seeing. There is great
value in participating. It shows how
personally interested the student is,
how important the task is, and how
successful the completion is to their
future (Malloy, 2013, p.280).

8. Lesson for the
Emergent Literacy Learner
Introduction
• Pre-read through the wordless
picture book.
• Asked students to give me the
words that they would write on
each page to give more
meaning to the pictures.
• Students write out their own
words to text.
• We also used this text to
determine if their listening
vocabulary, their speaking
vocabulary, and their writing
vocabulary match (Reutzel and
Cooter, 2016, p.258).
Applying Skills
• Quietly asked learner to read
Hop on Pop with a partner.
• We came together as a whole
group again and discussed if
we thought that reading with
text included was more helpful
and easier compared to the
wordless picture book.
• We talked about how the
words transform into a clear
and concise message that the
reader can understand (Wren,
2013).
Closure
• Shared reading as a whole
class with the book Brown
bear, brown bear, what do you
see? by Bill Martin.
• This book was a little bit above
their reading level but it ties
the concepts of using pictures
to make meaning of the text in
such a way that they could
possibly read the majority of
the book by using their
alphabetic knowledge and the
semiotic clues.

9. Assessments Used
 Question and answering
 Observation in reading
 Oral reading fluency checklist provide by our curriculum
 Metalinguistic interview (Reutzel and Cooter, 2016, p.96)
 Concepts of print assessment in framework (Wren, 2015) – I asked my
learner to identify the front and back of a book, show me where I would
begin reading, follow the words as I read, and lastly point to capital and
lowercase letters.
 Non-cognitive assessment – Interest inventory (Mariotti, n.d., p.3-7).

10. Beginning Literacy Learner
 Read words letter by letter and participate in invented spelling
in this stage (Laureate Education, 2014c).
 Invented spelling gives the teacher an understanding of what
they know and comes easy to them, what they may be
confused by but are attempting to use anyway, and what is
lacking from their writing (Laureate Education, 2014b).

11. Lesson for the
Beginning Literacy Learner
Becoming a Writer!
Introduction
The first step in becoming
a writer is to begin with a
story line or theme.
We began by referencing
the wordless picture book
and talked about the
words that we would write
down if we were the
author.
Appling Skills
I then showed the pictures
of Hop On Pop by Dr.
Seuss to the students and
had them write the words
that they thought went
along with the pictures. We
compared and contrasted
their words with the words
that Dr. Seuss wrote to go
along with the pictures.
Closure
I had the students each
choose a topic and write
their own story using
invented spelling. If they
had difficulty, I
differentiated the
instruction by giving them
a picture to begin to
brainstorm from.

12. Invented Spelling Example
(using Hop on Pop by Dr. Seuss)
Written by my beginning literacy learner

13. Assessments Used
 One of the assessments that I used with my beginning literacy learner was the
Multidimensional Fluency Scale (MFS) in both the initial evaluation and the
assessment at the end of the text lesson (Reutzel and Cooter, 2016, p.235).
 I assessed her accuracy, her volume and expression, the phrasing that was
used, as well as the smoothness and the pace. The results varied based on the
text that she was reading. Overall, my literacy learner had excellent word
recognition and consistently self-corrected. Her words sounded like natural
language when she read and her reading was generally smooth and
continuously conversational.
 I also assessed the functional and developmental levels of her independent
writing and invented spelling. (Laureate Education, 2014b). By allowing the
students to use invented spelling, it gives students the opportunity to integrate
their knowledge of phonemic awareness (Rog, 2007, p.6).
 Non-cognitive assessment – Reader interests and self-concepts

14. Reflection
Using multiple lessons to introduce and teach subjects in reading and writing
ensures that students get the direct instruction and guided practice that is
necessary. Differentiating in the text difficulty levels encourages students to
want to achieve more (Witter, 2013, p.40). Involving their interests and
educating in accordance to the learning styles of the students will ensure
productive learning.
My emergent and beginning literacy learners each succeeded in their areas of
strengths and were able to learn efficiently in order to positively impact their
weaknesses. I was able to effectively decide which strategies and techniques
worked best with each of these learners.

15. References
DePaola, T. (1978). Pancakes for breakfast. New York: Harcourt Brace
Jovanovich.
Geisel, T. S. (1963). Hop on Pop, by Dr. Seuss. New York: Beginner Books.
Laureate Education (Producer). (2014a). Analyzing and selecting texts
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014b). Assessing word knowledge
[Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2014c). The beginning reader [Video
file]. Baltimore, MD: Author.
Lundgren, J. K., & K. L. (n.d.). How Do Plants Grow? Retrieved January
31, 2016, from https://www.getepic.com/educators
Malloy, J. A., Marinak, B. A., Gambrell, L. B., & Mazzoni, S. A. (2013).
Assessing motivation to read: The motivation to read profile—
revised. The Reading Teacher, 67(4), 273–282.
Mariotti, A. P. (n. d.). Using interest inventories with struggling and
unmotivated readers.Retrieved from
http://cw.routledge.com/textbooks/9780415802093/news
updates/Interest-Inventories.pdf

16. References continued.
Martin, B., & Carle, E. (1992). Brown Bear, Brown Bear, What Do You
See?. New York: H. Holt.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading
assessment and instruction: Helping every child succeed (5th ed.).
Boston, MA: Pearson.
Rog, L. J. (2007). Marvelous minilessons for teaching beginning
writing, K–3. Newark, DE: International Reading Association.
Shanahan, T. (2013). The Common Core ate my baby and other urban
legends. Retrieved from http://www.ascd.org/publications/educational-
leadership/dec12/vol70/num04/The-Common-Core-Ate-My-Baby-and-Other-
Urban-Legends.aspx
Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013).
Cognitive elements of reading. In Cognitive Foundations of
Learning to Read: A Framework. Retrieved from
http://www.sedl.org/reading/framework/elements.html