This document discusses Danielle Leonard's literacy lesson plans for three PreK-3 students. It describes assessments used to evaluate the students' reading comprehension and attitudes. Cognitive assessments showed their instructional reading levels, while non-cognitive assessments evaluated recreational and academic reading attitudes. Lessons incorporated narratives, informational texts, and online texts selected based on assessment data and the Literacy Matrix tool. The lessons applied interactive, critical, and response perspectives to build reading skills and critical thinking.

1. Danielle Leonard
Walden University
Mrs. Gina Pink
EDUC 6706 The Beginning Reader, PreK-3
December 2014

2.  Getting to Know Literacy Learners, P-3
 Selecting Texts
 Literacy Lesson: Interactive Perspective
 Literacy Lesson: Critical and Response
Perspective
 Questions
 References

3.  Afflerbach (2012) stated, “ Successful student readers are
motivated, have a positive attitude, possess a good self-concept,
and are capable of making accurate attributions
for their performances (p.173).”
 It is important as a teacher to know each students’
learning abilities along with their likes and dislikes.
 Tompkins( 2010) stated, “ Engaged students have self-efficacy,
the belief in their capability to succeed and reach
their goals (Bandura, 1997) (p.8).”
 I chose two research based practices to collect data on for
three students. One assessment was cognitive which assess
comprehension and the other one non-cognitive which
assess their attitude toward reading.

4.  The cognitive assessment I
chose to use was the
Developmental Reading
Assessment.
 Tompkins (2010) stated,”
Developmental Reading
Assessment (DRA) is available
as two kits, one for grades k-
3 and the other for grades 4-
8, to assess students’ reading
performance using leveled
fiction and nonfiction books
(Beaver, 2006) (p.81).”
 I test all three students
individually.
 The data was used to identify
the students instructional
level for reading.
 The non-cognitive
assessment I chose to use
was the Elementary Reading
Attitude Survey.
 McKenna & Kear (1990)
stated, “Scores on the ERAS
can be helpful in this
process, but it is important
to understand what they can
and cannot do as well as how
they relate to other sources
of information (p.627-628)”
 I notice that all the students’
scores for both sections were
close in numbers. If they
scored low on the
recreational reading then
they also scored low on the
academic reading.

5.  The Literacy Matrix is a diagram that was discussed by Dr.
Hartman and added on to by Dr. Almasi (Laureate Education).
1) Narrative ( Fiction stories)
2) Informational (Non-fiction stories)
3) Semiotic (Picture oriented)
4) Linguistic (text oriented)
5) Easy (Reading Difficulty)
6) Hard (Reading Difficulty)
 The Literacy Matrix can be used to pick appropriate text for
students.
 Using all three dimensions of the Literacy Matrix, I chose three
texts that appropriately fix my students which were
informational, narrative, and online texts.
 Tompkins (2010) stated,” Stories have been the principal genre
for reading and writing instruction in the primary grades because
it’s been assumed that constructing stories in the mind is a
fundamental way of learning; however, many students prefer to
read informational books, and they’re able to understand them
as well as they do stories (Stead & Duke, 2005) (p.303).”

6.  Effective teachers knows how to provide the
students in their classroom with a variety of
opportunities.
 Data from the cognitive and non-cognitive
assessments along with the literacy matrix
helped me to chose appropriate text for my
students.
 The three text that were chosen were:
1) The Three Little Pigs and the Somewhat Bad Wolf by Mark Teague
(Narrative & Semiotic)
2) I Have A Dream- Dr. Martin Luther King Jr. Painted by Kadir Nelson
(Informational & Semiotic)
3) The Little Gingerbread Man Written by Carol Moore
(Narrative & Linguistic)

7.  Afflerbach, Pearson, & Paris (2008) stated, “ Helping
children learn to read is a deeply rewarding experience for
parents and teachers who take pride as their children
acquire effective reading skills and reading strategies
(p.364).”
 Interactive Perspective is one of the three literacy
perspectives that is used by effective teachers to provide
the students with well rounded literature instructions.
 Interactive Perspective focuses on teaching students to
read and write correctly, with speed, and with
understanding of text.
 Stahl (2004) stated,” The unstated premise is that children
who actively engage in particular cognitive strategies
(activating prior knowledge, predicting, organizing,
questioning, summarizing, and creating a mental image)
are likely to understand and recall more of what they read
(p.598).”

8.  During the lesson on Gabriela, my students showed an
understanding about Gabriela and her love for words,
sounds, and stories. The text used was My Name is
Gabriela by Monica Brown.
 The lesson focused on word recognition and
comprehension with the text being read through
shared reading.
 Tomkins (2010) stated,” Teachers use shared reading
to read aloud books that are appropriate for
children’s interest level but too difficult for them to
read for themselves (Parkers, 2000) (p.132)”
 The data from the lesson assessment provide insight
on what I need to do differently for the next lesson
and the students understanding of the text.

9.  Molden, K. (2007) stated,” Critical literacy is
defined as not only a teaching method but a
way of thinking and a way of being that
challenges texts and life, as we know it
(McLaughlin, 2004) (p.50).”
 Critical Perspective focus on having the
students think critically and outside of what
is directly stated in a text.
 Response Perspective focus on how the
students feel about situations that have
happen in text and relate it to real life
situations they may encounter.

10.  The students were required to explore and think
critically about the text selected. Text used was The
Three Bears: An Alphabet Book by Grace Maccarone.
 At the end of the lesson, they were required to
develop an action plan for the Three Little Bears to
keep others out of their house.
 Molden (2007) stated, “ Using critical literacy helps
pull power away from the author and makes it an
equal relationship between the author and the reader
by allowing us to see the texts from all angles, not
just believing what is written down (p.51).”
 Clyde, J. (2003) stated, “ If children are invited to
examine the lives of others, trying them on for fit,
looking around inside the story world, feeling the
feelings of characters with life experiences different
from their own (p.159).”

11.  What insights did you gain about literacy and
literacy instruction from viewing this
presentation?
 How might the information presented change
your literacy practices and/or your literacy
interactions with students?
 In what ways can I support you in the literacy
development of your students or children?
How might you support me in my work with
students or your children?
 What questions do you have?

12.  Afflerbach, P. (2012). Understanding and using
reading assessment, K–12 (2nd ed.). Newark, DE:
International Reading Association.
 Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008).
Clarifying differences between reading skills and
reading strategies. The Reading Teacher, 61(5), 364–
373.
 Brown, M.(2005) My Name is Gabriela.
 Clyde, J. A. (2003). Stepping inside the story world:
The subtext strategy—a tool for connecting and
comprehending. The Reading Teacher, 57(2), 150–160.
 Laureate Education (Producer). (n.d.). Analyzing and
selecting text. [Video file]. Retrieved from
https://class.waldenu.edu
 Maccarone, G. (2013) The Three Bears: An Alphabet
Book. Scholastic, Inc.

13.  McKenna, M. C., & Kear, D. J. (1990). Measuring attitude
toward reading: A new tool for teachers. The Reading
Teacher, 43(9), 626–639.
 Molden, K. (2007). Critical literacy, the right answer for
the reading classroom: Strategies to move beyond
comprehension for reading improvement. Reading
Improvement, 44(1), 50–56.
 Moore, C. (2014) The Little Gingerbread Man. Retrieved
from
 Nelson, K. (2012) I Have A Dream-Dr. Martin Luther King Jr.
 Teague, M. (2013) The Three Little Pigs and the Somewhat
Bad Wolf
 Tompkins, G. E. (2010). Literacy for the 21st century: A
balanced approach (5th ed.). Boston: Allyn & Bacon.
 Stahl, K. A. D. (2004). Proof, practice, and promise:
Comprehension strategy instruction in the primary grades.
The Reading Teacher, 57(7), 598–608.