A digital story of my work with Emergent and Beginning Literacy Learners. I have included various research-based instructional practices, my lesson work with my two students, data behind the assessments, and next steps with my students too,

1. EMERGENT AND
BEGINNING LITERACY
LEARNERS
Matthew Kingshott
Walden University
Instructor: Dr. Jann James
READ 6706R-1 Literacy Development PreK-3

2. EMERGENT LITERACY LEARNERS
 Emergent readers…
 Make marks and scribbles in their writing
 Connecting information from books with their world and experiences
 Form ideas about what reading is to them (Laureate Education, Inc., 2014c)
 The Use of Noncognitive and Cognitive Assessments
 Give educators a better understanding of student motivation, value of reading, and
data to drive their literacy instruction with students (Malloy, Marinak, Gambrell, &
Mazzoni, 2013).

3. EMERGENT LITERACY ENVIRONMENT
 Noncognitive Assessment
 My Feelings About Reading (Mariotti, n.d.)
 Strategy to Use
 Partner high reading students and lower reading students
together for read to partner round (Boushey & Moser, 2008).
 Use a combination of informational and fictional books which
peak the interest the your students.
 Check in each day with your student and read to them or have
them read to you in a one-on-one setting.

4. EMERGENT LITERACY ENVIRONMENT
 Cognitive Assessment for Concepts of Print
 The Metalinguistic Interview (Reutzel & Cooter, 2016)
 Strategy to Use
 The Language Experience Approach
 Using students prior experiences to create reading material in whole group
or small group.
 Examine reading and writing of modeled sentences to increase comfort with
concepts of print (Heveron-Smith, 2012).
 Students see their own story telling in a book they created.

5. EMERGENT LITERACY ENVIRONMENT
 Cognitive Assessment for Oral Language
 Student Oral Language Observation Matrix (Reutzel & Cooter, 2016)
 Strategy to Use
 Rule of Five
 Students must speak in complete sentences using at least five words.
 Students need opportunities to talk.
 Students practice using sentences that make sense and correct those that do
not (Wren, et al, 2015).

6. BEGINNING LITERACY LEARNERS
 Beginning readers…
 Know their letters and sounds
 Are starting to put known sounds together
 Connect stories with their prior experiences (Laureate
Education, Inc., 2014b)

7. BEGINNING LITERACY ENVIRONMENT
 Noncognitive Assessment
 The Flynt/Cooter Reading Attitude Survey for Elementary
Grades (Reutzel & Cooter, 2016)
 Strategy to Use
 Find his interests in reading and print off Reading A to Z
books to take home and keep.
 Create an agreement with parents to read with their child at
least 15 minutes a night.
 The motivation at school to read is very high, but the
support is not at home so the desire to read there declines
rapidly (Neugebauer, 2013).

8. BEGINNING LITERACY ENVIRONMENT
 Cognitive Assessment for Comprehension
 Reading Retelling Record (Reutzel & Cooter, 2016)
 Strategy to Use
 R5 and Scaffolding Silent Reading (Reutzel & Juth, 2014)
 Students focus on the five R’s of read, relax, reflect, respond, rap.
 This strategy holds students accountable for reading and
comprehension.
 Student’s are focusing on reflect and respond which can be done in
writing, using technology, or drawing pictures to demonstrate what
they read.

9. BEGINNING LEARNING ENVIRONMENT
 Cognitive Assessment for Fluency
 One-Minute of Reading Test Plus Prosody (Reutzel & Cooter,
2016)
 Strategy to Use
 Assisted and Partner Reading (Reutzel & Cooter, 2016)
 Students complete choral reading with a partner in Daily 5 or
they read with their Chromebook on Raz Kids (Boushey &
Moser, 2008).
 Fluency is built with repeated readings and how to track a text
passage correctly (Cummings, Park, & Schaper, 2013).

10. SELECTING TEXTS FOR STUDENTS
 Texts must be active, engaging, and allow for students
to collaborate (Reutzel & Cooter, 2016).
 Reading A to Z provides both important narrative and
informational text pieces.
 Lit2Go is a beneficial online source free to teachers,
parents, and students.
 It is imperative to always consider and use
informational texts because students will use these far
more when they are older (Laureate Education,
2014a).

11. SELECTING TEXTS FOR STUDENTS
 Having both information and narrative texts on the same topic
allows for comparing and contrasting of new information our
students learn.
 Students collaborate about their ideas, feelings, and thoughts
when texts are similar (Common Core State Standards Initiative,
2012).
 When reading is connected to content taught in the classroom
students learn important vocabulary and improve their
comprehension, especially in social studies and science
(Mihara, 2011).

12. EMERGENT LITERACY LEARNER LESSON
 The research-based practice I used with my emergent literacy
learner was The Rule of Five (Wren, et al, 2015).
 My pre-assessment data informed my Jessica did not use many
sentences over five words.
 After modeling and in the lesson Jessica ended up using 22
sentences over five words that made sense and sounded correct.
 We completed a “Read With” activity where modeling was the
basis of the lesson and Jessica quickly joined in (Laureate
Education, Inc., 2007).
 In the end my emergent learner was able to express her ideas
and thoughts clearly to myself and her classmates.

13. BEGINNING LITERACY LEARNER LESSON
 The research-based practice I used with my beginning literacy learner
was a Reading Retelling Record with and without support (Reutzel &
Cooter, 2016).
 Modeling was key to the lesson as we discussed and shared our thinking
while reading the informational and narrative texts.
 The retelling goal was at least five unsupported facts and three more
supported facts
 1st retelling was four facts without support and three more with support
 2nd retelling was seven facts without support and four more with support
(lesson objective accomplished)
 At the conclusion of the lesson Henry created a Google Slides
presentation on his learning which activated his personal learning style
(Christodoulou, 2009).

14. REFLECTION
 Similarities with my Emergent and Beginning Literacy Learner.
 Must model my thinking at all times while reading and writing (Fisher
& Frey, 2012).
 The use of informational texts are valuable for students of all ages
(Laureate Education, Inc., 2014a)
 Differences with my Emergent and Beginning Literacy Learner.
 Emergent literacy learners are building on letter identification and
sounds while the Beginning literacy learner is blending sounds and
reading.
 The beginning literacy learner is starting to retell information from
stories they read (Yu, 2014)

15. REFLECTION
 Insights Gained
 Model all thinking in reading and writing lessons
 Use noncognitive assessments to gain understanding about
student motivation
 Creating a Literacy Environment
 Must continue to have a print rich classroom in English and
Spanish
 Provide informational, narrative, digital, poetry, and picture
books to all students (Ross & Furno, 2011)
 Social Change
 Sharing with my colleagues
 Present at curriculum camp
 Post presentation to different educational blogs

16. REFERENCES
 Boushey, G., & Moser, J. (2008). The daily 5. Portland, ME: Stenhouse Publishers.
 Christodoulou, J. (2009). Multiple intelligences defined. School Administrator, 66(2), 23.
 Common Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills:
Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/RF/K
 Cummings, K. D., Park, Y., & Schaper, H. A. B. (2013). Form effects on DIBELS next oral reading fluency progress-
monitoring passages. Assessment for Effective Intervention, 38(2), 91-104.
 Fisher, D. & Frey, N. (2012). Motivating boys to read: Inquiry, modeling, and choice matter. Journal of Adolescent and
Adult Literacy, 16(3), 57-68.
 Heveron-Smith, M. (2012). Research for the classroom: Punctuation-the power and the possibilities. English Journal,
101(4), 101-103.
 Laureate Education (Producer). (2014a). Informational text in the early years [Video file]. Baltimore, MD: Author.
 Laureate Education (Producer). (2014b). Reading and writing in the pre-k classroom [Video file]. Baltimore, MD: Author.
 Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: author.
 Laureate Education. (Producer). (2007). Virtual field experience: Read with activity [Video file]. Retrieved from
http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6709/media/WAL_EDUC6709_06_B_EN-ME.mp4

17. REFERENCES
 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
 Mihara, K. (2011). Effects of pre-reading strategies on EFL/ESL reading comprehension. TESL Canada Journal,
28(2), 51-73.
 Neugebauer, S. R. (2013). A daily diary study of reading motivation inside and outside of school: A dynamic
approach to motivation to read. Learning and Individual Differences, 24(7), 152-159.
 Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child
succeed (5th ed.). Boston, MA: Pearson.
 Ross, A. & Furno, C. (2011). Active learning in the library instruction environment: An exploratory study.
Libraries and the Academy, 11(4), 953-970.
 Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2015). The cognitive foundations of learning to
read: A framework. Retrieved from http://www.sedl.org/reading/framework/
 Yu, J. (2014). The secret between storytelling and retelling: Tea, school, and narrative. International Journal of
Qualitative Studies in Education, 27(5), 682-699.