PowerPoint Presentation for Literacy Development PK-3

1. S
Effective Teaching
for
Literacy Development
PK-3

2. Literacy Development PK-3
From birth to kindergarten,
children make great
discoveries. They associate
words and images; they
pretend to read and write.
(Dr. Lori Helman, Laureate Education, Inc.,
2014c)

3. The Environment…prepare for success
Create a literacy rich environment: books, posters, magazines, labels, students’ work.
Ensure the physical environment is conducive for learning: centers, structured
activities, areas to express ideas like writing or drawing.
Build a relationship with the students.
What happens after this?

4. The Foundation…a critical beginning for future
success
Use evidence-based research to guide pedagogical practices:
scaffold, differentiate instruction.
Develop a strong foundation for literacy growth: Framework for
Literacy Development phonemic awareness, phonics, vocabulary,
fluency, comprehension (the big five).
Use Language Arts Common Core Standards as a guide to prevent
gaps in learning.
Be knowledgeable about the development of reading and
writing; assess.
Address the literacy learners’ needs: Response to Intervention (RTI)
What else do I need to do?

5. Selecting Text…motivate toward success
Expose students to a variety of genres to help broaden their perspective and increase
literacy growth.
Use the Literacy Matrix tool to help analyze and select text.
Expose students to more informational text to prepare them for textbook reading in the
later years.
What else do I need to know?

6. Emergent Literacy Learners…experience success
Developmental stage usually PK-K; letter recognition, letter-sound relationship, word walls.
Engage through picture books, other genres, read alouds, discussion, reading and writing activities
digital texts, technology.
Find out literacy habits; reading inventories.
Develop and assess growth in cognitive (the big five) and non cognitive aspects of reading.
What’s next?

7. Emergent Literacy Learner Lesson
Student: Fourth Grade ELL
Text: I Don’t Want To Be A Frog by Dev Petty
Objective: read and comprehend text - generate writing and illustration that follow the
sequence of events in the original text.
Learning Activities: Book Walk - Read book first, student reads after - Discuss what
happened in the story - Check for comprehension.
Writing: Create a page to add to the sequence of events - Copy original book and include
student’s page - Put in library as a revised version.
DI: can use text sets – graphic organizers, such as K-W-L

8. Summary:
I read the text first, stopping to point out certain details such as how the
illustration matched with the text. Then I had the student reread the text thus
shifting the responsibility to him to use previously taught reading strategies
such
as decoding by looking for familiar word patterns or applying letter sound
relationship to decipher words. I also listened for fluency.
It was a very effective lesson. The ELL enjoyed reading the text; it was
colorful,
easy to read—words were written in cartoon bubbles—and easy to
comprehend.
Next Step: Continue with environment rich with print – close monitoring of
reading progress – Every 8 weeks running record – Portfolio of writing to
monitor writing progress – Use Six Traits Framework (Rog, 2007, pp 13-18) as
a guide.
Emergent Literacy Learner Lesson

9. Beginning Literacy Learners…experience more
success
Developmental stage K-2; build literacy proficiency.
Move toward independence: apply strategies to text
to facilitate comprehension, metacognitive skills,
self-regulate.
Engage using more challenging text.
Continue to develop and assess growth in cognitive
(the big five) and non cognitive aspects of reading.
SUCCESS!

10. Beginning Literacy Learner Lesson
Student: Second Grade
Bilingual
Text: I Don’t Want To Be A Frog by Dev
Petty
Objective: Apply reading strategies to facilitate comprehension of narrative text.
Learning Activities: She will read: title, author, illustrator – Predict what story will be
about.
Writing: Create a page to add to the sequence of events - Copy original book and
include
student’s page - Put in library as a revised version.
DI: Student needs additional support; (RTI) Tier 1.

11. Next Step: Student’s homeroom teacher will use Tier 1 intervention strategies to
reacquaint student with reading strategies for decoding words.
Summary: While the student read, I observed which strategies she would use to
decode words. Would she be able to recognize when she read a word incorrectly and
self-correct. She was unsuccessful at activating prior knowledge to generate
independent use of reading strategies. I had to help many times by suggesting
decoding strategies.
Despite the setbacks (unable to decode successfully), she really enjoyed reading
this book.
Beginning Literacy Learner Lesson

12. Reflection
I really enjoyed creating this digital story. Because this was my first time, I was unsure o
to present the information given the different technology choices. When I create the next
story, I will definitely experiment with using Prezi or Voice Thread. I am not tech savvy, s
still in the process of learning new things, such as how to import images that are not on t
and drop them into my presentation. I will also be experimenting with using digital stories
other literacy applications such as biographical sketches.
I walk away from this course with a wealth of new knowledge such as the importance of t
Literacy Framework and non-cognitive aspects of reading, assessment strategies describ
Response to Intervention (RTI), and the Literacy Matrix that will enable me to select appr
texts for my students. There are many more things that I have learned and will incorpora
into my pedagogical practices in an effort to improve the students’ literacy environment. U
preparing them for the 21st century work environment.

13. References:
Afflerbach, P. (2012). Understanding and using reading assessments: K-12 (2nd ed.). Newark, DE: International
Reading Association. Chapter 8, “Assessing ‘The Other’: Noncognitive Aspects of Reading.”
Common Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills:
Kindergarten.
Laureate Education (Producer). (2014a). Analyzing and selecting text [Video file]. Baltimore, MD: author.
Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: author.
Laureate Education (Producer). (2014f). Classroom demonstration: Emergent Literacy [Video file]. Baltimore, MD: autho
Laureate Education (Producer). (2014k). Getting to know your students [Video File]. Baltimore, MD: author.
Reading Horizons. (n.d.). Five Pillars of reading instruction.
Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed (
Boston, MA: Pearson.
Rog., L. J. (2007). Marvelous minilessons for teaching beginning writing, K-3. Newark, DE: International Reading Assoc

14. Veronica R. Cooper
Walden University
October 2015
(READ-6706G-1—Amy Summers)