How Do I Teach Learners at the Pre-K – 3rd Levels?

Literacy Learning

Davidica McConnellWalden University

Dr. P. McCully

Getting to Know Emergent and Beginning Literacy Learners

Getting to know the literacy learner involves knowing and addressing the meta-cognitive and cognitive aspects of the learner (Laureate Education, 2014). Between birth and 3rd grade readers progress through three stages of literacy development (Laureate Education, 2010.) These stages are:

Emergent Beginning Transitional

I assessed my emergent learner using the Reading Attitude Survey which assesses literacy strengths, weaknesses, and interests (Afflerback, 2007). For my beginning reader assessment I used the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, 2012). These assessments helped me to understand the diverse needs of young literacy learners and how to better challenge and engage my students.

Selecting Texts

Factors to consider when selecting texts are (Laureate Education, 2014): Developmental appropriateness. Assortment of texts. Texts that address writing skills. Organization of texts along the continuum of narrative to informational, and from linguistic to

symbiotic.

These factors help me as an educator to incorporate texts that will enrich the learning environment for all students.

Selecting Texts for Emergent and Beginning Literacy Learners

When selecting texts for my learners I consider the cognitive aspects of literacy acquisition first. What do I need for my students to know and be able to do?The Common Core Standards (2012) as well as state standards help to organize the curriculum, but it is up to the teacher to determine which texts work best for each class.

I also consider the non-cognitive aspects of my learners. How can I motivate my learners to want to succeed. For some, it may be an intrinsic motivation. For others, it is going to be some type of extrinsic reward or the satisfaction of being successful consistently.

I carefully select my texts in order to accommodate every learner regardless of ability, age, race, cultural background, or interests. For example, I chose the following texts for my emergent learner based on interests and attitude:

The Grouchy Ladybug- linguistic narrative text

Ocean Babies- semiotic text

A Frog Grows- linguistic informational text

Selecting Texts for Beginning and Emergent Literacy Learners

Harvery and Grouder (Reutzel and Cooter, 2016) assert that “the ultimate goal of reading instruction is

for students to comprehend the information they are reading.”

I began my beginning literacy learner lesson by doing the Flynt/Cooter Reading Attitudes Survey for

Elementary Grades (Cooter et al., 2014). It is imperative that we know how our students feel about

reading and why. We need to understand their interests and value their backgrounds.

I assessed the learner’s vocabulary using a teacher-made assessment. The

National Institute of Child Health and Human Development has drawn the

following conclusions about both indirect and direct vocabulary learning:

Children learn meanings of words indirectly through life experiences.

Children learn vocabulary through explicit instruction from teachers.

Developing childrens’ “word consciousness” can boost vocabulary

learning.

How Do We Create a Literacy Rich Environment?

Post labels and visual clues.

Post schedules, rules, and reminders.

Post alphabet.

Post students’ names.

Post teachers’ writings.

Maintain extensive classroom libraries.

Create a wonderful space where students can write.

How Do We Create a Literacy-Rich Environment?

Systematic explicit instruction must be implemented in order to provide the

foundation for students to become readers. Reutzel and Clark (2011) explain that

the physical arrangement of the classroom can be powerful and supportive of

effective literacy instruction. Students need at least 90 minutes of uninterrupted

reading instruction per day in order for sufficient literacy skills to develop.

Instruction must be delivered systematically and explicitly. Students must be

scaffolded over time and instruction must be differentiated across the curriculum

(Just Read, Florida!, 2005).

Reflection

Effective instructional practices are the key to achieving desired

outcomes for our learners.

Problem solving/ critical thinking involves students being consistently challenged

and supported. Writing is an essential part of this strategy of learning.

Cognitive practices insist that students can learn from the inclusion of cognitive

models based on the teacher’s and students’ abilities to connect. Cognitive

practices support the learn by doing approach.

Culturally responsive teaching builds upon the diversity of content within the

curriculum. High expectations and positive perspectives are communicated through

teacher knowledge of appropriate instructional practices. Culturally responsive

teaching requires understanding and application of various cultural perspectives and

curriculum that enhances cultural background using materials, examples, and

strategies from students’ backgrounds and experiences.

Digital media means having access to electronic tools and media that enhance and support active learning and engagement. This can be done through multiple media outlets including iPad apps, as well as Android powered apps to accommodate nearly every classroom. Having students create media through multiple sources is a tool that is necessary for college and career readiness in the 21st Century classroom. The focus of a 21stcentury classroom is on students experiencing the environment they will enter as modern day workers and developing their higher order thinking skills, effective communication skills, collaboration skills, making them adept with using technology and all other skills that they will need in the 21st century workplace (Educational Leadership, 2013.)

References

Afflerback, P. (2007). Understanding and using reading assessment, K-12. Newark, DE: International Reading Press. Common Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills: Kindergarten. Retrieved

from http://www.corestandards.org/ELA-Literacy/RF/KCooter, R.B., Flynt, E.S., and Cooter, K.S. (2014). Flynt/Cooter comprehensive reading inventory- 2: The assessment of K-12 reading skills

in English and Spanish. Boston, MA: PearsonDynamic Measurement Group (2012). Dynamic Indicators for Basic Early Literacy Strategies, 6 th Edition. Retrieved from http://dibels.uoregon.edu/Just Read, Florida! (2005). An example of the 90 minute reading block. Retrieved from

http://www.readingrockets.org/article/25798 Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping every child succeed  (5th ed.). Boston,

MA: Pearson.Laureate Education (2010). Analyzing and selecting texts. Boston, MA: Author. Retrieved from

https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_9735313_1&content_id=_27326515_1Laureate Education (Producer). (2014k). Getting to know your students [Video file]. Baltimore, MD: author. Retrieved from

https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_9735313_1&content_id=_27326475_1Reutzel, D.R. and Clark, S. (2011). Organizing literacy classrooms for effective instruction: A survival guide. The Reading Teacher, 65 (2),

110-114.Top 10 Characteristics of a 21st Century Classroom (2013). Educational Leadership. Retrieved from

http://edtechreview.in/news/862-top-10-characteristics-of-a- 21st-century-classroom