Literate Environment AnalysisALICIA GILBERT LITERACY DEVELOPMENT PREK-3, READ 6706O-7WALDEN UNIVERSITY INSTRUCTOR: GINA PINK

Getting to Know Emergent and Beginning Literacy Learners, P-3

Students don’t care how much you know until they know how much you care.-Anonymous

Getting to Know Emergent and Beginning Literacy Learners, P-3

Cognitive abilities: Phonemic awareness Oral vocabulary Phonics Vocabulary Fluency Comprehension Writing

Non-cognitive abilities: Motivation Readers’ self concept Readers’ attitudes Readers’ interests Readers’ attributions

To get to know emergent and beginning literacy learners, educators must learn about students’ cognitive and non-cognitive abilities.

Getting to Know Emergent and Beginning Literacy Learners, P-3

Cognitive Assessments Emergent:

• Recognizing Rhyming Words: Do These Rhyme? Assessment

• Oral Language Checklist Beginning:

• STAR Reading Computer-Adapted Reading Test

• Spelling Inventory

Non-cognitive Assessments Emergent:

• My Feelings about Reading Interest Inventory

Beginning:• Elementary Reading Attitude Survey

Selecting Texts

When selecting texts, the complexity of a text must be considered. There are three components that decide the texts’ complexity. The qualitative measures include text structure, language clarity and conventions, knowledge demands, and levels of meaning and purpose. The quantitative measures to consider are word frequency, sentence length, and text cohesion. Finally, the reader’s motivation and interest in the task must be considered as well (Common Core State Standards Initiative, 2012d).

Selecting TextsFurthermore, teachers must also consider the literacy matrix to ensure a balanced approach of literature, informational, pictures, words, difficult and easier texts are utilized. Selecting a variety of texts is imperative to creating an atmosphere conducive to higher levels of learning (Laureate Education, 2014a).

Linguistic

Semiotic

Hard

Easy

Narrative Informational

Literacy Matrix

Emergent Literacy Learner Lesson Common Core State Standards or other State/District Standards: Minnesota Science Standard of 1.4.3.1 Students will understand that plants and animals undergo a series of orderly changes during their life

cycles. CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words. CCSS.ELA-LITERACY.RF.K.2.E Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. CCSS.ELA-LITERACY.RF.K.3.A Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or

many of the most frequent sounds for each consonant. CCSS.ELA-LITERACY.RF.K.3.D Distinguish between similarly spelled words by identifying the sounds of the letters that differ. CCSS.ELA-LITERACY.RI.K.1 and CCSS.ELA-LITERACY.RL.K.1 With prompting and support, ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g.,

in illustrations, descriptions, or procedures). CCSS.ELA-LITERACY.RI.K.10 and CCSS.ELA-LITERACY.RL.K.10 Actively engage in group reading activities with purpose and understanding. CCSS.ELA-LITERACY.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name

what they are writing about and supply some information about the topic. CCSS.ELA-LITERACY.SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and

adults in small and larger groups. CCSS.ELA-LITERACY.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and

answering questions about key details and requesting clarification if something is not understood.

Emergent Literacy Learner Lesson

Theme: Plant Life Cycles Learning Objectives: Students will verbally describe the process a seed undergoes to become a plant and continue the life cycle. Students will identify rhyming words in the poem “Little Brown Seed”. Students will produce new rhyming words from the word pairs in the poem “Little Brown Seed” by

substituting beginning phonemes of words. Students will actively participate in class discussions by asking and answering questions about texts read

aloud. Students will write content-specific words in an alphabox grid. Students will demonstrate basic one-to-one letter-sound correspondence to write words in an alphabox grid. Students will verbally compare and contrast The Tiny Seed and National Geographic Readers: Seed to Plant

to complete a Venn diagram.

Emergent Literacy Learner Lesson

Texts: The Tiny Seed by Eric Carle, National Geographic Readers: Seed to Plant by Kristin Baird Rattini, “Little Brown Seed” poem by an unknown author, and Plants (digital text from PebbleGo).

Learning Activities: KWL graphic organizer Shared reading (Laureate Education, 2014r) Venn diagram comparing and contrasting texts Alphabox grid (Reutzel & Cooter, 2016) Playing with rhymes and alliteration (Reutzel & Cooter, 2016)

Beginning Literacy Learner Lesson Common Core State Standards or other State/District Standards: Minnesota Science Standard of 1.4.3.1 Students will understand that plants and animals undergo a series of orderly changes during their

life cycles. CCSS.ELA-LITERACY.RL.1.1 and CCSS.ELA-LITERACY.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-LITERACY.RL.1.10 and CCSS.ELA-LITERACY.RI.1.10 With prompting and support, read prose, poetry, and informational texts of

appropriate complexity for grade 1. CCSS.ELA-LITERACY.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). CCSS.ELA-LITERACY.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-LITERACY.RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and

adults in small and larger groups. CCSS.ELA-LITERACY.SL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other

media. CCSS.ELA-LITERACY.L.1.1.J Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory

sentences in response to prompts. CCSS.ELA-LITERACY.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when

writing.

Beginning Literacy Learner Lesson

Theme: Plant Life Cycles Learning Objectives: Students will actively participate in class discussions by asking and answering questions

about texts read aloud in small and large groups. Students will read and apply grade-level phonics and word analysis skills to decode words in

the “Little Brown Seed” poem and National Geographic Readers: Seed to Plant. Students will write declarative sentences telling what they learned about plant life cycles

using first word capitalization and punctuation at the end of the sentence. Students will segment and blend words to accurately spell CVC words.

Beginning Literacy Learner Lesson

Texts: The Tiny Seed by Eric Carle, National Geographic Readers: Seed to Plant by Kristin Baird Rattini, “Little Brown Seed” poem by an unknown author, and Plants (digital text from PebbleGo).

Learning Activities: KWL graphic organizer Shared reading (Laureate Education, 2014r) Guided reading group ( Laureate Education, 2014k) Sequential segmenting strategy (Reutzel & Cooter, 2016)

Feedback From Colleagues and Personal Reflection

Colleagues’ Feedback Informative Well organized

Personal Reflection Organized Concise Clear Easy to read

References

Common Core State Standards Initiative. (2012d). Supplemental information for appendix A of the Common Core state standards for English language arts and literacy: New research on text complexity. Retrieved from http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf

Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2014k). Guided reading [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2014r). Shared reading [Video file]. Baltimore, MD: Author.  Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction:

Helping every child succeed (5th ed.). Boston, MA: Pearson.