Teaching literacy learners in the

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<p>Teaching Literacy Learners in the PreK3 Classroom</p> <p>Teaching Literacy Learners in the PreK3 Classroomor How Can I Get Them Off to a Good Start?By Deborah McWilliamsRead &amp; Literacy 6706Instructor: Cindee Easton, M.ED.</p> <p>Creating a Literacy EnvironmentPrint Rich books, labels &amp; displays of student work, word wall, and charts</p> <p>Student Centered</p> <p>Use of space to create instructional areas for whole group, small group, and centers</p> <p>Research-based instructional practices</p> <p>Getting to Know the Emergent and Beginning Literacy LearnerNon-cognitive assessments - Student Interest surveys- Discussion- ObservationCognitive assessments - Pre-assessments, Formative, &amp; Summative- DIBELS- Standardized tests </p> <p>Getting to Know the Emergent and Beginning Literacy Learner</p> <p>The Emergent Literacy Learner Just learning concepts of printLetter Naming Phonemic Awareness</p> <p>The Beginning Literacy LearnerBeginning Phonics and Decoding larger vocabularyMore independent practiceCan use strategies previously taught</p> <p>Selecting Text</p> <p>Students need to read and be exposed to a wide range of texts.</p> <p>Informational</p> <p>Literature</p> <p>Picture Books, Magazine, digital materials, posters, student created writings, lists, etc.</p> <p>Read aloud and Shared reading</p> <p>Independent practiceTeachers need to consider many factors when selecting texts:</p> <p> Purpose or UseLevel of DifficultyStudent Abilities</p> <p>*Be sure to give students choices when selecting texts to encourage motivation and engagement. ( Reutzel &amp; Cooter, 2015)</p> <p>Selecting Text</p> <p>Informational LinguisticNarrativeSemioticEasyHardDr. Douglas Hartman developed this Literacy Matrix as a tool to analyze and select text for various classroom purposes. Dr. Almasi enhanced this matrix by adding level of difficulty (Laureate Education, Inc., 2014).</p> <p>Supporting Emergent &amp; Beginning Literacy Learners</p> <p>Incorporate literacy activities into their play</p> <p>Enlist and encourage family involvement</p> <p>Daily read alouds</p> <p>Using research-based literacy instruction &amp; include the five pillars for effective reading instruction : Phonemic Awareness, Phonics, Fluency, Vocabulary, &amp; Comprehension (Reading Horizons, 2014)</p> <p>Develop effective classroom management skills</p> <p>Talk. Talk, talk develop vocabulary</p> <p>Foster positive relationships with students and their families. </p> <p>Emergent Reader LessonThe lesson for my emergent reader focused on vocabulary development, and demonstrating comprehension by putting events of the story in sequence.There was also a writing component in which the student was asked to write something about each of the pictures included in the sequence activity. </p> <p> The texts for the lessons were chosen by using data collected from a non-cognitive assessment which showed she liked to read about animals, so our topic was bears. McKenna &amp; Kear (1990) realized that students attitudes about what they read plays a role in their reading success.</p> <p>Beginning Reader LessonFor this lesson the beginning reader, focused on being able to identify non-fiction text from fiction by using text features to help decide which category the book should be included. The lesson also included practice with comprehension and fluency strategies which are important skills for beginning readers to develop. Reutzel &amp; Cooter (2015) state that to develop fluency, one needs much practice reading. The lesson also had a writing component in which the student wrote an opinion of what genre she liked the best. </p> <p>ReflectionI have learned that emergent and beginning readers are similar in some ways such as having a desire to learn to read, but they are also different in other ways. Both need the support of a knowledgeable and effective teacher who can identify what each student needs to learn to develop into a critical and capable reader. </p> <p>I have also realized how important all the language skills reading, writing, listening, and speaking are for students to develop to be productive members of our 21st century, and that it is important to begin when they are very young because these kinds of skills require time to build. </p> <p>I hope that through this digital story, others will find a better understanding of the needs of emergent and beginning readers so we can begin to provide what students need to be successful literacy learners. </p> <p>References</p> <p>Laureate Education (Producer). (2014).Analyzing and selecting texts[Video file]. </p> <p>Baltimore, MD: Author.</p> <p>McKenna, M. C., &amp; Kear, D. J. (1990). Measuring attitude toward reading: A new tool for </p> <p>teachers. Retrieved from http://www.bwgriffin.com/gsu/courses/</p> <p>edur9131/content/Reading_Attitudes_McK enna_Kear_1990.pdf</p> <p>Reading Horizons. (20140. Teaching Reading. Retrieved from http://www.readinghorizons.com/reading-strategies/teaching/</p> <p>Reutzel, D. R., &amp; Cooter, R. B. (2015). Teaching children to read: The teacher makes the difference. Boston: Pearson.</p>


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