EMERGENT AND BEGINNING LITERACY LEARNERSMatthew KingshottWalden UniversityInstructor: Dr. Jann JamesREAD 6706R-1 Literacy Development PreK-3

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).

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.

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.

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).

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)

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).

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.

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).

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).

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).

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.

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).

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)

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

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

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.