2. Table OfContents
Getting to Know the Learners
Selecting Text
Emergent Literacy Learner
Beginning Literacy Learner
References
3. Teachersneed to beconfident in the fact that they
can meetthe needs of their students and display a
sense of efficacy!
(Protheroe, 2008)
Teachersneed to createopportunities to getto
know their students within the first few weeks of
school.
(Reutzel & Cooter, 2015)
4. Perform Reading Assessments to get to know your
students literacy abilities:
Cognitive-
RunningRecord
Phonemic Awareness
SightWords
ReadingInventories
Non-Cognitive-
Habits
Traits
5. Takeinto consideration:
*Hartman’s Matrix:
(Laureate Education, 2014a)
The ratioof…
informational text versusnarrativetext.
-Studentsneed tobeexposedtoinformationaltextthatwill help preparethem
fortheirfutures.
Linguistic versusSemiotic
-Wordorientedversus pictures/icons
6. Takeinto consideration:
*Readability
The Third Dimension
-Makesurethatthe textis notartificiallyinflatedwith big words
-Makesurethe textis notadifficultconceptwitheasywords
(Laureate Education, 2014a)
8. With all of those ideas in mind:
I chose texts that related to a Science unit of study.
I chose threetexts that provided rich vocabulary.
I selected a text that was solely informational and presented with only factual information.
I selected a great, narrative book that included facts with additional rich vocabularyand life
connections.
For the digital text, I madesure it continuedto use great vocabularybut it was aneasier,
narrativeread for myemergent students.
9. -Iensure that my lesson is rich with tier 3 vocabulary
-My students can relate tothe topic
-Imodel the use ofacademic language
-Iembed the topic throughout multiple avenues ofteaching
-Iensure my students feel welcome andengaged
-Iseat my students closely for optimal instruction
-Iencourage my students toreflect on their learning with learning logs even if they arestill at
the picture drawing stage
(Rogg, 2007)
10. Writing Improves Reading!
(Graham &Herbert 2010)
-I use scaffolding and modeling to introduce concepts
and ideas
-I gradually release responsibility to my students
-Iguide and monitor my students’ progress
11. Graham, S., & Herbert,M. (2010).Writingto read:Evidence for how writing can improve reading.Retrieved
from https://www.carnegie.org/media/filer_public/9d/e 2/9de20604-a055-42da-bc00-
77da949b29d7/ccny_report_2010_writing.pdf
LaureateEducation(Producer).(2014a). Analyzingand selecting texts[Video file].Baltimore, MD: Author.
LaureateEducation(Producer).(2014i). Emergent literacy: Classroomdemonstration[Video file].
Baltimore,MD: Author.
Protheroe,N. (2008, May/June).Teacherefficacy: Whatis it and doesit matter? Retrieved
fromhttps://www.naesp.org/resources/1/Principal/2008 /M-Jp42.pdf
Reutzel,D. R., & Cooter,R, D. (2015).Teachingchildrento read:The teachermakesthe difference(7thed.).
Boston,MA: Pearson.
Reutzel,D. R., & Cooter,R. B., Jr. (2016). Strategiesforreading assessmentandinstruction:Helpingevery
child succeed(5th ed.). Boston,MA: Pearson.
Rog, L. J. (2007). Marvelousminilessonsforteaching beginning writing, K–3. Newark, DE: International
Reading Association.
