2. GETTING TO KNOW YOUR LITERACY
LEARNER
Get to know the whole child; learn their identity-Dr. Janice Almasi (Laureate Education, 2014j)
Use of research-based assessments
Cognitive- Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Text Reading Comprehension
(TRC)
Non-cognitive-”My Feelings About Reading” by Mariotti (n.d.)
If a teacher focuses only on cognitive outcomes, it can potentially hurt a student’s progress in literacy
Successful student readers:
motivated
have a positive attitude,
have a good self-concept
can assess their performance
Afflerbach, P. (2012). Understanding and using reading assessment: K–12 (2nd ed.). Newark, DE: International Reading
Association.
Laureate Education (Producer). (2014j). Getting to know your students [Video file]. Baltimore, MD: Author.
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
3. EMERGENT READER CHARACTERISTICS
Beginning the journey of acquiring literacy skills
Making sense of their world
Phonemic Awareness is critical (Rog, 2007)
Encourage students to converse and talk to build vocabulary
Students learn a lot from read alouds
Mostly writes in scribbles or strings of letters
Laureate Education (Producer). (2014b). Assessing word knowledge [Video file]. Baltimore, MD: Author.
4. BEGINNING READER CHARACTERISTICS
Reads aloud
Points to words as they read
They can decode CVC (consonant-vowel-consonant) words
Knows some high-frequency words
Can write 2-3 sentences
Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD:
Author.
5. SELECTING TEXTS
Polar Bears
By Mrs. Wilkerson
The Big Picture
(Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author.
6. SELECTING TEXT
EARLY LITERACY TEACHERS OFTEN NEGLECT INFORMATIONAL TEXT (LAUREATE
EDUCATION, INC., 2014L)
Whole Group
“Polar Bear, Polar Bear, What do You Hear?” by Bill Martin, Jr.
Discussion of animals in text and illustrations
“Polar Bear, Arctic Hare” by Eileen Spinelli
Discussion of rhyming words; realistic fiction; recalling of facts related to polar bears
Small Group
Emergent Reader-“Polar Bear, Polar Bear, What do You Hear?” by Bill Martin, Jr. and Polar Bear by Mrs. Wilkerson
Beginning Reader- “National Geographic Readers: Polar Bears” by Susan Marsh and “A Baby Polar Bear Grows Up” by
readworks.org
Centers
Digital Print-“Polar Bears: Animal Safari” by Kari Schuetz via https://www.getepic.com/app/search; “Polar Bear, Polar Bear,
What do You Hear?” via https://www.youtube.com/watch?v=ctQjLfMKinU
Laureate Education (Producer). (2014l). Informational text
in the early years [Video file]. Baltimore, MD: Author.
7. EMERGENT READER LESSON
Objectives
Students will listen to fiction read alouds and answer questions about the text.
Students will listen to nonfiction text and recall information from text.
Students will read easy nonfiction text with common sight words, independently, while pointing to the words as they read.
Students will draw, write and/or dictate a fact from an informational text.
Intro
Students listen to “Polar Bear, Polar Bear What do You Hear?” and answer questions about the text
Students create identify and match things that begin with “p” using visual pictures
Instruction and Skills
Introduction of story sight words for nonfiction text “Polar Bears” by Mrs. Wilkerson
Guided reading of nonfiction text “Polar Bears” using witch pointer fingers
Closure
Students independently read “Polar Bears”
Students draw one fact about polar bears.
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.
Common Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills: Kindergarten. Retrieved
from http://www.corestandards.org/ELA-Literacy/RF/K
Common Core State Standards Initiative. (2012c). English language arts standards: Writing: Kindergarten. Retrieved from http://www.corestandards.org/ELA-
Literacy/W/K/
8. BEGINNING READER LESSON
Objectives
Students will listen to fiction read alouds and answer questions about the text.
Students will listen to nonfiction text and recall information from text.
Students will read easy nonfiction text with common sight words, independently, while pointing to the words as they
read.
Students will draw, write and/or dictate two facts from an informational text.
Intro
Students listen to “National Geographic Readers: Polar Bears” and discuss different facts about polar bears
Teacher and students discuss fact versus opinion of polar bears
Instruction and Skills
Students label fact and opinion t-chart with picture/sentence cards
Closure
Students do a think-pair-share about what they know about polar bears to recall information from the week. Students
will write two facts they know about polar bears. They will use invented spelling, sight words, and punctuation (capital
letter and period)
Enrichment
Students read advanced text “A Baby Polar Bear Grows Up” from www.readworks.org. Students highlight “hard” words.
Teacher reads through the passage skipping the common “hard” words by saying “blank”, asking students what is a
good word that may fit that has the same beginning sound.
Students and teacher answer comprehension questions
Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson.
Common Core State Standards Initiative. (2012b). English language arts standards: Reading: Foundational skills: Kindergarten. Retrieved from http://www.corestandards.org/ELA-
Literacy/RF/K
Common Core State Standards Initiative. (2012c). English language arts standards: Writing: Kindergarten. Retrieved from http://www.corestandards.org/ELA-Literacy/W/K/