LITERACY ENVIRONMENT FOR

THE BEGINNING AND EMERGENT READER

Vanessa MijangoWalden UniversityInstructor: Jann JamesREAD: 6706R-1 Literacy Development Pre K-3

MEET THE EMERGENT READERName: StephanyEthnicity: HispanicAge: 5 years oldOne older brother and sisterEnglish Language LearnerBelongs to a middle class family

CREATING A POSITIVE LITERACY ENVIRONMENT

Beginning Reader The focus is on the student recognizing

letters and their sounds.

Emergent Reader This stage follows the emergent stage in which student first learn association through the sorting of objects before they are ready for letters and words (Laureate Education, 2014g).

MEET THE BEGINNING READERName: ParisEthnicity: African AmericanGrade: KindergartenDifficulty with keeping focusComes from a low-middle class family

SELECTING THE TEXT FOR EMERGENT READER

The text, Cinderella Penguin, is the narrative that I selected to use with a beginning and emergent reader. Text falls between both the linguistic and semiotic quadrants of the Literacy Matrix (Laureate Education, 2014a). The book includes a narrative using words, but it also uses many illustrations that add great detail to the story.

SELECTING THE TEXT FOR BEGINNING READERThe book, Super Cute: Baby Penguins, is a digital book that I selected for my balanced literacy. This nonfiction book would be classified as a semiotic based on the Literacy Matrix (Laureate Education, 2014a).The book is semiotic because even though this book has written language, the photographs are the main focus.This book is accessible through the application Epic! that can be downloaded for free on any tablet.

EMERGENT READER LESSON: SHARED READING Learning ActivityShared reading making sure that the student is able to see the words being read (Laureate Education, 2014r).Teacher models fluent reading and thinking aloud during the lesson (Laureate Education, 2014r). The first reading, the teacher will read the book without interruption. The second reading, the student will engage throughout the book. Writing Extension:Write a story where the Cinderella Penguin was not able to go the party and draw a picture of the story.” The student includes scribbles, letter-like symbols, and random alphabet letters with their picture (Rog, p. 2).

BEGINNING READER LESSON: GUIDED READINGLearning Activity:Student independently reads aloud at her own pace (Laureate Education, 2014k). After the reading, student will explain what the passage was about. Review what high-frequency words were found in the book, student writes them on their whiteboard.

Writing Extension:The beginning reader writes a sentence about the picture that most helped her throughout the reading. The teacher cuts up each word and the student reconstructs the sentence (Laureate Education, 2014k).

REFLECTION Insights gained on Emergent Reader:Good understanding of many areas like the parts of a bookKnows how to orient book to start reading and retelling the storyNeeds help with what the author doesNeed more assistance to ensure mastery of the concept of printInsights gained on Beginning Reader:Good understanding of her alphabetComprehends of most of the text, making predictions, and can apply her reading to her lifeNeeds more support with blends in her writing Technology increased student engagement throughout the lesson

SOCIAL CHANGEI will able to share with my teammates I will be able to enact the feedback to improve my instruction and better serve my students. Digital storytelling will also allow me to see my evolution as a teacher and I can provide strategies to other educators.

REFERENCESLaureate 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.