Literacy learners digital storybook

Literacy learners digital storybook

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  Literacy Learners PreK-3 MARIA STAMP WALDENUNIVERSITY INSTRUCTOR: DR. JANN JAMES READ 6706R-1 LITERACY DEVELOPMENT PREK-3 FEBRUARY 18, 2016
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  Getting to knowyour Literacy Learners Getting to know your literacy learners in your classroom is so important for a multitude of reasons. With the understanding that all of our students learn and read at different times in multiple ways, it is our job as teachers to foster that learning and provide appropriate text for our students. This will help to assist in growing their reading abilities.
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  Selecting Texts Selecting theappropriate texts for your readers is so important. It is not appropriate to always have the students reading challenging texts (Shanahan, 2013). These texts relate to the cognitive and non-cognitive aspects of both emergent and beginning literacy learners in many ways. In regards to the emergent learners, they are listening, identifying concepts of print, fostering alphabetic knowledge, and participating in rhyming. The beginning learner on the other hand, is figuring out words on their own, possibly reading on their own with the informational digital text, and coming up with the words to a story based on the books. Each of their individual needs as learners can be met in different ways through the same books. Through observations, you can determine their functional and developmental stages of their reading and their writing (Laureate Education, 2014b).
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  Digital Text Informational How doplants grow? By Julie Lundgren
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  Texts Pancakes for breakfast By TomidePaola Hop on pop By Dr. Seuss Brown bear, brown bear, what do you see? By Bill Martin Wordless picture book Rhyming one vowel word book Book to be used for Shared Reading
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  Emergent Literacy Learner Emergentliteracy learners are in the developmental stage where pictures are a key aspect to their learning. Their orthographic knowledge mainly consists of concept sorts about the words they know and how they work (Laureate Education, 2014c). Repeated words, such as those found in Hop on Pop, make text easier to read (Laureate Education, 2014a). Participating in shared reading where the teacher does the majority of the reading and the student participation increases in word pattern is a very efficient and useful method for literacy learning in emergent readers.
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  Modeling Modeling shared readingfor emergent literacy learners is very crucial. Allowing the students to read along with you whether that be in rhyming stories or text that has a lot of repeated phrases will give the opportunity to verbally put together what they are hearing and seeing. There is great value in participating. It shows how personally interested the student is, how important the task is, and how successful the completion is to their future (Malloy, 2013, p.280)
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  Lesson for the EmergentLiteracy Learner Introduction I began the lesson by asking the students why we learn to read. This got them thinking about the purpose behind not only the lesson but about the concept of phonics and literacy in general. We began the lesson by reading/looking at the wordless picture book Pancakes for Breakfast by Tomi dePaola. We did a pre-read by going through the story just once to look at the pictures and get the initial meaning of the story. Next we went through the book again and I asked the students to verbally give me the words that they would write on each page to give more meaning to the pictures. Lastly, I had the students each be responsible for one or two pages of the book that they were to write the text for. We also used this text to determine if their listening vocabulary, their speaking vocabulary, and their writing vocabulary match (Reutzel and Cooter, 2016, p.258). Applying Skills The emergent learner that I am observing was given HOP ON POP by Dr. Seuss. With a partner, the two of them quietly read this text. I gave the students approximately 5 minutes to read with their partner. Then we came together as a whole group again and discussed if we thought that reading with text included was more helpful and easier compared to the wordless picture book. We talked about how the words transform into a clear and concise message that the reader can understand (Wren, 2013). Closure To close the lesson, we did a shared reading as a whole class with the book Baby Bear, Baby Bear, What Do You See? by Bill Martin. This book highlights the special sound “e” in me that we have previous learned as well as using two vowel rules. The students read with me the pieces that are repetitive where the same question about what does the animal see is asked again and again. The repetition is an important phonemic awareness concept for emergent readers. This book was a little bit above their reading level but it ties the concepts of using pictures to make meaning of the text in such a way that they could possibly read the majority of the book by using their alphabetic knowledge and the semiotic clues.
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  Assessments Used  Questionand answering  Observation in reading  Oral reading fluency checklist provide by our curriculum  Metalinguistic interview (Reutzel and Cooter, 2016, p.96)  Concepts of print assessment in framework (Wren, 2015) – I asked my learner to identify the front and back of a book, show me where I would begin reading, follow the words as I read, and lastly point to capital and lowercase letters.  Non-cognitive assessment – Interest inventory (Mariotti, n.d., p.3-7).
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  Beginning Literacy Learner Beginningliteracy learners often read words letter by letter and participate in invented spelling in this stage (Laureate Education, 2014c). Invented spelling gives the teacher an understanding of what they know and comes easy to them, what they may be confused by but are attempting to use anyway, and what is lacking from their writing (Laureate Education, 2014b).
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  Lesson for the BeginningLiteracy Learner Becoming a Writer! Introduction The first step that we will learn is that you start with deciding on a storyline. We began by referencing the wordless picture book and talked about the words that we would write down if we were the author. Appling Skills I will then showed the pictures of Hop On Pop by Dr. Seuss to the students and have them write the words that they think go along with the pictures. We compared and contrasted their words with the words that Dr. Seuss wrote to go along with the pictures. Closure I had the students each choose a topic and write their own story using invented spelling. If they had difficulty, I differentiated the instruction by giving them a picture to begin to brainstorm from.
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  Invented Spelling Example (usingHop on Pop by Dr. Seuss) Written by my beginning literacy learner
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  Assessments Used  Oneof the assessments that I used with my beginning literacy learner was the Multidimensional Fluency Scale (MFS) in both the initial evaluation and the assessment at the end of the text lesson (Reutzel and Cooter, 2016, p.235).  I assessed her accuracy, her volume and expression, the phrasing that was used, as well as the smoothness and the pace. The results varied based on the text that she was reading. Overall, my literacy learner had excellent word recognition and consistently self-corrected. She words sounded like natural language when she read and her reading was generally smooth and continuously conversational.  I also assessed the functional and developmental levels of her independent writing and invented spelling. (Laureate Education, 2014b). By allowing the students to use invented spelling, it gives students the opportunity to integrate their knowledge of phonemic awareness (Rog, 2007, p.6).  Non-cognitive assessment – Reader interests and self-concepts
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  Reflection Using multiple lessonsto introduce and teach subjects in reading and writing ensures that students get the direct instruction and guided practice that is necessary. Differentiating in the text difficulty levels encourages students to want to achieve more (Witter, 2013, p.40). Involving their interests and educating in accordance to the learning styles of the students will ensure productive learning. My emergent and beginning literacy learners each succeeded in their areas of strengths and were able to learn efficiently in order to positively impact their weaknesses. I was able to effectively decide which strategies and techniques worked best with each of these learners.
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  References DePaola, T. (1978).Pancakes for breakfast. New York: Harcourt Brace Jovanovich. Geisel, T. S. (1963). Hop on Pop, by Dr. Seuss. New York: Beginner Books. Laureate Education (Producer). (2014a). Analyzing and selecting texts [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2014b). Assessing word knowledge [Video file]. Baltimore, MD: Author. Laureate Education (Producer). (2014c). The beginning reader [Video file]. Baltimore, MD: Author. Lundgren, J. K., & K. L. (n.d.). How Do Plants Grow? Retrieved January 31, 2016, from https://www.getepic.com/educators 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
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  References continued. Martin, B.,& Carle, E. (1992). Brown Bear, Brown Bear, What Do You See?. New York: H. Holt. Reutzel, D. R., & Cooter, R. B., Jr. (2016). Strategies for reading assessment and instruction: Helping every child succeed (5th ed.). Boston, MA: Pearson. Rog, L. J. (2007). Marvelous minilessons for teaching beginning writing, K–3. Newark, DE: International Reading Association. Shanahan, T. (2013). The Common Core ate my baby and other urban legends. Retrieved from http://www.ascd.org/publications/educational- leadership/dec12/vol70/num04/The-Common-Core-Ate-My-Baby-and-Other- Urban-Legends.aspx Wren, S., Litke, B., Jinkins, D., Paynter, S., Watts, J. & Alanis, I. (2013). Cognitive elements of reading. In Cognitive Foundations of Learning to Read: A Framework. Retrieved from http://www.sedl.org/reading/framework/elements.html