Read 6706: Course Project

1. Literate Environment Analysis Presentation
Cheryl Ann Stokkeland
Walden University
Read 6706: Literacy Development PreK-3
Dr. Martha Moore

2. Getting to Know Emergent and
Beginning Literacy Learners
It will be important to get to know the emergent and
beginning literacy learners to see what their stage of literacy
development is for reading and writing. Assessing students
should be done before, during, and after to make sure the
students needs are being met.
Using various cognitive and non-cognitive
assessment will aid in developing a lesson plan that will
address the needs of the students. Getting to know students
will help with instruction and choosing texts that they will
be interested in (Laureate Education, Inc., 2014a)

3. Getting to Know the Emergent
Literacy Learner
The cognitive and non-cognitive assessments that were
administered to the emergent reader was:
Cognitive Assessments:
 Phonemic Awareness: Recognizing Rhyming Words: Do these
Rhyme? (Reutzel & Cooter, 2016, p.120)
 Oral Language: Word Use Fluency (WUF) (Center on Teaching &
Learning, n.d.)
Non-Cognitive Assessments:
 Elementary Reading Attitude Survey (McKenna, & Kear, 1990)
 What do you like to read about survey (Teachers Pay Teachers,
n.d.)

4. Getting to Know the Emergent
Literacy Learner (Continued)
After analyzing the data collected from the cognitive
assessments, the student needs further instruction with
his oral language. The results from the non-cognitive
assessments is that his academic and recreational
reading were equal. The survey also provided what
topics that student liked to read about.

5. Getting to the Beginning Literacy
Learner
The cognitive and non-cognitive assessments
administered to the beginning reader was:
Cognitive Assessments:
 Comprehension: Bader Reading and Language Assessment
Inventory (Indy Reads, n.d.)
 Fluency: DIBELS Oral Reading Fluency (ORF) (Center on
Teaching & Learning, n.d.)
Non-Cognitive Assessments:
 Elementary Reading Attitude Survey (McKenna, & Kear, 1990)
 What do you like to read about survey (Teachers Pay Teachers,
n.d.)

6. Getting to the Beginning Literacy
Learner (Continued)
Once the assessments was finished, the data was analyzed
and the results from the cognitive assessments showed
the student needs further instruction with comprehension.
The student was in the forty percentile for his recreational
and academic reading (McKenna, & Kear, 1990). The
“What do like to read about survey” provided what he
was interested in reading.

7. Understanding the Emergent and
Beginning Literacy Learners
It was beneficial to get to know these students.
Knowing what areas they needed further instruction helped to
create a lesson for each student that will enhance their
learning. The two surveys used can help in the process in
planning instruction and choosing texts that are appealing
(McKenna, & Kear, 1990).
Both students liked science and the theme was
animals: insects (bugs).

8. Selecting Texts
A way to help analyzing and selecting text is by using the Literacy
Matrix (Laureate Education, Inc., 2014b).
Linguistic
Narrative Informational
Semiotic

9. Selecting Text (Continued)
Another form is by analyzing the level of difficulty of the text
(Laureate Education, Inc., 2014b).
Linguistic Hard
Informational
Narrative Semiotic
Easy

10. Selecting Text (Continued)
There are difficulty considerations when selecting
text:
• Readability- sentence length, number of
syllables, concept density
• Text length
• Text structure – informational, descriptive,
cause/effect, problem/solution,
compare/contrast, and poetic
• Size of print
• Visual supports
(Laureate Education, Inc., 2014b)

11. Texts selected for both the
Emergent and Beginning Literacy
Students

12. Creating the Emergent and
Beginning Lesson Plans
It is important to understand the evidence-based
research for the development of students as known as the
“Big Five” stages (Reutzel, & Cooter, 2016). The “Big
Five” stages are:
1. Phonological and phonemic awareness
2. Phonics
3. Vocabulary
4. Comprehension
5. Fluency
6. (Writing) an extra component because it is critical to
literacy learning (Laureate Education, Inc., 2014c).
Both lesson plans were aligned with the Common Core
State Standards (CCSS). The CCSS were created to
understand what is expected of students to learn and to
acquire the necessary skills that are needed to be successful
in college and careers (Wixson, & Lipson, 2012).

13. Emergent Literacy Learner
Lesson
From the data collected from the pre-assessments, the lesson
plan that was created for the emergent student to help in the area(s)
where he needed further instruction to build his skills which was
oral language.
The books Bugs Are Insects and Hey, Little Ant were read aloud
and questions were asked asked before, during, and after to foster
comprehension and to hear his oral language. The student listened
to Bugs! Bugs! Bugs! Online and then read the book on his own.

14. Emergent Literacy Learner
Lesson (Continued)
The student used a K-W-L Chart to access his prior
knowledge on what he knows, wants to learn, and what I
learned. Graphic organizers are a way to organize and
remember important information that is gained from
informational text (Reutzel, & Cooter, 2016).
To assess the students oral language, he was given
different insects and non-insects to describe. It was a way to
see if was able to express the object correctly.

15. Emergent Literacy Learner
Lesson (Continued)
While reading Hey, Little Ant, rhyming words were discussed.
As each page was read, he was able to tell which words rhymed.
The student was able to write down the first letter sound that
began for the insect.

16. Beginning Literacy Learner
Lesson
The the data collected from the pre-assessments informed me that
the beginning literacy student needed further instruction with his
comprehension.
The student was read aloud the books Bugs Are Insects, and Hey,
Little Ant. While reading, the student was asked questions to check
his comprehension for each book. He was engaged with the eBook
that was read online. The student was also introduced to the long
vowel sound /ee/, and given examples of these types of words. He
was able to find these types of words throughout each text.

17. Beginning Literacy Learner
Lesson (Continued)
The student used a Venn diagram graphic organizer
to compare and contract insects and spiders. It was a
way to check for his comprehension.
Then he was able to retell the story of Hey, Little Ant,
and then wrote it down. This was another way to check
his comprehension. “Having students retell what they
recall from a story or other text read aloud to them has
been used in research as a reliable way to measure
listening comprehension” (Robinson as cited in Reutzel,
& Cooter, 2016, p. 67)

18. References
Center on Teaching & Learning. (n.d.). DIBELS Oral Reading Fluency. Retrieved from
https://dibels.uoregon.edu/docs/materials/DORF_G1_PM_6th_Ed.pdf
Indy Reads. (n.d.). Bader reading and language assessment inventory. Retrieved from
http://staging.indyreads.org/wp-content/uploads/2012/09/BaderAssessment.pdf
Laureate Education (Producer). (2014a). Getting to know your students [Video file].
Baltimore, MD: author. Retrieved from https://class.waldenu.edu/webapps/blackboard/
content/listContent.jsp?course_id=_9709887_1&content_id=_27097928_1
Laureate Education, Inc. (Producer). (2014b). Analyzing and selecting text [Video file].
Baltimore, MD: author. Retrieved from https://class.waldenu.edu/webapps/
blackboard/content/listContent.jsp?course_id=_9709887_1&content_id=_27097968_1
Laureate Education (Producer). (2014). The beginning reader [Video file]. Baltimore,
MD: author. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/
listContent.jsp?course_id=_9709887_1&content_id=_27097945_1
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers.
The Reading Teacher, 626-639.
Reutzel, D. R., & Cooter, R. B. (2016). Strategies for reading assessment and instruction: Helping
every child succeed (5th ed.). Boston, MA: Pearson.
Teachers Pay Teachers. (n.d.). Back to school reading surveys. Retrieved from https://
www.teacherspayteachers.com/FreeDownload/Back-to-School-Reading-Surveys-1342213
Wixson, K. K., & Lipson, M. Y. (2012). Relations between the ccss and rti in literacy and language.
Reading Teacher, 65(6), 387-391.