The Beginning Reader, Pre-KEDUC-6706G-1Tykeia PetersonWalden UniversityMartha Moore

Literate Environment Analysis

Getting to Know Literacy Learners

Cognitive Assessment

The DIBELS (Dynamic Indicators of Basic Early Literacy Skills) measures assess the 5 Big Ideas in early literacy identified by the National Reading Panel: phonemic awareness, alphabetic principle, accuracy and fluency with text, vocabulary, and comprehension (Center on Teaching and Learning, 2011).

Non Cognitive Assessment

Elementary Reading Attitude Survey assess 1-6th grade students’ attitudes towards reading at home and in school (Tompkins, 2010).

Motivation to Read Profile Interview is a series of open ended questions about the types of books students like best and where they get reading materials (Tompkins, 2010).

Assessment Results for Student 1 (Grade K)*Below are benchmark goals for the grade level Kindergarten.

Student 1 was administered the middle of the year assessment.

DIBELS Measure

Beginning of YearMonths 1 - 3

Middle of YearMonths 4 - 6

End of YearMonths 7 - 10

Scores Status Scores Status Scores Status

ISF 0 - 34 - 7

8 and above

At RiskSome RiskLow Risk

0 - 910 - 24

25 and above

DeficitEmerging

Established

Not administered duringthis assessment period.

LNF 0 - 12 - 7

8 and above

At RiskSome RiskLow Risk

0 - 1415 - 26

27 and above

At RiskSome RiskLow Risk

0 - 2829 - 39

40 and above

At RiskSome RiskLow Risk

PSFNot administered duringthis assessment period.

0 - 67 - 17

18 and above

At RiskSome RiskLow Risk

0 - 910 - 34

35 and above

DeficitEmergingEstablishe

d

NWF(NWF-CLS

Score)

Not administered duringthis assessment period.

0 - 45 - 12

13 and above

At RiskSome RiskLow Risk

0 - 1415 - 24

25 and above

At RiskSome RiskLow Risk

WUF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT BEEN ESTABLISHED.Tentatively, students in the lowest 20 percent of a school district using local norms should be

considered at risk for poor language and reading outcomes, and those between the 20th percentile and 40th percentile should be considered at some risk.

(Center on Teaching and Learning, 2011)

Student 1 Cognitive Assessment Results

Letter Naming Fluency (LNF)-38; Initial Sound Fluency (ISF)-32; Phoneme Segmentation Fluency (PSF)-21;

Nonsense Word Fluency (NWF)-23.

*According to these scores student 1 is on her grade level at this point in the year.

Student 2 (Grade 4) *Below are benchmark goals for the fourth grade level.

Student 2 was administered the middle of the year assessment

DIBELS Measure

Beginning of YearMonths 1 - 3

Middle of YearMonths 4 - 6

End of YearMonths 7 - 10

Scores Status Scores Status Scores Status

ORF 0 - 7071 - 92

93 and above

At RiskSome RiskLow Risk

0 - 8283 - 104

105 and above

At RiskSome RiskLow Risk

0 - 9596 - 117

118 and above

At RiskSome RiskLow Risk

RTF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT YET BEEN ESTABLISHED.Preliminary evidence indicates that for students to be on track with comprehension they should

meet both of the following criteria: 1) meet the Oral Reading Fluency benchmark goal and 2) have a retell score of at least 25% of their Oral Reading Fluency score.

(Center on Teaching and Learning, 2011)

Student 2 Cognitive Assessment ResultsOral Reading Fluency (ORF)-46

*These results show that Student 2 is significantly at risk.

Student 3 (Grade 5) *Below are benchmark goals for the fifth grade level.

Student 3 was administered the middle of the year assessment

DIBELS Measure

Beginning of YearMonths 1 - 3

Middle of YearMonths 4 - 6

End of YearMonths 7 - 10

Scores Status Scores Status Scores Status

ORF 0 - 8081 - 103

104 and above

At RiskSome RiskLow Risk

0 - 9394 - 114

115 and above

At RiskSome RiskLow Risk

0 - 102103 - 123

124 and above

At RiskSome RiskLow Risk

RTF BENCHMARK GOALS FOR THIS MEASURE HAVE NOT YET BEEN ESTABLISHED.Preliminary evidence indicates that for students to be on track with comprehension they should

meet both of the following criteria: 1) meet the Oral Reading Fluency benchmark goal and 2) have a retell score of at least 25% of their Oral Reading Fluency score

Student 3 Cognitive Assessment ResultsOral Reading Fluency (ORF)-131

*These results show that Student 3 is on her grade level at this point in the year.

(Center on Teaching and Learning, 2011)

Non Cognitive Assessment Results…Motivation is at the heart of many of the problems we face when

teaching students to read (Gambrell, Palmer, Codling, & Mazzoni, 1996)

Reading is an enjoyable experience!!!

Student 1 and 3 both love to read!!

Reading is a struggle and is not enjoyable!

Student does not enjoy reading, especially in front of his peers.

Selecting TextsConsiderations…

The following must be considered: the text’s readability, the length of the text, the structure of the text, its use of connective words, the size of its print, and whether or not it has visual supports (Laureate Education, Inc., 2009b).

Literacy Perspectives

The interactive perspective of literacy instruction reflects the appropriate types and levels of difficulty to meet literacy goals and objectives for students (Framework for Literacy Instruction, 2010).

More Literacy Perspectives The critical

perspective of literacy instruction focuses on the selection of texts that provide opportunities for students to judge, evaluate, and think critically (Framework for Literacy Instruction, 2010).

The response perspective of literacy instruction focuses on the selection of texts that connect to students’ identities and/or interests and that have the potential to evoke an emotional or personal response (Framework for Literacy Instruction, 2010).

written by Dr. Jerry Ballard and illustrated by Lynne Marie Davis.

This is a nonfiction text that communicates through semiotic text (Peterson, 2012a). This means the book communicates more with pictures (Laureate Education, Inc., 2009).

written by Karma Wilson

illustrated by Jane Chapman.

Bear Snores On is a picture book. Picture books have brief text, usually spread over 32 pages, in which text illustrations combine to tell a story (Tompkins, 2010).

Written and illustrated by Lauren Stringer

Winter is the Warmest is a fiction book that celebrates the winter season.

Literacy Lesson: Interactive Perspective

During this lesson, the students enjoy listening to the story Bear Snores On. The students made predictions about the story based on the cover of the book. Using word webs and story maps, allowed students to activate their schema and discuss facts that they are already familiar with. Assessments for this activity lesson included: questioning, monitoring, and writing samples from the students.

Literacy Lesson: Critical and Response Perspectives

In this lesson students were asked to critically examine the text and describe the author’s reasoning for titling her book the Winter is the Warmest Season (Peterson, 2012b). During this activity students were allowed to discuss their feelings about winter and whether or not it was the coldest or warmest season (Peterson, 2012b). This activity reflected both the critical and response perspectives of literacy instruction because it gave the students opportunities to think critically and respond to a text from their own perspective. Assessments for this lesson included: questioning, monitoring, and student-lead discussions .

Throughout this recent course, I have learned a variety of strategies and information that will help me to create a positive literate environment for my students. Each week, provided valuable information designed to provide students with the best literacy practices

Reference

Center on Teaching and Learning (2011). DIBELS data system. Retrieved January 14, 2012

from https://dibels.uoregon.edu/

Framework for Literacy Instruction [Lecture notes]. (2010). Retrieved from

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289881&Survey=1&47=8213

959&ClientNodeID=984650&coursenav=1&bhcp=1

Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A.. (1996). Assessing Motivation to

Read. Reading Teacher, 49(7), 518-33.

Laureate Education, Inc. (Executive Producer). (2009b). Analyzing and selecting texts

[Webcast]. The beginning reader, PreK–3. Baltimore, MD: Author

Peterson, T. (2012a). Understanding the literacy learner. Unpublished manuscript, Walden

University.

Peterson, T. (2012b). Critical and Response Perspectives. Unpublished manuscript, Walden

University.

Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:

Allyn & Bacon