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Instructional Practices for Emergent Literacy LearnersJennifer EberhardtMaster of Science in Education, Walden UniversityCindee EastonREAD 6706: Literacy Development, Pre-K-3August 8th, 2021The Template will expand as you write on it.Walden University Richard W. Riley College of Education and LeadershipPage 1
Teacher: Jennifer EberhardtDate: August 5, 2021Age/Grade Range; Developmental Level(s): Age 5: Kindergarten, EmergentReaderAnticipated Lesson Duration: 40 minutesMSED Literacy ActivityLearning Objectives: (“I can” statements)I can make the sounds that go with letters.I can read words that I have seen over and over.I can find and name the uppercase and lowercase letters of the alphabet.I can identify word play in a poem.Curricular Focus, Theme, or Subject Area:This lesson works on phonemic awareness of letters within a story as wellas concepts of print.Common Core State Standards or other State/District Standards:English Language Arts:General Outcome 2:Students will listen, speak, read, write, view, and represent tocomprehend and respond personally and critically to oral, print, and other media texts.2.1 Use strategies and Cues:-Understand that stories, information, and personal experiences can be recorded in pictures andprint and can be listened to, read, or viewed.-Understand that print and books are organized in predictable ways.- Begin to make connections among sounds, letters, words, pictures and meaning- Hear and identify sounds in words- Recite the letters of the alphabet in order- Use phonic knowledge and skills to read unfamiliar words in context- Associate sounds with letters and some letter clusters- Name and match the upper and lower case letters(Alberta Education, 2000).Preassessment (including cognitive and noncognitive measures):Walden University Richard W. Riley College of Education and LeadershipPage 2
Noncognitive: Elementary Reading Attitude Survey (ERAS) (Mckenna &Kear, 1990).Cognitive: The Abecedarian Reading Assessment (Wren & Watts, 2002).Grouping structures (one-on-one, small group, whole class):One-on-oneTexts:Runny Babbit by Shel SilversteinOther Materials/Technology/Equipment/Resources:-Beginning letter picture cards-Magnetic letters-Chart paper-Blank books-List of character namesLesson SequenceLearning ActivitiesAssessment OpportunitiesIntroduction/Anticipatory SetRead aloud book, Runny Babbit. Readthe story to the student with thebook cover off and without showingany illustrations. Read pages 4 and 5to the class.

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Lower case, Shel Silverstein, Richard W Riley College of Education and Leadership

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