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Framework For Literacy Jennifer Eberhardt Master of Science in Education, Walden University Cindee Easton READ 6706: Literacy Development, Pre K-3 July 11 th , 2021
Framework for Literacy In my short few years of teaching, I have come to realize that creating engaging lessons for reading acquisition can be very challenging. It is essential for us teachers to know and understand what a student knows regarding reading and reading skills before beginning to create engaging lessons for reading acquisition. As our students grow and complete grades and begin new ones, they are expected to build upon the previous understanding they gained in other years and grow in their reading skills. As teachers, to help foster this action, we must understand the proper steps involved to help our students learn the skills they need in grade progression. By doing this, we teach our students to recognize that books have formats, that the vocabulary words in the books have their meanings, and the meaning of the words in the books when to read is what creates the comprehension of the story (Laureate Education, 2014g). In the early stages of literacy development, emergent readers should be shown different types of print. Hence, they can get exposure to various books and begin to understand how text is organized within the book. Educators then begin the task of teaching their emergent readers to move from emergent readers to beginning readers by learning how to identify letters following their sound and how to put the sounds together to form the words in the book (Laureate Education, 2014c). In one of the videos from this weeks’ learning resources, Early Literacy Lesson (Laureate Education, 2014h), the teacher is modelling a book incorporating some of the pillars presented in the Literacy Framework. The literacy framework comprises five different pillars, phonemic awareness, phonics instruction, fluency instruction, vocabulary instruction and comprehension instruction (Walden University, n.d.). The pillars that were evident in the video

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