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Beginning and emergent learning environments have many differences. The emergency learner’s environment is geared towards print concepts, oral language and the alphabet principle. Beginning reader’s classroom environment is focused on phonemic awareness and phonics instruction. Explicit teaching of both the alphabet and phonics is imperative for both emergent and beginning readers (Reutzel and Cooter, 2016) The emergent reader’s classroom is focused on daily alphabet knowledge instruction as this is the single best predictor of literacy achievement (Reutzel and Cooter, 2016). These lessons should be fast-paced and approximately ten to fifteen minutes in length (Reutzel and Cooter, 2016). Research has proven that letters should be taught daily not weekly as is evident in most kindergarten classrooms (Reutzel and Cooter, 2016). Students in this classroom are also learning print concepts, letters in their names and letter frequency (Reutzel and Cooter, 2016). This is evidenced in the media piece as Rachelle recognizes the first letter in her name in the book the teacher isreading (Laureate Media, 2014a). Writing acquisition is different as well. Students are matching pictures with letters or with patterns in the story (Laureate Education, 2014a). In the emergent literacy classroom, story time should be a conversation between the teachers and students (Denni & Horn, 2011). The conversation is noted in the media piece on emergent learners (Laureate Education, 2014b).