WK5Assgn+Stejskal+H.(extension).docx

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Instructional Practices for Emergent Literacy Learners Holley Stejskal Walden University Dr. Linda Holcomb Literacy Development, PreK-3- READ 6706j April 7, 2019 Teacher: Holley Stejskal
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2 Date: April 3, 2019 Age/Grade Range; Developmental Level(s): 6-year-olds/ 1 st grade, Emergent Reader Anticipated Lesson Duration: 25 minutes MSED Literacy Activity Learning Objectives: (“I can” statements) Learning Objective #1: Before reading the book What’s the Weather Today , the students will be able to identify the following concepts of print: front and back cover, technical aspects of print, conventions, spatial orientation, and written language with 85% accuracy (Reutzel & Cooter, 2016, p. 93). Learning Objective #2: While reading What’s the Weather Today , the students will listen for essential weather vocabulary to create a data table to track the weather for a week. The students will label the data table with the different weather patterns and use their oral language skills to describe the data table with 85% accuracy. Curricular Focus, Theme, or Subject Area: The subject area for this lesson included reading, writing, and communication. The curricular focus is weather patterns and the subject ELA integrating science. Dr. Bredekamp stated in the media video Developing language and literacy ; the ability to incorporate literacy in all subject areas helps motivate students (Laureate Education, 2014i). Common Core State Standards or other State/District Standards: = Georgia Standards of Excellence This lesson addressed the following Georgia Standards of Excellence: ELAGCE1SL1 : Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups (Georgia Department of Education, 2015, p. 3). ELAGSE1SL5 : Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings (Georgia Department of Education, 2015, p. 3). ELAGSE1SL2 : Ask and answer questions about key details in a text read aloud or information presented orally or through other media (Georgia Standards of Excellence, 2015, p. 3). ELAGSE1RL2 : Retell stories, including key details, and demonstrate an understanding of their central message or lesson (Georgia Standards of Excellence, 2015, p. 1). Preassessment (including cognitive and noncognitive measures): Noncognitive Measures:
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3 Interest Inventory: My Feelings About Reading (Mariotti, n.d.) Background knowledge about my emergent reader's interests was determined by administering the interest inventory to them (Mariotti, n.d.). Cognitive Measures: Metalinguistic Interview (Reutzel & Cooter, 2016, p. 96) Oral Language, A Checklist for Teachers (Reutzel & Cooter, 2016, p. 66).
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  • Spring '18
  • Mary Stevens
  • weather, Reutzel, Emergent Reader

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