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Selecting Text for Emergent and Beginning Literacy Learners Jaleesa Robinson Walden University Dr. Linda Holcomb Read 6706- Literacy Development February 2, 2020
Selecting Text for Emergent and Beginning Literacy Learners Analyzing and selecting text is vital component of planning and teaching a reading lesson. Whether the lesson is delivered via large group or small group, the text must appeal to students in various ways. As a teacher, it is my job to determine a text’s readability. Most classrooms contain various reading levels and interest. The diversity requires teachers to access books that meet the interest and needs of all learners. Books that are print heavy are linguistic base; while my young learners prefer books that are semiotic, meaning the story is communicated using pictures and other forms of media (Laureate Education, 2014). When working with emergent and beginning literacy learners, I use narrative, informational and digital text to meet their cognitive and noncognitive needs. In my classroom, majority of my Science and Social Studies content are integrated into English Language Arts and Math. For this assignment, I integrated Science into Reading. This allows me to maximize my time and to cover multiple state standards. Our district uses Georgia’s Standards of Excellence. These standards were adapted from the Common Core Standards. Our of study is: Force and Motion. According to the standard SKP2, students should be able to obtain, evaluate and communicate information to compare and describe different types of motion (GaDOE, 2015). I was able to find numerous books that discuss force and motion. The text set for my Emergent reader contain the following books: Narrative : Sheep in a Jeep by Nancy E. Shaw Informational: Roller Coaster by Marla Fraze Digital Text: Move it! By Katie Delbridge
I carefully chose these books for Emergent readers. Sheep in a Jeep is a fun narrative story. This story helps students build their phonemic awareness skills because it has a rhyming scheme. It also emphasizes the Long e vowel sound. It is important for me to distinguish between long and short vowel sounds, because most of our instruction is centered upon short vowel instruction when decoding and segmenting. One of our Kindergarten Georgia State reading standards states students should be able to demonstrate an understanding of spoken words, syllables, and sounds. This includes distinguishing long from short vowel sounds in spoken single-syllable words (GaDOE, 2015). I would read this story twice. The first time, the students will be instructed to listen for rhyming pairs. The second time will be a slower read. The students will be given the task of identifying the rhyming pairs. As students identify the rhyming pairs, I

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