Stephanie Parsons Walden University Dr. Cassandra BosierThe Beginning Reader, PreK- 3 EDUC 6706
Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspective Literacy Lesson: Critical and Response Perspectives
Students in the classroom possess a complex array ofreading skills and strategies (Afflerbach, 2007) Analysis: The cognitive assessment I implemented with my students was Word Journeys. This assessment told me students’ spelling stage: emergent, letter-name alphabetic, with-in word pattern, syllables and affixes, or derivational relations. The noncognitive assessment I implemented with my students was “Read All About Me” posters. This assessment helped me get to know my students better. I used the Word Journey assessment to assess my students through dictation sentences at the end of each word study lesson. I used the “Read All About Me” posters to guide my choices in picking leveled readers for the group of beginning readers.
The literacy matrix is a great tool to use to help analyze and select text for the classroom. When selecting text teachers should consider readability, text lengths, text structure, size of font and visual support. Analysis: The common topic I chose for my group of beginning readers was bats. All of my students had an interest in reading and learning more facts about animals.
The text I chose related to my students cognitive aspects by being on their independent reading level. The books contain easy, short length sentences that contain concept density. I also considered text that would gain their interest through beautiful illustrations. Linguistic information text: All About Bats by Jennifer Jacobson Linguistic narrative text: Stellaluna by Janell Cannon The online text I chose gave my students facts related to the topic while providing great photographs of bats. Linguistic narrative and information text online: http://np.harlanK12.ia.us/secondgradebats.htm
Using the literacy matrix will allow teachers to see a balance in the different types of texts, see how students respond to the texts, and allow teachers to assess goals for their classroom (Laureate Education, Inc., 2011a).
Interactive perspective teaches students how to be strategic processors (Laureate Education, Inc., 2011b). Goal: Promote students’ strategic processing and metacognition. Worked with a group of five beginning readers in second grade. I focused on reading passage fluently with appropriate changes in voice, timing and expression. Texted used: Gingerbread Baby by Jan Brett, Gingerbread Man by Karen Lee Schmidt A Venn diagram was used to help students compare the two stories.
Students used the Venn diagram to write a short summary of the stories. Students shared their summaries by reading them fluently to their peers. Analysis: I used course resources and what I had learned about interactive perspective to create a literate environment. Addressing the needs of my students was the most important part of planning and conducting this literacy lesson.
The critical perspective can help teachers meet the needs of their students by teaching students how to think about the text they read. Critical and response perspectives are important to challenge students to think beyond the literal comprehension of text to real-life implications. Worked with same group of five second graders who are beginning readers. Goal: Make predictions and support those predictions with examples from the text.
Text used: Shoes Like Miss Alice by Angela Johnson Students made predictions before reading by looking at the cover and title. After I finished the book I asked several open-ended questions. I had the students do a verbal retelling of the story to a partner. Finally, the students wrote me a retelling of the text. They used a checklist to evaluate their retelling.
Analysis: I used course resources and what I had learned about critical and response perspective to create a literate environment. I was able to provide my students with an opportunity to think critically about the text and respond to what they read. This opened up new connections and ideas.
Take a few minutes and answer each question. ◦ What insight did you gain about literacy and literacy instruction from viewing this presentation? ◦ How might the information presented change your literacy practices and your literacy interactions with students? ◦ In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your children? ◦ What questions do you have?
Afflerbach, P. (2007) Understanding and using reading assessment, K-12. Newark, DE: International Reading Association.Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and selecting text [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Interactive Perspective: Guided Reading [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author.