Literacy Environment ppt
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  • 1. By Maria A. Camacho Walden University Dr. Denise Love December 18, 2011 Creating a Literate Environment
  • 2. I. Getting to Know Literacy Learners
    • Analysis
    • Getting to know our student’s identities is fundamental to understand their needs as learners (Almacy in Laureate Education, 2010).
    • Cultural background, families, interests, and passions are part of a student’s identity.
    • It is equally important to assess their academic growth. Reading assessment promotes the development of an appropriate and informed reading instruction (Afflerbach 2007).
    • Learning about our student’s motivation to read is also essential for an adequate reading development .
  • 3.
    • Research
    • “ Me Stew” activity can help a teacher learn about a student’s culture, interests, background knowledge, and personality through the use of dialogue (Laureate Education, 2010).
    • Running Records such as Fountas and Pinnel (2007) are used to determine a student’s instructional and independent reading level. Teachers assess the strategies and skills used to decode words and comprehend text. (Tompkins, 2008).
    • The Elementary Reading Survey measures the student’s attitude towards academic and recreational reading (McKenna & Kear, 1990).
    • Informal conversations with students are another effective way of learning about our students.
  • 4. II. Selecting Texts
    • Analysis
    • Teachers have a wide range of texts varying in format, genre, structure, and complexity.
    • Books fall in a continuum from narrative to informational. However, they also fall between semiotic and linguistic text. The Literacy Matrix helps us locate text in a quadrant between this ranges in order to align them with our learning goals, and to provide our students with a balanced variety of texts. (Hartman in Laureate Education, 2010).
    • Text difficulty depends on various factors such as readability which includes sentence length, number of syllables in words and concept density . Length, structure, reader cues, and font size must also be considered in order to meet our student’s needs (Almasi in Laureate Education, 2010).
  • 5.
    • Research
    • Children need a wide exposure to informational text during the early elementary years. They need to learn how to read these texts and use them to obtain information for authentic purposes. (Duke, 2004).
    • There is an overreliance on narrative text during the early childhood years. The fourth- grade slump is caused by lack of background knowledge and lack of skills for using and understanding informational texts (Neuman in Laureate Education, 2010).
    • It is important for students to have access to online books, as this encourages the development of new literacies (Castek, Bevans-Mangelson & Goldstone, (2006).
  • 6. III. Interactive Perspective
    • Analysis
    • The interactive perspective addresses the instructional strategies we use for teaching children how to read (Almasi in Laureate Education, 2010).
    • A balanced literacy education should include the five pillars of literacy instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
    • Teachers should teach their students “strategic processing”, so they can learn effective decoding skills, and comprehension strategies. Students become independent readers, risk takers, and metacognitive learners (Almasi in Laureate Education, 2010).
    • .
  • 7.
    • Research
    • These are some examples of research based practices for addressing the Interactive Perspective”
    • Guided Reading:
    • Students are divided into small groups based on similar reading levels. The teacher begins by activating prior-knowledge and introducing vocabulary words. Then the students read a book at their independent reading level with their teacher’s support. This instructional strategy is also effective with ESL students (Tompkins, 2008).
    • Word Study:
    • Words are divided into onset and rhyme, and taught to students by grouping them into rhyming families. These rhymes support children’s identification of words (Tompkins, 2008).
    • Choral Reading:
    • Students read out loud as group. It allows students to practice their fluency in a non-threatening manner (Tompkins, 2010). There are several variations of choral reading including echo, chorus and leader, small-group, and cumulative reading (Tompkins, 2007).
  • 8. III. Critical and Response Perspective
    • Analysis
    • When our students experience text, they have a reaction to it, and they experience a change (Almaci, 2010). This change is the foundation of the Response Perspective. By addressing this perspective, we allow our students to connect, react, reflect, and respond to text with their personal approach. Students are able to examine, express, and share their emotions and thoughts that the book brings out in them. Children begin to understand the power that books can have on them.
    • The Critical Perspective encourages our students to view the book from multiple and analytic perspectives (Laureate Education, 2010). It helps understand the purpose of the book based on the author’s time, gender, or place . The Critical perspective also encourages students to question the veracity of texts (Laureate Education, 2010).
  • 9.
    • Research
    • Students can express their response to text through different mediums such as conversations, writing, or artistic interpretations. Teachers can use grand conversations to encourage readers to talk about their feelings (Tompkins, 2008). During, interactive read-alouds children get involved in the reading. The teacher pauses and encourages children to share their reactions with their peers (Tompkins, 2008).
    • When students read critically, they analyze the story from different views. Molden (2007) proposes some strategies to encourage critical reading in children. These include, problem posing questions that will help the student think about the text in a deeper level. Critical thinking is also encouraged by making connections such as, text to text, text to self, and text to world. Switching character perspective, personalities, gender, or race can also help the students read the book from a different perspective.
  • 10. References
    • Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark,
    • DE:International Reading Association.
    • Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures
    • online: Five ways to introduce the new literacies of the Internet through children’s
    • literature. Reading Teacher , 59 (7), 714-728.
    • Fountas, I. C., & Pinnell, G. S. (2007). The Fountas and Pinnell Benchmark
    • Assessment System. Portsmouth, NH: Heinemann
    • Duke, N. K. (2004). The Case for Informational Text. Educational Leadership , 61 (6),
    • 40-44.
    • Laureate Education, Inc. (Executive Producer). (2010). Analyzing and selecting
    • texts.. [Webcast]. The Beginning Reader, PreK-3. Baltimore: Author
  • 11.
    • Laureate Education, Inc. (Executive Producer). (2010). Analyzing and selecting
    • texts.. [Webcast]. The Beginning Reader, PreK-3. Baltimore: Author
    • Laureate Education Inc., (Executive Producer). (2010). Critical Perspective {Webcast}.
    • The beginning reader, PreK-3. Baltimore, MD: Author.
    • Laureate Education Inc., (Executive Producer). (2010). Response Perspective
    • {Webcast}. The beginning reader, PreK-3. Baltimore, MD: Author.
    • Laureate Education, Inc., (2009). Interactive Perspective: Strategic Processing
    • {Webcast}. The beginning reader PreK-3. Baltimore, MD: Author.
    • Laureate Education, Inc. (Executive Producer). (2010). Getting To Know Your
    • Students. {Webcast}. The Beginning Reader, PreK-3. Baltimore: Author.
    • Laureate Education Inc., (Executive Producer). (2010). Informational text and the
    • early years {Webcast}. The beginning reader, PreK-3. Baltimore, MD: Author.
  • 12. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher , 43 (9), 626-639. Molden, K. (2007). Critical Literacy, The Right Answer for the reading classroom: strategies to move beyond comprehension For reading improvement. Reading Improvement , 44 (1), 50-56. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5 th d.). Boston: Allyn & Bacon.