LiterateEnvironment Darcie Bowling EDUC- 6706Analysis Dr. Martha Moore February 16, 2012Presentation
Getting to Know Literacy LearnersEffective literacy teachers must be aware of their students’reading abilities and interests.Reading inventories and student interest activities areessential when planning meaningful and effective literacyinstruction that is geared toward a student’s developmentallevel.Having a solid understanding of students’ reading strengthsand weaknesses is imperative in helping them grow asreaders.When teachers can make the process of learning to readenjoyable, we can positively impact our students’ attitudes andviews of reading.
Cognitive Assessmentso Reading inventories were administered with three students.o The reading performance of the three students was below thatof their peers.o These students were struggling with decoding, fluency andcomprehension. moThe reading inventory was used to “Reading inventoriesdetermine the students’ current reading are individually levels. administered diagnosticoThe results guided text selections for assessments designedfuture guided reading lessons. to evaluate a number of different aspects ofI will continue to use reading inventories students’ readingwith my students to determine their performance”strengths and weaknesses in their literacy (Nilsson, 2008).development.
Noncognitive Assessments Understanding•Interest inventories allow teachers what motivatesto select texts that are of high interest students, can leadto students. to increased reading which can• Taking students’ interests kjhkjhkjhinto consideration is important impact reading achievement (Afflerbach, 2007).when planning literacy activities.•Knowing the topics that are of interest can motivatestudents to grow as readers, as well as make the process of learning to read enjoyable.The information gained about my students’ interests willhelp me to plan meaningful lessons that will motivatethem to read and foster a lifelong love for reading. I willcontinue to complete interest activities with my literacy learners.
Text Selection One of the keys to helping struggling readers is to provide•Young children need opportunities to read them with booksvaried texts. that they can and want to read (Rog &•Exposing students to informational texts in the Kropp, 2012). early years will prepare them as they get older and are expected to read text books.I am making more informed decisions about the texts that I am choosing to share with my students. I have been reading more informationaltexts with my students and have noticed that they are choosing to read themon their own.
The literacy matrix isa great tool foreffectivelyselecting vtexts toshare with students(WaldenUniversity, 2010).
Interactive Perspective The interactive perspective is•It is through the interactive perspective that used as we teachwe teach our students to be strategic, students how to read (Laureateself-regulated and metacognitive thinkers. Education, 2011).•As students become better readers, they areable to independently navigate a text.Prior to taking this course, EDUC-6706, I felt themost comfortable with this perspective, but now realize theimportance of getting students’ to think critically about text andrespond to it in emotional ways.
Interactive PerspectiveThis lesson focused on the decoding and comprehension of the text WillZig Get Well?. I modeled how good readers activate their prior knowledge, a skillthat helps students to become metacognitive readers. This type oflearning activity promotes strategic processing and metacognition inthat it requires students to think about what they are reading.Good readers make use of their prior knowledge and experiencesto help them understand what they are reading (Gibson, 2004).As I listened to each child read, I filled out a running record tonote miscues. This helped me to pin point areas in which eachstudent needed remediation.
Critical and Response PerspectivesThe critical and response perspectives encourage and challengestudents to think beyond the literal comprehension of text and look at the social implications and meanings.The critical perspective requires One of the moststudents to examine texts looking for important thingsthe author’s point of view. teachers can do with a text is encourage students to make anThe response perspective encourages emotional connection with what they readstudents to make an emotional (Laureate, 2010).connection to the text.
Critical and Response PerspectivesThe Critical Perspective The Response PerspectiveTo encourage students to think critically To encourage students to make an emotionalabout what they are reading, I modeled the connection to a given text, I asked them tothink-aloud procedure. respond to the text in a response journal.I found the think-aloud strategy to be a great I found that response journals are also a greattool that encourages students to think strategy to get students to write about theircritically as they read. Teachers use the think- emotional connections to texts. Makingaloud procedure to teach students how to emotional connections to texts can lead readersdirect and monitor their thinking during to discover social implications and meaningsreading (Wilhelm, 2002). embedded in text.
ConclusionsAs a result of taking this course, EDUC-6706, Ihave learned how to create an optimal literateenvironment for literacy learners to grow andflourish as readers and writers. I have madenecessary changes in my teaching practices toinclude the research-based practices detailed inthis presentation. I have found these practiceshelpful in teaching my students to become moreconfident readers and writers.
Take a few moments to consider…•What insights did you gain about literacy and literacyinstruction from viewing this presentation?•How might the information presented change your literacypractices and/or your literacy interactions with students?•In what ways can I support you in the literacy development ofyour students or children? How might you support me in mywork with students or your children?•What questions do you have?
Thank you for taking the time to view my presentation and share your thoughts and questions.
ReferencesAfflerbach, P. (2007). Understanding and Using Reading Assessment, K-12. Newwark: International Reading Association.Gibson, A. (2004). Reading For Meaning:Tutoring Elementary Students to Enhance Comprehension. Reading Rockets , 1-12.Laureate Education, Inc. (Executive Producer). (2011a). Perspectives on literacy learning. [Webcast]. The Beginning Reader PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Week 6: Critical perspective. [Webcast]. The Beginning Reader. Baltimore, MD: Author.Nilsson, N. L. (2008). A Critical Analysis of Eight Informal Reading Inventories. The Reading Teacher , 526-536.Rog, L., & Kropp, P. (2012). Hooking Struggling Readers: Using Books They Can and Want to Read. Retrieved January 21, 2012, from Reading Rockets: http://www.readingrockets.org/article/374/Wilhelm, J. (2002). Action Strategies for Deeping Comprhension. New York: Scholastic.