Literate presentation p 3

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Literate presentation p 3

  1. 1. A Rich Literate Environment By Courtney Buel The Beginning Reader PreK-3
  2. 2. Getting to Know Literacy Learners P-3 <ul><li>Using a cognitive and non-cognitive assessment can help me get to know my students better, and see what their needs are, and how to best meet them. </li></ul><ul><li>Gambrell, Palmer, Codling & Mazzoni’s (1996) Motivation to Read Profile Reading Survey can gauge student’s attitudes toward reading, and can help me find ways to motivate students to read. Gambrell, Palmer, Codling & Mazzoni say that, “motivation is an integral component of reading instruction” (p.15) </li></ul>
  3. 3. Getting to Know Literacy Learners P-3 (Con’t) <ul><li>For the cognitive aspect of reading, assessments should be appropriate, and usable. They should give information that can help teachers with their instruction, and thus help students with their learning (Tompkins, 2010). </li></ul><ul><li>Good assessments include (but are not limited to): Running records, DRA’s, IRI’s, and portfolios. </li></ul>
  4. 4. Selecting Texts <ul><li>Hartman (Laureate Education, Inc., 2010a) gives a visual matrix for teachers to plot where the books into their classrooms fit into. On the left end of the quadrant are narrative books, with informational text on the right side. The top of the quadrant has linguistic (word-oriented) texts, and semiotic (messages using pictures, or messages other than words) at the bottom of the quadrant. By plotting where each book fits, I can find out what types of books I need to find more of for my classroom library. </li></ul><ul><li>I have found that I want to incorporate more informational texts, and new literacies (online texts and resources) into my classroom library. </li></ul>
  5. 5. Literacy Lesson: Interactive Perspective <ul><li>The interactive perspective helps teachers instruct students how to read and write accurately, fluenty, and with comprehension. </li></ul><ul><li>It also focuses on producing strategic and metacognitive readers and writers (Walden University, 2011). </li></ul><ul><li>(Definition of a metacognitive reader: A reader who thinks about their thinking). </li></ul>
  6. 6. Literacy Lesson: Interactive Perspective (Con’t) <ul><li>Megacognitive readers: </li></ul><ul><ul><li>Choose the best and most efficient reading strategy </li></ul></ul><ul><ul><li>Use different strategies for narrative and informational texts </li></ul></ul><ul><ul><li>Set purposes, make predictions, visualize, and make sense of the text. </li></ul></ul><ul><ul><li>(Laureate Education, Inc., 2010b) </li></ul></ul>
  7. 7. Literacy Lesson: Critical and Response Perspectives <ul><li>Teaching a critical perspective includes teaching students to judge, evaluate, and think critically about a text (Walden University, 2011). </li></ul><ul><li>Using prompts while reading, asking students to think deeper about a text, helps them to think critically. (What is the author trying to tell us here? What do you think this means? Do you think the story would end differently if the character’s gender/race/SES status were changed?) </li></ul><ul><li>Critical thinking skills are used in school, and outside of school, and are necessary for students to be successful members of our society (Serafini, 2003). </li></ul>
  8. 8. Literacy Lesson: Critical and Response Perspectives (Con’t) <ul><li>The response perspective has students read, react, and respond to text in a variety of meaningful ways (Walden University, 2011). </li></ul><ul><li>Some good response procedures are: Journaling, grand conversations, interactive writing, learning logs, and story retelling. </li></ul>
  9. 9. References <ul><li>Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49 (7), 518–533. </li></ul><ul><li>Laureate Education, Inc. (2010a). Analyzing and Selecting Text. [WebCast]. The Beginning Reader PreK- 3. Baltimore, MD: Author. </li></ul><ul><li>Laureate Education, Inc. (2010b). Interactive Perspective: Strategic Processing. [WebCast]. The Beginning Reader PreK- 3. Baltimore, MD: Author. </li></ul>
  10. 10. References (Con’t) <ul><li>Serafini, F. (2003, February). Informing our practice: Modernist, transactional, and critical perspectives on children’s literature and reading instruction. Reading Online, 6(6). http://www.readingonline.org/articles/art_index.asp?HREF=serafini/index.html </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. </li></ul><ul><li>Walden University. (2011). Framework for Literacy Instruction. June 22, 2011 from http://sylvan.live. ecollege .com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc. </li></ul>
  11. 11. Feedback <ul><li>What insights did you gain about literacy and literacy instruction from viewing this presentation? </li></ul><ul><li>How might the information presented change your literacy practices, and/or interactions with students? </li></ul><ul><li>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? </li></ul><ul><li>What questions do you have? </li></ul>

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