• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Literate environment analysis presentation

Literate environment analysis presentation



Literate Environment Analysis Presentation

Literate Environment Analysis Presentation



Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Literate environment analysis presentation Literate environment analysis presentation Presentation Transcript

    • Amy Morey Walden University Cindee Easton M.Ed. EDUC-6706R, The Beginning Reader, Pre K-3 August 18, 2013
    • Research  Teachers need to have students’ interests at heart. Teachers need to get to know students’ interests and what motivates them. Teachers need to go beyond the typical inventories to get to know their students (Laureate Education, 2010a)  Reading inventories will give a wealth of information, however, a teacher needs to be skilled in administering, interpreting, and using the information (data) (Laureate Education, 2010b)  Both cognitive and non-cognitive assessments should be done to get a well-rounded idea about a student’s abilities. Reading motivation profiles are great ways to find out what a student’s self-perception is as a reader and what motivates them as a reader (Gambrell, Palmer, Codling, Mazzoni, 1996).
    • Analysis Cognitive assessments measure where students currently are in their abilities. The following were the cognitive assessments that I used on my students to get a better idea of what their literacy abilities were according to their independent, instructional, and frustration levels: CORE Assessments • Silent Assessment of Reading Comprehension: assesses reading comprehension by means of the “cloze” technique. Students read a series of passages and supply words that have been deleted throughout the passage. Although the passages are arranged according to difficulty, they do not represent a specific grade level. Dependent on how many correct words supplied determines level of reading comprehension. •Fry Oral Reading Test: assesses the rate and accuracy with which a student reads text aloud. Student reads short passages with readability levels from grade 1-7. After examination, evaluator can determine student’s independent, instructional, and frustration reading levels based on oral reading errors. •CORE Vocabulary Screening: measures how well student know the meaning of grade-level words they read silently. Student reads a word and then picks (out of three given choices) the most likely synonym. •Critchlow Verbal Language Scales: assesses a student’s vocabulary in English or Spanish by asking them to orally say an antonym after a spoken word. Words are arranged in increasing order of difficulty. •San Diego Quick Assessment: measures the recognition of words out of context. The test consists of 13 graded word lists form pre-primer to eleventh grade. •CORE Phonics Surveys: assesses the phonics and phonics-related skills that have a high rate of application in beginning reading. (Consortium on Reading Excellence [CORE], 1999)
    • Analysis Non-Cognitive assessments measure student self perception and motivation. The following were the non-cognitive assessments that I used on my students to get a better idea of what their self perception as a reader, interests, and what motivated them as a reader: • Elementary Reading Attitude Survey (ERAS) which is a pictorial survey that measures student’s attitude towards recreational and academic reading (McKenna & Kear, 1990). • Motivation to Read Profile (MRP) which accesses a student’s self perception as readers and the value they acknowledge in reading (Gambrell et al, 1996). This assessment tool contains a survey and a conversational interview.
    • Research  Teachers should examine texts to see where the text falls on a literacy matrix .  Teachers need to be cognizant of the text’s difficulty, the readability (text structure, sentence length, concept density), singletons (unique new words), size of print, text structure, and visual supports (Laureate Education, 2010c). Narrative Informational Linguistic: word orientated Semiotic: message communicated through things other than words (pictures, symbols, icons, etc. Literacy Matrix 3rd Dimension to matrix: Dimension of difficulty Informational Narrative Linguistic Semiotic Easy Difficult
    • Analysis When selecting texts it is important to select a variety of texts; including narrative, informational texts, and new literacies. It is important to fill the classroom with informational books in order to “demonstrate to their students that reading can help them obtain information” (Duke, 2004, pg. 40). Online texts are a great alternative to traditional texts in that online texts typically have animation, sound, and video (Castek, Bevans-Mangelson, & Goldstone, 2006). Narrativetext OnlineText
    • What is the Interactive Perspective? Teaching students to become strategic and metacognitive readers and writers (Laureate Education, 2013) The goal of the interactive perspective is for students to become reflective and self-regulating learners; teaching children how to process text independently in which they use strategies/skills without teacher prompts (Laureate Education, 2010d)
    • Developing Language and Literacy in Children Read Alouds Small group read alouds Providing a variety of fiction and non-fiction texts Provide opportunities to extend children’s vocabulary Engage in conversations with children Use direct instruction when appropriate Teach alphabet and sounds of letters Provide a print rich environment Infuse literacy throughout the curriculum Develop relationships with parents (Laureate Education, 2010e) Assessments, Strategies, and Skills •Use both informal and informal assessments •Teach a variety of strategies to invoke the cognitive and non-cognitive needs of students (Laureate Education, 2013)
    • Analysis: Teaching Strategies  Summarizing is a strategy that helps students become metacognitive when they are confused about what they are reading (Tompkins, 2010).  The strategy of summarizing: I want my students to be able to read a passage, think about the main/big ideas, and then write a concise story/paragraph. I believe having my students use this process helps them become metacognitive and strategic thinkers.
    • What is the Critical Perspective?  Teaching children to judge, evaluate, and think critically about texts (Laureate Education, 2013) What is the Response Perspective?  Provide opportunities for students to read, react, and respond to text in personal ways (Laureate Education, 2013)
    • Critical Literacy  Critical literacy is analyzing texts from multiple perspectives, critically evaluating texts, and judging the validity or veracity of text (believability) (Laureate Education, 2010f)  Students need to analyze texts to understand why the author wrote the text, understand how the author uses the text to make the reader understand in a certain way, see the author’s perspective, and develop personal and independent perspectives of text (Molden, 2007).  Evaluating texts from different points of view Research Being Responsive  Provide literacy experiences that will affect students’ personal and emotional levels (Laureate Education, 2010g)  When student make personal connections to text and have opportunities to share their feelings, thoughts, and ideas…this is where the learning occurs (Laureate Education, 2010g)  Evaluating texts from different points of view  The more students have opportunities to write about what they read, the more they will understand what they read (Laureate Education, 2010h)
    • Analysis  It is important for students to analyze texts from different perspectives and point of views. This helps student critically think and develop personal ideas, values, and perspectives.  Open-mind portraits is a strategy that students can create to dig deep within a character  Open-mind portrait shows a portrait of the character and “thinking pages that reveal the character’s thoughts at pivotal points in the story” (Tompkins, 2010, pg. 449). VS
    • Castek, J., Bevans-Mangelson, J., & Goldsone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. The Reading Teacher, 59(7), 714-728. Consortium on Reading Excellence. (1999). Assessing reading: Multiple measures for kindergarten through twelfth grade (2nd ed.). Novato, CA: Arena Press. Duke, N. K. (2004). The case for informational text. Educational Leadership, 61(6), 40-44. Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533 Laureate Education, Inc. (Producer). (2010a). Getting to know your students [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010b). Reading Inventories [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010c). Analyzing and selecting texts [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010d). Strategic processing [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010e). Developing language and literacy [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author.
    • Laureate Education, Inc. (Producer). (2010f). Critical Perspective [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010g). Response perspective [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. Laureate Education, Inc. (Producer). (2010h). Response perspective: Reading and writing connection [DVD]. Beginning Reader grades PK-3. Baltimore, MD: Author. McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The 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 (5th ed.). Boston: Allyn & Bacon. Walden University. (2013). Framework for Literacy Instruction. Retrieved August 13, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_551764_1%26url%3D