Literate environment presentation


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Literate Environment Presentation

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Literate environment presentation

  1. 1. Literate Environment By Deborah Cleary Walden University Dr. Judith Orth, Instructor The Beginning Reader, K-3-EDUC-6706R-3
  2. 2. What is Literacy? Dr. Gail Tompkins (2010) states, "that it is the ability that a student acquires in both reading and writing to do a variety of tasks at school and outside of school ".
  3. 3. Getting to Know Literacy Learners. • It is important for teachers to get to know their students and their interests. Formal and informal assessments make it possible for a teacher to discover this and a students weaknesses and strengths. • By using the Elementary Reading Attitude Survey (McKenna & Kear, 1990), I was able to find out my students reading interests, their likes and dislikes, and what I could do to motivate them in reading.
  4. 4. Selecting Texts • Selecting texts can be a challenge if a teacher is not aware of what they need to be doing when it comes to their students and their goals. • Texts need to be age and level appropriate. • Texts need to be informative, linguistic, narrative or semiotic. • Literacy Matrix is a tool that teachers can use that helps select the appropriate texts for their students (Laureate Education, 2011).
  5. 5. Literacy Matrix • In the literacy matrix, teachers place texts in quadrants depending on if they're narrative or informational texts and if they're more linguistic, which is more word-driven, or semiotic, which includes more pictures than text.
  6. 6. According to Dr. Janice Almasi, there are several difficulty considerations to take into account when determining how challenging a text will be for students. Teachers should look at the readability (sentence length, number of syllables, etc.), the text's length, its structure (informational, descriptive, cause/effect, problem/solution, compare/contrast, poetic, etc.), its use of connective words or signal words, the size of the print, and the visual support (Laureate Education, 2011).
  7. 7. Research for Selecting Texts • Students who are exposed to a variety of texts at an early age tend to show growth at a quicker rate in obtaining literacy skills (Tompkins, 2010).
  8. 8. What is Interactive Perspective? • It is teaching children to read and write, accurately with fluency and comprehension. • Ultimate goal is to teach children how to be literate learners who can navigate the textual world on their own. Teach by: • Activate student’s metacognition through teaching and lessons. • Model own strategies and met cognition by using them to get students thinking. • Build a schema • Use visuals. Example: Using a picture of a brain and explaining how our brain has file folders in it to retain and regurgitate memory as needed. • Other sources: books, things studied school, family and friends, television, and radio can be used.
  9. 9. One good strategy: Read Aloud • Pick a book • Prepare to share the book • Introduce the book • Read the book interactively • Involve students in after-reading activities (Tompkins, 2010)
  10. 10. What is Critical Perspective? Teachers can help students to do this by asking questions related to the text. Questions students about: • The author’s perspective • Relate to the gender, race, social status Give students opportunity to share and discuss Critical perspective asks the students to evaluate, judge, and critically examine a text in order to determine validity (Laureate Education, 2011a).
  11. 11. Critical Example When studying tall tales, the students and I read a book about Paul Bunyan. We had an oral discussion about the types of books that we have been reading and what genre the texts are. I incorporated “Talking Drawings”. This gave them a chance to draw a mental image of what they know or think about Paul Bunyan and Babe.
  12. 12. What is Response Perspective? • Response perspective is reading, reacting, and responding to the text in many meaningful ways (Laureate Education, 2011b). • Students need to reflect on the meaning of text and how it relates with their lives.
  13. 13. Make a Dent • Predict • Ask questions • Find out why? • Have students orally respond • Have them write journals
  14. 14. Conclusion: All three perspectives that have been discussed in this course are important when creating a literate environment that is rich in teaching for the teacher and learning and growing in reading for the student.
  15. 15. References: Afflebach, P., Pearson, P. D., & Paris, S. G.(2008). Clarifying differences between reading skills and reading strategies. Reading Teacher, 61 (5), 364-373 Laureate Education, Inc. (Producer). (2011). Analyzing and selecting text. [Video webcast]. Retrieved from 1&url=%2Fwebapps%2Fblackboard% 2Fexecute%2Flauncher%3Ftype% 3DCourse%26id%3D_3399010_1%26url%3D Laureate Education, Inc. (Producer). (2011). Critical perspective [Video webcast]. Retrieved from 1&url=%2Fwebapps%2Fblackboard%2Fexecute %2Flauncher%3Ftype% 3DCourse%26id%3D_2823 070_1%26url%3D Laureate Education, Inc. (Producer). (2011). Response perspective. [Video webcast]. Retrieved from webapps/portal/frameset.jsp? tab_tab_group_id =_2 _1&url=%2F webapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype% 3DCourse%26id%3D_2823 070_1%26url%3D McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626--639 Tompkins, G. E., (2010). Literacy for the 21st century: a balanced approach. (5th ed). Boston, MA: Allyn & Bacon