Literate environment analysis presentation


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Literate environment analysis presentation

  1. 1. By: Desiree’ Fernandez – Fourth Grade Teacher<br />For: EDUC-6706R-2 The Beginning Reader, PreK – 3 <br />Literate Environment Analysis Presentation<br />
  2. 2. During the first few weeks of school, teachers should get to know their students on a personal and academic level (cognitive and non-cognitive) to help foster a successful year of literacy learning. <br />“Successful student readers must be motivated, of positive attitude, of good self-concepts, and capable of making accurate attribution for their performance” (Afflerbach, 2007, p. 155). The teacher-student relationship should guide students to be successful readers. <br />Getting to Know Literacy Learners, P-3(Week 2 Application)<br />
  3. 3. Personally (non-cognitive)<br />The teacher should find out student likes, student dislikes, where they come from, who they are, what they like to do after school, how many family members the have, who takes care of them, and any other important information that they might deem necessary.<br />They should also conduct informal observations about which students get along with each other, what personality traits they favor, and any other group work insights that could be used as motivation in the future.<br />Using the Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990) will assess student reading desires and preferences at home, at school, academically, and recreationally.<br />Getting to Know Literacy Learners, P-3continued…<br />
  4. 4. Academically (cognitive)<br />Using Beth Newingham’s (2010) high-frequency assessment will provide a baseline of frequency words and spelling issues that may arise during the school year. <br />Using the “Words I Know” test will provide a baseline of what type of words students are familiar with and use daily (Tompkins, 2010).<br />Using the BOY (beginning of the year) reading assessment provided by the basil reading program will provide a baseline t0 determine students reading levels. <br />Keeping a running record (Tompkins, 2010) and using portfolios (Afflerbach, 2007) will also provide a great overview of the students literacy experiences. <br />Getting to Know Literacy Learners, P-3continued…<br />
  5. 5. Walden University’s Framework for Literacy Instruction <br />
  6. 6. When selecting text, the Literacy Matrix (Laureate Education, Inc. 2010) is a useful tool that helps a person visualize the variety of text needed for a successful unit. <br />Selecting Texts(Week 3 Application)<br />Linguistic (words)<br />All sections of this matrix (including difficulty) should be considered for a thorough and productive unit that benefits all students. <br />Another aspect to consider is the type of text; using electronic texts are of the future and our students need to be exposed to that type of format, also.<br />Informational <br />Narrative<br />Semiotic (pictures)<br />
  7. 7. Semantic/Narrative - Russell, B. (1993). Spider on the Floor. New York: NY. Crown. <br /> <br />Semantic and Linguistic/Informational - Squire, A. (2003). Spiders. New York: NY. Children’s Press. <br />  <br />Semantic/Informational (Easy) - Tagliaferro, L. (2004). Spiders and their Webs. Mankato, MN. Capstone Press.<br /> <br />Linguistic and Semantic/Narrative (Electronic) - Vladić-Maštruko, M. (2004). Otto the Spider. Croatia. NakladaHaid.<br /> <br />Linguistic/Narrative (Hard) - White, E.B. (1952). Charlotte’s Web. New York: NY. Scholastic Inc<br />Texts used in a unit on Spiders<br />
  8. 8. During this lesson, students were able to use the interactive perspective to further their knowledge of something as simple as the ‘spider’. <br />Resources: <br /> KWL chart (The students’ talk is the most powerful component (Tompkins, 2010). )<br /> Poster of prior knowledge (A simpler version of the K part of a KWL chart)<br /> Pictures of spiders (Taken from the texts the students will read from)<br /> Art project using popsicle sticks and yarn (A fun aspect to the unit)<br />Using theses resources, students touched, reacted, responded, and applied what they already knew to the poster we created and to their knowledge bank. For the visual learners, this was extremely helpful. <br />Literacy Lesson: Interactive Perspective (Week 5 Application)<br />
  9. 9. These are additional activities that could be used in the Interactive Perspective: <br />Word Wall Activities<br />Vocabulary Sorts<br />Word Ladders<br />Making Words (Tompkins, 2010)<br />Sketch-to-Stretch (Tompkins, 2010)<br />Fluency Practice<br />Comprehension Activities <br />Literacy Lesson: Interactive Perspective (Week 5 Application)<br />
  10. 10. During the critical and response perspective, students should be thinking about what they are reading and analyzing how they feel according to what they are reading. During this time they can make a personal connection. <br />Activities (Tompkins, 2010): <br />Double Journal Entries<br />Reading Logs<br />Book Talks<br />Open-Mind Portraits<br />Questioning the Author <br />QAR (Question-Answer-Relationship)<br />Reciprocal Questioning<br />Literacy Lesson: Critical and Response Perspective (Week 6 Application)<br />
  11. 11. Please answer the following questions to assist me in my Application Assignment in Week 7. Thank you kindly! <br />What insights did you gain about literacy and literacy instruction from viewing this presentation? <br />How might the information presented change your literacy practices and/or your literacy interactions with students?<br />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? <br />What questions do you have? <br />Email your answers to :<br />Feedback from Colleagues and Family Members of Students <br />
  12. 12. References <br />