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Literate Environment Analysis
 

Literate Environment Analysis

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    Literate Environment Analysis Literate Environment Analysis Presentation Transcript

    • Jacqueline Hancock Walden UniversityEDUC 6706 The Beginning Reader PreK-3 Mrs. Cindee Easton
    •  ANALYSIS:Getting to know one’s students is a critical step in creating aliterate environment in which all students are able to findsuccess. Cognitive and noncognitive factors should both betaken into consideration when trying to understand not onlywho our students are as academic learners, but as individualsas well. As noted by Dr. Almasi, we teach students not textsor subjects (Laureate Education, Inc., 2011c).Making an effort to know, care for, and understand mystudents is an essential part of what I do as an educator. Apowerful message is sent to students when they know thattheir teacher is truly invested in them. The resources listedbelow under research are examples of tools that I have usedin an effort to learn about my students’ academic needs, aswell as, who they are as individuals.
    •  Research: Developmental Reading Assessment (DRA) (Beavers, 2001) AIMSweb (2011)Elementary Reading Attitude Survey (ERAS) (McKenna & Kear, 1990) “Me Stew” (Laureate Education, Inc., 2011 e)
    •  Research:AS reported by Dr. Almasi, in trying to understandour students’ identities as readers, writers,speakers, and listeners we are really trying to getat the essence of who our students are (LaureateEducation, Inc., 2011c).
    •  Analysis:Matching students to text is a critical componentof literacy instruction. When choosing text it isimportant to consider three important textfactors: genre, text structure, and text features(Tompkins, 2010). In addition to these textfactors, it is necessary to take into considerationstudents’ background knowledge and experiencesand the level of interest or motivation thatstudents may have for reading a given text.
    •  Analysis:In selecting texts for my students, a balancebetween fiction and nonfiction is sought.However, it is not enough to simply exposestudents to these texts, it is necessary to teachstudents how to approach these texts in order forcomprehension to occur.
    •  Analysis:What it means to be literate today is different from what itmeant just a few short years ago. Today’s students must alsobe able to navigate new literacies in order to be fully literatein our digital world (Castek, 2006).As the definition of literacy changes, it is my job as aneducator to stay abreast of these changes and adjustinstructional practices accordingly. The teacher once againbecomes the student in seeking out new information andpursuing professional development opportunities.
    •  Research:A key tool available for use when choosing text forstudents is the Literacy Matrix (LaureateEducation, Inc., 2011a). The Literacy Matrixconsiders text across three planes:narrative/informational, linguistic/semiotic, andeasy/difficult (Laureate Education, Inc., 2011a).
    •  Research:New literacies are defined as “the new skills,strategies, and dispositions that are requiredto successfully identify important questions,locate information, engage in criticalevaluation, synthesize information, andcommunicate on the Internet” (Castek, 2006p.715).
    •  Analysis:The Framework for Literacy Instruction guide(Walden University, 2012) presents three perspectivesfor consideration when planning for instruction, thefirst of which is the interactive perspective. Theinteractive perspective focuses on the “how to” ofreading.As an educator of primary age students, thisperspective encompasses much of what I do on adaily basis and influences the learning objectives andoutcomes that are designed for my students.
    •  Analysis:Instructional practices that I have used within myclassroom in teaching students the “how to” ofreading include many of those listed in Tompkins(2010) compendium of instructional procedures:*Guided Reading *Choral Reading*Mini-lessons *K-W-L Charts*Making Words *Running Records*Reading Logs *Think-Alouds*Shared Reading *Word Sorts
    •  Research:The interactive perspective addresses the fivepillars (Laureate Education, Inc., 2011f) ofphonemic awareness, alphabetic principle,comprehension, vocabulary, and fluency.The goal of the interactive perspective is toteach our students how to become literatelearners who are ultimately able to successfullyaddress text on their own (Laureate Education,Inc., 2011d).
    •  AnalysisIn attending to the interactive perspective, it isimportant to distinguish between the terms strategyand skill.Strategies are defined as “deliberate, goal-directedattempts to control and modify the reader’s efforts todecode text, understand words, and construct meaningof text”, while skills are defined as “automatic actionsthat result in decoding and comprehension with speed,efficiency, and fluency” (Afflerbach, Pearson, & Paris,2008 p.368).Within the literate environment that I have created formy students, opportunities for practice are provided;the goal being for strategy to become skill.
    •  Analysis:The two remaining perspectives from the Frameworkfor Literacy Instruction guide (Walden University, 2012)are the critical and response perspectives.In reflecting upon the framework, it becomes apparentthat it is necessary to incorporate all three perspectivesinto the classroom in order to provide a balancedliterate environment for today’s young literacylearners.
    •  Analysis:I have found the interactive read-aloudapproach (Tompkins, 2010) to be an effectiveway of introducing and sharing text withstudents. This particular approach providesstudents with opportunities to share theirthoughts, ideas, and connections to a giventext.The abilities of young literacy learners torespond and connect to texts in powerful waysshould not be underestimated.
    •  Research:  Research:The critical perspective The response perspec-focuses on giving tive aims to elicit astudents opportunities personal/emotionalto be analytical in response from theevaluating text reader (Laureate(Laureate Education, Education, Inc., 2011g).Inc., 2011b).
    •  Research:Rosenblatt (1986) argued that the phrase interactionwith text was not sufficient in seeking to define therelationship between text and reader, but rather that atransaction should occur that leaves the readersomehow changed from having encountered ameaningful text (as cited in Probst, 1987).
    • ReferencesAfflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61(5), 364-373. doi: 10.1598/RT.61.5.1AIMSweb. (2011). Retrieved from http://www.aimsweb.com/Beavers, J. (2001). Developmental reading assessment. Upper Saddle River, NJ: Celebration Press/Pearson.Caskek, J., Bevans-Mangelson, J., & Goldstone, B. (2006) Reading adventures online: Five ways to introduce th new literacies of the Internet through children’s literature. The Reading Teacher, 59(7), 714-728. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=55059564-f555-4683- a3fc-04229a0d0a41%40sessionmgr11&vid=2&hid=12Laureate Education, Inc. (Producer). (2011a). Analyzing and Selecting Text [Video]. In The Beginning Reader, PreK-3. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblac kboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3D.Laureate Education, Inc. (Producer). (2011b). Critical Perspective [Video]. In The Beginning Reader, PreK-3. Retrieved from http://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblack board%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3D.Laureate Education, Inc. (Producer). (2011c). Getting to Know Your Students [Video]. In The Beginning Reader, PreK-3. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblac kboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3DLaureate Education, Inc. (Producer). (2011d). Interactive Perspective: Strategic Processing [Video]. In The Beginning Reader, PreK-3. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblac kboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3D.Laureate Education, Inc. (Producer). (2011e). Literacy Autobiographies [Video]. In The Beginning Reader, PreK-3. Retrieved from http://https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps% 2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3DLaureate Education, Inc. (Producer). (2011f). The Beginning Reader [Video]. In The Beginning Reader, PreK-3. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblac kboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3DLaureate Education, Inc. (Producer). (2011g). Response Perspective [Video]. In The Beginning Reader PreK-3. Retrieved from http://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblack board%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340064_1%26url%3D.McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool tor teachers. Reading Teacher, 43(9), 626-639. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?sid=fe9e12eb-8fad-4a53- 8820-e283ea1d70bf%40sessionmgr4&vid=2&hid=7Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in Education, 21(12). Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=c45aecdd-78f5-4f3f- 8175eff0c885495e%40sessionmgr14&vid=1&hid=24&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1z aXRl#db=eric&AN=ED284274Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Allyn & Bacon.Walden University. (2012). Framework for Literacy Instruction. Retrieved June 28, 2012 from http://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblack board%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_551764_1%26url%3D.