Literate Environment        Analysis Presentation              Kristin Lewis Tallon              Walden UniversityThe Begi...
GETTING TO KNOW LITERACY               LEARNERS“Successful student readers must be motivated, of positive attitude, of goo...
SELECTING TEXTSConsiderations when selecting text:•Difficulty•Readability•Concept Density                                 ...
SELECTING TEXTS CONT.Selecting engaging texts is a way to make connections for yourstudents as well as get them engaged an...
LITERACY LESSON: INTERACTIVE          PERSPECTIVEAs educators it is our job to “help every student become strategicreaders...
LITERACY LESSON: INTERACTIVE      PERSPECTIVE CONT.•To activate prior knowledge within my lesson I used thedevelopment of ...
LITERACY LESSON: CRITICAL AND   RESPONSIVE PERSPECTIVES•Critical Perspective: to teach children how to critically examinet...
LITERACY LESSON: CRITICAL AND   RESPONSIVE PERSPECTIVES            CONT.•In my lesson we used an interactive read aloud of...
FEEDBACK FROM COLLEAGUES AND FAMILY MEMBERS OF STUDENTS•What insights did you gain about literacy and literacyinstruction ...
RESOURCES    Afflerbach, P. (2007). Understanding and using reading         assessment, K-12. Newark, DE: International Re...
RESOURCES CONT.LinguaLinks Library (1999). Schema theory of learning. Retrieved from           http://www.sil.org/linguali...
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Literate environment analysis presentation

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Powerpoint presentation on a Literate Environment for Walden University.

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Literate environment analysis presentation

  1. 1. Literate Environment Analysis Presentation Kristin Lewis Tallon Walden UniversityThe Beginning ReaderDr. LoveEDUC 6706December 18, 2011
  2. 2. GETTING TO KNOW LITERACY LEARNERS“Successful student readers must be motivated, of positive attitude, of good self concept and capable of making accurate attributions for their performances” (Afflerbach, 2007 p155)It is our responsibility as educators to look at all aspects of every student. This will lead to healthier, happier and more successful students.Assessments I used:• Classroom Reading Inventory (Sivalroli & Wheelock, 2001) • Cognitive• Elementary Reading Attitude Survey (McKenna & Kear, 1990) • Non-cognitive“We teach students, not subjects or grade levels” (Laureate, 2008)
  3. 3. SELECTING TEXTSConsiderations when selecting text:•Difficulty•Readability•Concept Density Hard Linguistic•Text Length•Text Structure•Size of Print Narrative Informational•Visual Supports(Laureate, 2008) Easy Semiotic
  4. 4. SELECTING TEXTS CONT.Selecting engaging texts is a way to make connections for yourstudents as well as get them engaged and excited about literacy.By gathering information about your students’ motivations, selfconcepts, interests and attitudes you can make true connections(Afflerbach, 2007).
  5. 5. LITERACY LESSON: INTERACTIVE PERSPECTIVEAs educators it is our job to “help every student become strategicreaders, writers and thinkers” (Laureate, 2008).“Metacognition is often defined as thinking about your own thinking”(Tompkins, 2010 p12).Schema: “Schema Theory views organized knowledge as anelaborate network of abstract mental structures which representones understanding of the world” (LinguaLinks Library, 1999).
  6. 6. LITERACY LESSON: INTERACTIVE PERSPECTIVE CONT.•To activate prior knowledge within my lesson I used thedevelopment of a KWL chart. The chart was used to gatherinformation about the common fairy tale The Three Little Pigs aswell as factual information about pigs and wolves.•We did a shared reading of the selected texts after I read themaloud to the students.•We completed a group Venn Diagram to compare and contrastThe Three Little Pigs (Walt Disney, 2004) and The True Story ofThe Three Little Pigs (Scieszka, 1989).•We explored an informational website containing factualinformation about wolves (National Geographic, 2001).
  7. 7. LITERACY LESSON: CRITICAL AND RESPONSIVE PERSPECTIVES•Critical Perspective: to teach children how to critically examinetext. •Who created the text? •What perspective might the author have? •Was the author male or female? •What was the role of race, ethnicity or social status?•Response Perspective: allow children the opportunity toexperience and respond to texts. •Journaling •Dramatic Response •Artistic Response •Multisensory Experiences •Quiet Time to Respond (Laureate, 2008)
  8. 8. LITERACY LESSON: CRITICAL AND RESPONSIVE PERSPECTIVES CONT.•In my lesson we used an interactive read aloud of The Three LittlePigs and The True Story of The Three Little Pigs.•We also had a sharing time where the students shared theirjournal activities from the previous lesson.•Recorded responses to critical thinking questions on a posterboard into a web.•Older two students completed a double entry journal while theyounger student completed a simpler version of the double entryjournal with me one on one.
  9. 9. FEEDBACK FROM COLLEAGUES AND FAMILY MEMBERS OF STUDENTS•What insights did you gain about literacy and literacyinstruction from viewing this presentation?•How might the information presented change yourliteracy practices and/or your literacy interactions withstudents?•In what ways can I support you in the literacydevelopment of your students or children? How mightyou support me in my work with students or yourchildren?•What questions do you have?
  10. 10. RESOURCES Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark, DE: International Reading Association.Laureate Education, Inc. (Producer). (2008). Analyzing and selecting texts. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=607194 1&Survey=1&47=8613253&ClientNodeID=984650&coursenav=1&bhc p=1Laureate Education, Inc. (Producer). (2008). Getting to know your students. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=607194 1&Survey=1&47=8613253&ClientNodeID=984650&coursenav=1&bhc p=1Laureate Education, Inc. (Producer). (2008). Perspectives on literacy learning. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=607194 1&Survey=1&47=8613253&ClientNodeID=984650&coursenav=1&bhc p=1
  11. 11. RESOURCES CONT.LinguaLinks Library (1999). Schema theory of learning. Retrieved from http://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/Sc hemaTheoryOfLearning.htmMcKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.National Geographic (2011). Gray wolf facts and pictures. Retrieved on November 15, 2011 from http://kids.nationalgeographic.com/kids/animals/creaturefeature/gray wolf/Scieszka, J. (1989). The true story of the three little pigs. New York, NY: Puffin Books.Silvaroli, N.J., & Whellock, W.H. (2001). Classroom reading inventory. New York, NY: McGraw-HillTompkins, G.W. (2010). Literacy for the 21st century a balanced approach. Boston, MA: Allyn & Bacon.Walt Disney (2004). The three little pigs. New York, NY: A Golden Book.
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