Literate environment analysis

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  • 1. LITERATEENVIRONMENTANALYSISBy Kylea ScottWalden UniversityInstructor: Cindee EastonEDUC 6706R-1 The Beginning Reader, PreK-3
  • 2. CREATING A LITERATE ENVIRONMENT “Literacy is the ability to use reading and writing for a variety of tasks at school and outside of school” (Tompkins, 2011 p. 4) Getting to Know Literacy Learners Selecting Texts Literacy Lesson: Interactive Perspectives Literacy Lesson: Critical and Response Perspectives
  • 3. GETTING TO KNOW LITERACY LEARNERS  Gather data on students to gain insight of non-cognitive aspects of students’ literacy developmentNon-Cognitive Assessments provide important information about studentswhich contributes to their success in reading (Afflerbach, 2007)  Gather data to gain insight of cognitive aspects of student’ literacy developmentFormative Assessments and summative assessments both provide informationabout students either to determine if they made progress or determine if goalshave been met at the end of a unit.
  • 4. GETTING TO KNOW LITERACY LEARNERS Non-Cognitive  Non-Cognitive Assessments Activities  Gain information  Interests Games (Me Stew) on motivations, self concept,  Interests Surveys interests,  Literacy attitudes, Autobiographies (Laureate, 2009d) attributions Cognitive Activities  Cognitive  Reading Inventories Assessments:  DRA  Cognitive assessments focus on the skills and  AIMS Web strategies used by a  MAP student as they  Running Records develop as a reader (Afflerbach, 2007)
  • 5. GETTING TO KNOW LITERACY LEARNERSAnalysis:  This practice helped me to realize that there is more to reading then just their score on cognitive assessment. I realized that I needed to look at the student’s attitude toward reading as well as assess the “other” (Afflerbach, 2007).  Gathering the data on the three students that I chose to work with for the course helped me to create lessons that were geared toward getting to know them better, and gain a better understanding of the whole child.  Having a better understanding of their literacy development I was able to guide my instruction to meet the needs of each individual student.
  • 6. SELECTING TEXTS Analysis  Selecting texts that are engaging, interest based and skills based is important in creating a literate environment. When I was selecting texts for my students I often found ones that were theme based and taught a specific skill I was needing to teach but was also engaging for my students. The resources showed me that I needed to consider text readability, concept density, new words, length of the text and text structure (Laureate, 2009 Research  The Literacy Matrix really helped me to analyze and select text. This was a great tool to view literature as a continuum both across and up/down.  Framework for Literacy Instruction which helped me to determine which types of text to use in relation to the various perspectives.
  • 7. LITERACY MATRIX A guide to use to analyze and select appropriate texts. The continuum is divided into quadrants of narrative or informational as well as if a text is linguistic (more words) or semiotic (more pictures). (Laureate, 2009a) Linguistic Narrative Informational Semiotic
  • 8. FRAMEWORK FOR LITERACY INSTRUCTION Learners Texts Instructional Practices Affective and cognitive Text structures, types, Developmentally aspects of literacy learning genres, and difficulty levels appropriate research-based matched to literacy learners practices used with and literacy goals and appropriate texts to objectives facilitate affective and cognitive aspects of literacy development in all learnersInteractive PerspectiveReading and writing Use a variety of informal and Determine texts of the Use instructional methodsaccurately, fluently, and formal assessments to appropriate types and levels that address the cognitivewith comprehension determine areas of strength of difficulty to meet literacy and affective needs of and need in literacy goals and objectives for students and the demandsBeing strategic and development. students. of the particular text.metacognitive readersand writers Promote students’ independent use of reading strategies and skills.Critical PerspectiveJudging, evaluating, and Find out about ideas, issues, Select texts that provide Foster a critical stance bythinking critically about and problems that matter to opportunities for students to teaching students how totext students. judge, evaluate, and think judge, evaluate, and think critically. critically about texts. Understand the learner as a unique individual.Response Perspective Find out about students’ Select texts that connect to Provide opportunities forReading, reacting, and interests and identities. students’ identities and/or students to read, react, andresponding to text in a interests and that have the formulate a personalvariety of meaningful Understand what matters to potential to evoke an response to text.ways students and who they are emotional or personal as individuals. response.
  • 9. LITERACY LESSON: INTERACTIVEPERSPECTIVE Analysis  The primary goal of the Interactive Perspective is to teach children how to be literate learners who can independently navigate through the textual world (Laureate, 2009)  Helps to create a literate environment because teachers help students become strategic processors and thinkers (Laureate, 2009)  This allowed me to focus on making meaning from the texts by using schema, and making connections to their own lives Research  A resource that helped me support this practice was utilizing read-alouds. Through the use of read-alouds I was able to get the students discussing the books with me, make connections and critically think about the story
  • 10. LITERACY LESSON: CRITICAL AND RESPONSEPERSPECTIVE Analysis  The critical perspective teachers children how to critically examine text and who it was created for and think using higher level thinking skills.  In this perspective students are taught to think beyond the surface line of the text (Laureate, 2009e)  The response perspective allows students to actually experience the text and respond to it (Laureate, 2009f)  This perspective the students use emotion and the feelings that tie them to the text. Through the use of these perspectives I was able to give my students opportunities to really think about the text and decide why the text was written and who it was written for. We were able to determine where the text could be found on the matrix and we were even able to act out the text to gain more meaning.
  • 11. THE THREE PERSPECTIVES PUT INPERSPECTIVE Interactive Perspective Critical Effective Response Perspetive Reader PerspectiveAll three perspectives are necessary to produce well rounded readers who canread efffectively, want to read and are excited to read and think cricially(Laureate, 2009f)
  • 12. REFERENCES Walden University (2011). Framework for literacy instruction. Retrieved from http://sylvan.live,ecollege.com/ec/crs/default.learn?cours eID=5093728 Afflerbach, P. (2007) Understanding and using reading assessment k-12. Newark, DE: International Reading Association Hendricks, C. (2009). Improving schools through action research: A comprehensive guide for educators. New Jersey: Allyn & Bacon. Retireved from http://www10.homepage.villanova.edu/deborah.schussle r/EDU_4292/Readings/Researchpacket.pdf Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.
  • 13. LAUREATE EDUCATION VIDEO REFERENCES Laureate Education, Inc. (Producer). (2009a). Analyzing and Selecting Texts. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. (Producer). (2009ab. Changes in Literacy Education. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. (Producer). (2009c). Getting to Know Your Students. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. (Producer). (2009d). Literacy Autobiographies. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. (Producer). (2009e). Stategic Processing. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. (Producer). (2009de. Critical Perspective. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1 Laureate Education, Inc. (Producer). (2009f). Response Perspective. [Video webcast]. In The Beginning Reader, PreK-3. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6071814&Survey=1 &47=9743528&ClientNodeID=984650&coursenav=1&bhcp=1