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Literate environment analysis presentation

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  • 1. Literate Environment AnalysisPresentation
  • 2. Getting to Know LiteracyLearners, P–3 (Week 2 Application)AnalysisUnderstanding students as unique literacy learners allowed me to learnhow to meet their needs as relating to literacy. Gathering bothcognitive and non cognitive data ensured that all of the students’needs would be addressed. This practice helped me understandwhere the students were academically and socially in regards to theirattitude towards reading. It also encouraged me to focus on thestudents’ attitude towards reading. I was persuad to deeply considerthe texts that I would use to interest my reluctant readers.ResearchKnowing and using students’ interests to help plan reading instructioncan positively influence student reading (Tompkins,2010).
  • 3. II. Selecting Texts (Week 3 Application)AnalysisAnalyzing and selecting text brought me to therealization that more consideration should be given tochoosing texts. I learned to choose texts that wouldbenefit most students. I now consider text difficulty,readability, sentence length and number of syllables .When selecting text for my Guided Reading groups, Ichoose to focus on text structures as well as students’interests.The matrix can help me see if I am using a balance ora variety when looking at linguistic,, semiotic, narrative,informational and the dimension of difficulty.
  • 4. II. Selecting Texts (Week 3 Application) Research Dr. Douglas K. Hartman stated that plotting texton the matrix can show the distribution of text, sowe can see how the text will work towards theliteracy goal (Laureate, Producer),
  • 5. III. Literacy Lesson: InteractivePerspective (Week 5 Application)AnalysisThis practice helped me to create a literate environment by gathering avariety of strategies and procedures that improve comprehension whichcan be used before, during or after reading. I was reminded to take thetime after a mini lesson and modeling to allow students ampleopportunities to practice the strategies learned.I now can add strategies like, think alouds, predictions, using priorknowledge and generating questions.I now have a bank of resources with which I can pull during my Literacyblock.“Research Strategies that appear to improve comprehension includemonitoring students’ understanding, summarizing, generating questions,thinking aloud, attending to text structure, drawing inferences,constructing visual representations and making predictions “(Duke, 2004).
  • 6. IV. Literacy Lesson: Critical andResponse Perspectives (Week 6Application)AnalysisThe critical perspective practice helped me tocreate a literate environment by enlightening meon the importance of having students to thinkcritically. I understand the value of books whichchallenge students to question the author and tolook at texts from different perspectives. Currently, Iam aware that I need to include such texts that willallow students to take a critical stance where theycan think more deeply about a text and evenwonder about the author’s purpose.
  • 7. IV. Literacy Lesson: Critical andResponse Perspectives (Week 6Application)AnalysisThe Response perspective encouraged me toremember to choose books that will have an effect onthe students. I chose books within the literature unit thatwould give students a reason to respond. I also chosebooks that will encourage students to voice their opinionor concern. Within this environment, I encouragestudents to be risk-takers as I provide a safe andsupportive environment for them.Research Dr. Janice Almasi stated that we need toprovide experiences with text that transform childrenand change them (Laureate, producer)
  • 8. V. Feedback from Colleagues andFamily Members of Students * What insights did you gain about literacy and literacy instruction from viewing this presentation? These children can be taught to read if you know and understand what peaks their interest. How might the information presented change your literacy practices and/or your literacy interactions with students? Understanding that the children need to be challenged within the text and not just in reading. This can help students want to read more. In what ways can I support you in the literacy development of your students or children? Help me to understand how to challenge my kids and find the right books for them. How might you support me in my work with students or your children? I could let you know what they are interested in. What questions do you have? What type of books do I need and where can I find them?
  • 9. V. Feedback from Colleagues andFamily Members of Students * What insights did you gain about literacy and literacy instruction from viewing this presentation? There are some reading practices that I was not familiar with. How might the information presented change your literacy practices and/or your literacy interactions with students? I will take time to choose the text, not just based on students’ reading levels. In what ways can I support you in the literacy development of your students or children? I would like to read more about the reading strategies and the way to select texts for students. How might you support me in my work with students or your children? I could let you assess some of my students to see their interests. What questions do you have? Have you seen improvements in comprehension through what you have learned?
  • 10. ReferencesDuke, N. K. (2004). The Case For Informational Text. Educational Leadership, 61(6), 40-44.Laureate Education, Inc. (2010).Analyzing and selecting text Retrieved from http://www.courseurl.comLaureate Education, Inc. (2010).Critical Perspectives.Retrieved from http://www.courseurl.comTompkins, G.E. (2010). Literacy for the 21st Century A Balanced Approach(5th edition) New York, NY: Laureate Education, Inc.