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Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
Literacy environment analysis
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Literacy environment analysis

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  • 1. Literacy Environment Analysis Melinda Bratton Walden University Phyllis McCully EDUC-6706R-4 The Beginning Reader, Pre-K-3
  • 2. Getting to know literacy learners, P- 3 Accomplished reading teachers are continually updating their ideas about students’ strengths and needs, and reading inventory results offer an opportunity to add rich and detailed information to a teacher’s conceptions of individuals students (Afflerbach, 2012).
  • 3. Getting to know literacy learners, P-3 Analysis: The information that I gained from the beginning readers allowed me the insight as to why it is important for the teacher to get to know the students and their interests. Through these assessments it allowed me to understand the motivation or lack of motivation students have for reading. Reading inventories offer rich information from which we infer students’ reading strengths and challenges (Afflerbach, 2012).
  • 4. Getting to know literacy learners, P- 3 Through my research I have expanded the information that I can gain from the beginning of the year. The cognitive assessments of KRA-L and the AimsWeb I gained a strong foundational start. Non-cognitive assessment of observations and interviews I learned more about my students interests to help me chose books of interest to them. The goal of reading is the construction of meaning, and an assessment that allows us to better understand the processes by which student readers construct meaning is valuable (Afflerbach, 2012).
  • 5. Selecting Texts • Analysis: Through this research I have learned that not all text is for all students. They need to be paired based on the appropriate text for them on their level. Dr. Almasi suggests that are several considerations that I must make before selecting text, these include readability, length of the text, and the text structure (Laureate Education, 2012).
  • 6. Selecting Texts • Research: Students must be exposed to various texts. Some examples are informational, narrative, linguistic, or semiotic. I have learned what text best supported the learning styles through consideration of their literacy levels, their interests, and family backgrounds.
  • 7. Literacy Lesson: Interactive Perspective • Analysis:The ultimate goal of the interactive perspective is to teach children how to be literate learners who can navigate the textual world independently (Laureate Education, 2011). Giving students opportunities to practice what they need the most not only gives them practice but also gives the teacher a chance to assess them to see if there is growth.
  • 8. Literacy Lesson: Interactive Perspective • Research:The instructional practices that I will used with the particular students and texts to meets literacy objectives in the area of word recognition and comprehension and to provide opportunities for students to be strategic and meta-cognitive as follows. I read the story out loud. It’s up to the teachers to notice how students are applying their knowledge about text factors, and to find ways for students to share their understanding (Tompkins, 2012). I worked with them in smaller groups introducing new words using direct instruction when it was appropriate.
  • 9. Literacy Lesson: Critical and Response Perspectives • Analysis: I promoted students’ critical reading of the text and fostered their own personal responses through practicing of reading Oscar and the Frog. The students were all able to answer questions over their listening comprehension of the story. There were also able to identify with the kitten on the cover and answer who they thought would grow in this book. Individual children come with such diverse backgrounds and skills that it is necessary to discover each child’s reading instruction needs (Methods of Assessing Cognitive of Early Reading Development, 2013).
  • 10. Literacy Lesson: Critical and Response Perspectives • Research: Critical literacy focuses on issues of power and promotes reflection, transformation, and action (Molden, 2007). Based on the literacy needs and interests of the students I chose a book called Oscar and the Frog by Geoff Waring. Through asking questions I was able to know if they were comprehending the material.
  • 11. Feedback from Colleagues and Family Members of Students • What insights did you gain about literacy and literacy instruction from viewing this presentation? • How might the information presented change your literacy practices and/or your literacy interactions with students? • 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? • What questions do you have?
  • 12. References Afflerbach, P. (2012). Understanding and using reading assessment, k- 12 (2nd ed). Newark, DE: International Reading Association. Methods of Assessing Cognitive Aspects of Early Reading Development, (2013). Advancing Research, Improving Education Reading Resources. www.sedl.org/reading/topics/assessment.html Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 55-56. Laureate Education, Inc. (Producer). (2010). Analyzing and Selecting Texts [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id =_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Fty Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon

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