Transcript of "Creating a literate environment for young children"
Creating a Literate Environment for Young Children<br />Pamela GuerraWalden UniversityCindee EastonMATH-6706R-2 The Beginning Reader, PreK-3August 10, 2011<br />
Step 1- Getting to know your students<br />The first day of school and every day there after it is important for teachers to learn what their students CAN do (McGill-Franzen, 2006).<br />I plan to send the parents an informational survey to learn what literacy habits their children already have to build upon. <br />During the first few weeks I plan to meet with students and take notes on what they know so I can plan literacy activities accordingly.<br />
McGill-Franzen (2006) contends that kindergarten teachers must have reliable assessment tools to know what emerging readers can do.<br />The classroom must become a community that is conducive to learning. Students need responsibilities, opportunities, engagement, instruction, encouragement, choice, time and assessment (Tompkins, 2010).<br />
There are many ways to assess students abilities. Within my classroom I will be using the Benchmark Assessment System (Fountas and Pinnell, 2007).<br />This system has assessments on reading, fluency, sight words, comprehension, phonological awareness, phonics, and vocabulary. <br />
Step 2- Selecting Texts<br />I was more intentional with selecting texts for my students. I pulled books and put them together based upon “themes”. <br />I made sure to include informational text too.<br />I used my students interests to guide my selection of texts and ensured there was a variety of linguistic, semiotic, narrative and informational.<br />
Hartman (Laureate Education, Inc., 2010a) encourages plotting where books fall on the Literacy Matrix.<br />Through careful plotting of text a teacher ensures that books are balanced and fit with instructional goals. <br />
Walden University. (2011). Framework for Literacy Instruction. August, 10, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc.<br />
Step 3- Interactive Perspective<br />Students are encouraged to use multiple strategies to read and comprehend text.<br />Students are risk takers.<br />Students share when they do not understand information shared by the author.<br />
Almasi (Laureate Education, Inc., 2010c) contends that students need to become metacognitive about their learning and be responsible for it.<br />The main goal of the interactive perspective is for students to become literate learners that can navigate the world independently (Laureate Education, Inc., 2010c).<br />
Step 4- Critical and Response Perspectives<br />Students evaluate why a text was written.<br />Students evaluate whether information is factual.<br />Students are changed by what they have learned in the text.<br />Students are engaged in meaningful discussions using higher level thinking skills.<br />
Critical perspective encourages students to become empowered and transform the world (Tompkins, 2010).<br />Almasi (Laureate Education, Inc., 2010b) contends that transactional theory occurs in the response perspective. Students are forever changed by the texts they read. <br />
Resources<br />McGill-Franzen, A. (2006). Kindergarten literacy: Matching assessment and instruction in kindergarten. New York, NY: Scholastic Teaching Resources.<br />Fountas, I.C., & Pinnell, G.S. (2008) Benchmark assessment system. Portsmouth, NH: Heinemann<br />Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.) Boston: Allyn & Bacon.<br />Laureate Education, Inc. (2010a). Program 9: Analyzing and selecting text. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD. Author.<br />Laureate Education, Inc. (2010b). Program 18: Response perspective. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD. Author.<br />Laureate Education, Inc. (2010c). Program 11: Strategic processing. [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD. Author.<br />Walden University. (2011). Framework for Literacy Instruction. August, 10, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc.<br />
Thank you for viewing. I am need of your feedback to the following questions.<br />What insights did you gain about literacy and literacy instruction from viewing this presentation?<br />How might information presented change your literacy practices and/or your literacy interactions with students?<br />In what ways can you support in the literacy development of your students or children? How might you support me in my work with students or your children?<br />What questions do you have? <br />
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