Creating a literature environment

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This presentation informs the reader about reading and writing development for students kindergarten through third grade. In addition, two second grade lessons are included involving the interactive, critical, and response perspective.

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Creating a literature environment

  1. 1. Creating a Literature Environment By: Patricia Deep
  2. 2. How to Identify the Reading Development
  3. 3. The Emergent Reader <ul><li>Notices environmental print </li></ul><ul><li>Shows interests in books </li></ul><ul><li>Pretends to read </li></ul><ul><li>Uses picture clues and predicts patterns </li></ul><ul><li>Rereads familiar books </li></ul><ul><li>Identifies some letter names </li></ul><ul><li>Recognizes 5-20 familiar or high-frequency words </li></ul><ul><li>(Tompkins, 2010, p. 118) </li></ul>
  4. 4. The Emergent Writer <ul><li>Distinguishes between writing and drawing </li></ul><ul><li>Writes letters or scribble randomly on the page </li></ul><ul><li>Develops an understanding of directionality </li></ul><ul><li>Shows interest in writing </li></ul><ul><li>Writes their first and last names </li></ul><ul><li>Writes 5-20 familiar or high-frequency words </li></ul><ul><li>Use sentence frames to write a sentence </li></ul><ul><li>(Tompkins, 2010, p. 118) </li></ul>
  5. 5. Beginning Readers <ul><li>Identify letter names and sounds </li></ul><ul><li>Match spoken words to written words </li></ul><ul><li>Recognizes 20-100 high frequency words </li></ul><ul><li>Use beginning, middle, and ending sounds to decode words </li></ul><ul><li>Apply knowledge to monitor reading </li></ul><ul><li>Read slowly word by word </li></ul><ul><li>Read orally </li></ul><ul><li>Point to words when reading </li></ul><ul><li>Make reasonable predictions </li></ul><ul><li>(Tompkins, 2010, p. 118) </li></ul>
  6. 6. Beginning Writers <ul><li>Write from left to right </li></ul><ul><li>Print the upper and lowercase letters </li></ul><ul><li>Write one or more sentences </li></ul><ul><li>Add a title </li></ul><ul><li>Spell many words phonetically </li></ul><ul><li>Spell 20-50 high frequency words correctly </li></ul><ul><li>Write single-draft compositions </li></ul><ul><li>Use capital letters to begin sentences </li></ul><ul><li>Use periods, question marks, and exclamation points to mark the end of sentences </li></ul><ul><li>Can reread their writing </li></ul><ul><li>(Tompkins, 2010, p. 118) </li></ul>
  7. 7. Fluent Reader <ul><li>Identifies most words automatically </li></ul><ul><li>Reads with expression </li></ul><ul><li>Reads at a rate of 100 words per minute or more </li></ul><ul><li>Prefers to read silently </li></ul><ul><li>Identifies unfamiliar words using the cueing systems </li></ul><ul><li>Recognizes 100-300 high frequency words </li></ul><ul><li>Uses a variety of strategies effectively </li></ul><ul><li>Often reads independently </li></ul><ul><li>Uses knowledge of text structure </li></ul><ul><li>Makes Inferences </li></ul><ul><li>(Tompkins, 2010, p. 118) </li></ul>
  8. 8. Fluent Writer <ul><li>Uses the writing process to write drafts and final copies </li></ul><ul><li>Write compositions with one or more paragraphs </li></ul><ul><li>Indents paragraphs </li></ul><ul><li>Spells most of the 100 high-frequency words </li></ul><ul><li>Uses sophisticated and technical vocabulary </li></ul><ul><li>Applies vowel patterns to spell words </li></ul><ul><li>Add inflectional endings on words </li></ul><ul><li>Applies capitalization rules </li></ul><ul><li>Uses commas, quotation marks, and other punctuation marks </li></ul><ul><li>(Tompkins, 2010, p. 118) </li></ul>
  9. 9. Formal Assessments <ul><li>Words Their Way Spelling Inventory </li></ul><ul><li>Star Test by Renaissance Place </li></ul><ul><li>Criterion Reference Competency Test </li></ul><ul><li>Performance Based Assessments </li></ul><ul><li>Study Island Benchmark Testing </li></ul>
  10. 10. Non Cognitive Assessment <ul><li>Elementary Reading Attitude Survey (ERAS) </li></ul><ul><li>(McKenna & Kear, 1990) </li></ul>
  11. 11. Instructional strategies to help in creating a literate environment <ul><li>Guided Reading Lessons </li></ul><ul><li>K-W-L Charts </li></ul><ul><li>Readers Theatre </li></ul><ul><li>Quickwriting </li></ul><ul><li>Think-Alouds </li></ul><ul><li>(Tompkins, 2010) </li></ul>
  12. 12. Selecting Texts <ul><li>readability consider the following: </li></ul><ul><li>a) sentence length b) number of syllables c) concepts </li></ul><ul><li>length of text </li></ul><ul><li>Informational text (table of contents, glossary, index, labeling, and captions) </li></ul><ul><li>Text structure (comparing/contrasting, problem/solution) </li></ul><ul><li>size of print </li></ul><ul><li>visual supports – pictures leads to information </li></ul><ul><li>(Laureate Education, Inc., 2009) </li></ul>
  13. 13. The Framework Literacy Instruction <ul><li>Interactive Perspective </li></ul><ul><li>The teacher will use a variety of informal and formal assessments to determine areas of strengths and needs in literacy development. </li></ul><ul><li>Determines types and levels of texts to meet literacy goals. </li></ul><ul><li>Uses instructional methods that addresses the cognitive and affective needs of students. </li></ul><ul><li>(Walden University, 2010) </li></ul>
  14. 14. Interactive Guided Reading Lesson <ul><li>Reviewing non fiction text structure </li></ul>
  15. 15. Introduction <ul><li>bold print </li></ul><ul><li>Glossary </li></ul><ul><li>growing a magic beanstalk </li></ul><ul><li>animals talking </li></ul><ul><li>Giants </li></ul><ul><li>a talking fish </li></ul><ul><li>Cookbook </li></ul><ul><li>how to care for a pet </li></ul><ul><li>Captions </li></ul><ul><li>how to train a dragon </li></ul><ul><li>Labels </li></ul><ul><li>how to make an elephant disappear </li></ul><ul><li>the life cycle of a plant </li></ul><ul><li>Maps </li></ul><ul><li>the story of Martin Luther King </li></ul><ul><li>how to ride a bike </li></ul><ul><li>What phrases or words will belong in this column for nonfiction </li></ul>
  16. 16. Identifying nonfiction and fiction <ul><li>Students will label the book fiction or nonfiction </li></ul><ul><li>Plane ride (Walker, 2000) </li></ul><ul><li>Why Can’t I Fly (Kent, 1976) </li></ul>
  17. 17. Introducing Vocabulary <ul><li>Cockpit </li></ul><ul><li>Airport </li></ul><ul><li>Pilot </li></ul>
  18. 18. Knowledge Activity <ul><li>Checking schema for information on plane rides </li></ul><ul><li>Independent reading of Plane Rides </li></ul><ul><li>Organizing thoughts by using a graphic organizer </li></ul>
  19. 19. Quickwriting Exercise <ul><li>An impromptu writing activity in which students write about a topic for 8 minutes. </li></ul><ul><li>The students will conduct a quickwriting exercise about plane rides. </li></ul>
  20. 20. Closure <ul><li>The students will read their writing activity out loud to the group. </li></ul>
  21. 21. Critical and Response Perspectives <ul><li>Critical Perspectives - Judging, evaluating, and thinking critically about text. </li></ul><ul><li>Response Perspectives- Reading, reacting, and responding to text in a variety of meaningful ways. </li></ul><ul><li>(Walden University, 2010) </li></ul>
  22. 22. Critical and Response Perspective Whole Group Lesson <ul><li>Reading of : </li></ul><ul><li>Henry and Mudge and the wild wind (Rylant, 1993) </li></ul>
  23. 23. Vocabulary <ul><li>Suddenly </li></ul><ul><li>Whining </li></ul><ul><li>whistle </li></ul>
  24. 24. Think – Aloud <ul><li>Teachers making their thinking explicit, they’re demonstrating what capable readers do implicitly. </li></ul><ul><li>Teacher reads the story: </li></ul><ul><li>Henry and Mudge and the wild wind </li></ul>
  25. 25. Response to Literature <ul><li>After reading the book </li></ul><ul><li>Henry and Mudge and the wild wind </li></ul><ul><li>The student will write from the following: </li></ul><ul><li>That reminds me of... </li></ul><ul><li>I remember when... </li></ul><ul><li>I have a connection... </li></ul><ul><li>(Molden, 2007) </li></ul>
  26. 26. Closure <ul><li>Authors Chair </li></ul><ul><li>Students share their story. </li></ul>
  27. 27. References <ul><li>Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction . Upper Saddle River, NJ: Merrill/Prentice Hall. </li></ul><ul><li>Kent, J. (1976). Why can’t I fly? New York, NY: Scholastic, Inc. </li></ul><ul><li>Laureate Education,Inc. (Executive Producer). (2008b). Analyzing and selecting text. [DVD]. Foundations of reading and literacy. Baltimore, MD: Author. </li></ul><ul><li>McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43 (9), 626–639. </li></ul><ul><li>Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44 (1), 50–56. </li></ul><ul><li>Rylant, C. (1993). Henry and Mudge and the wild wind. New York, NY: Simon & Schuster Macmillan. </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed. Boston: Allyn & Bacon. </li></ul><ul><li>Walden University. (2011). Framework for Literacy Instruction. Retrieved month,day, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framewor k_for_Literacy_Instruction_03-10.doc. </li></ul><ul><li>Walker, P. (2000). Plane rides. New York, NY: Scholastic, Inc. </li></ul>

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