…five simple rules for creating world-changing presentations.
The next rule is: Help them see what you are saying.
Rule number 4: Practice design, not decoration.
Rule number 4: Practice design, not decoration.
Rule number 4: Practice design, not decoration.
The last rule is: Cultivate healthy relationships (with your slides and your audience)
Students must be able to navigate a print rich world in a more analytical manner thanLiterate Environment Analysis ever before. For this reason,Presentation we, as educators, have theAngela Flores responsibility to create a spaceThe Beginning Reader PreK-3 EDUC- for students to engage in6706G-6 reading, writing, and thinkingApril 5, 2012 activities that stimulate self- motivated, life long learning. Now I bring you… FOUR STEPS TO CREATING A LITERATE ENVIRONMENT
reads textUsing cognitive and non-cognitive assessment allows us tounderstand each child as a reader, writer, and thinker.
Step 1: Cognitive Assessments Use cognitive assessment to gather information about each student’s reading development among the five pillars: phonics, phonemic awareness, fluency, comprehension, and vocabulary. This allows me to “understand the strengths and needs of each student” (Afllerbach, 2007, p. 4) and then plan whole group, small group, or individualized instruction to meet those needs.Cognitive assessments I used for my students: (Tompkins, 2010) *Dibels Oral Reading Fluency Measures (Good & Kaminski, 2002) *Spelling inventory *Vocabulary inventory (Good and Kaminski, 2002) *Diagnostic Decoding Survey (Really Great Reading, 2008), *Phonological awarenes survey (Really Great Reading, 2008)
Step 2: Non-Cognitivie Assessments Use non-cognitive assessment to understand each learner on a personal level:what motivates them to read; what they like to read; what interests they have in life; etc. This information gives you insights into the identity of the reader so that you canbegin choosing text and forming instruction that stimulates literate experiences for each student and motivates them to read and write on their own.(Laureate EducationInc., 2010a)Non-Cognitive Assessments I used to get to know my learners: the information Igathered from these assessments helped me know how students and their family perceived themselves asreaders and writers, and allowed me to choose motivating and engaging text and instruction* Reading interest survey (Afflerbach, 2007)* Reading attitude survey (Afflerbach, 2007* Literacy inventory – to understand literacy development in the home
Selecting2There are many factors to consider when choosing a group of content and conceptsupportive texts that will motivate and engage students in the reading and writingprocess, and that will enhance language and literacy development for all students.
Teachers must take into account theimpact that text factors such asgenres, text structures, and text featureshave on the readability of a text and onthe students’ comprehension of a text(Tompkins, 2010). Then, teachers must also bear in mind elements such as text length, size of the print, visual support, sentence length, the variety of irregular and regular vocabulary words, and motivational/interest levels for students when choosing the range of books to offer them (Laureate Education, 2010b)
Hartman (Laureate Education Inc., 202b) suggests using a literacy matrix to evaluate and select a range of texts to enhance learning. Linguistic Informational Narrative Semiotic Laureate Education Inc., 2010bSelecting a wide range of text according to genre, readibility, and interest willenhance learning and ensure that students are motivated and excited toread, write, and think.
My TextsTara (1st Grade Emergent Reader) John (2nd Grade Beginning Reader)needed narrative and needed narrative and informationalinformational text that support text that develop listeninglistening comprehension, language comprehension, imagery, and mayand phonological awareness even spark further wonderings.development in visual and auditory Some books had varied sentenceways. These books were either length and vocabulary and supportused as read alouds or as the readers interests and literacyindependent reading choices: needs.The Tiny Seed, Carle (1987); Fawn in the Grass, Ryder (2001);A Seed is Sleepy, Hutts Aston Winter Whale, Ryder (1994); (2007); Jaguar in the Rain Forest, RyderParts of a Plant, Blevins (2003); (1996);One Child, One Seed: A South Look Who Lives in the Desert! African Counting Book, Cave Bouncing and Pouncing, (2003); Hiding and Gliding, SleepingJack’s Garden, Cole (1997) and Creeping, Bessesen (2004)
Plant Explorer (www.naturegrid.org.uk/plang/index.html) includes pages that are interactive, text that is short and contains script that is simple and large, and text features such as headings, pictures, and captions (www.k12science.org/curriculum/bucketpr oj). Students discover and research a pond habitat near them and share their research with other students. The text is informational and is written so thatONLINE students in any range can interact with it on some level .TEXTS
3 Interactive OF READING (Laureate Education, Inc.,2010).
Teachers work to teach students to be strategic in the way they decode words and choosestrategies to comprehend text, and to help them become metacognitive thinkers as they read.We want them to be “self-regulated readers that can navigate through text on their ownwithout prompting from the teacher” (Laureate Education Inc., 2010c). Visualization, inference, cause/effect Comprehension Sequencing, predicting, main idea Vocabulary Effective Instructional Practices for the Reading skills Interactive Perspective Fluency and Reader’s Theatre, repeated reading • Read Aloud strategies • Modeled - Think Aloud Phonics Word families, making words • Whole Group/Small group/one-on-one Blending, segmenting, Phonemic Awareness rhyming (Tompkins, 2010)
PURPOSE StrategiesTeach studentsto think • Open Mindcritically, view Portraitstext from • QARmultiple • Hot Seatperspectives, • Book Talksexamine and (Tompkins,analyze who 2010)wrote the textand why, and tojudge thevalidity andbelievability oftext (LaureateEducation Inc.,2010d)
PURPOSEStrategies Provide students with literacy experiences that affect them on a• Response personal/emotional Journal level (Laureate• Double-entry Education Inc., 2010f). journal• Learning logs We want students to(Tompkins, 2010) interact with text in a way that changes• Artistic leaves an impression Response for the rest of their• Multisensory lives (Probst, 1987) experiences Create a safe• Dramatic environment that is Response conducive to risk(Laureate taking and respondingEducation to text (LaureateInc., 2010e) Education Inc., 2010f)
Please respond to the following questions on your response card:• 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?
References• Afflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association.• Bessesen, B. (2004). Look who lives in the desert! Bouncing and pouncing, hiding and gliding, sleeping and creeping. Arizona: Arizona Highways Books• Blevins, W. (2003). Parts of a plant. Mankato, MN: Coughlan Publishing.• Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. Reading Teacher, 59(7), 714– 728.• Carle, E. (1987). The tiny seed. New York, NY: Simon & Schuster Children’s Publishing Division.• Cave, K. (2003). One child, one seed: a south African counting book. New York, NY: Henry Holt & Company.• Cole, H. (1997) Jack’s garden. New York, NY: Greenwillow Books.• Good, R. H., & Kaminski, R. A. (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.• Hutts Aston, D. (2007). A seed is sleepy. San Fransisco, CA: Chronicle Books
References• Honig, B. (2008). Assessing Reading Multiple Measures (2nd ed.). Novato, CA: Academic Therapy Publications, Incorporated• Laureate Education, Inc. (Executive Producer). (2010a). Getting to know your students. [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author• Laureate Education, Inc. (Executive Producer). (2010b). Analyzing and selecting texts. [Webcast]. The Beginning Reader, PreK- 3, Baltimore: Author• Laureate Education, Inc. (Executive Producer). (2010c). Interactive perspectives: Strategic processing [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author• Laureate Education, Inc. (Executive Producer). (2010d). Critical perspective [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author• Laureate Education, Inc. (Executive Producer). (2010e)Perspective on literacy learning [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author• Laureate Education, Inc. (Executive Producer). (2010f)Response perspective [Webcast]. The Beginning Reader, PreK-3, Baltimore: Author
References• Laureate Education, Inc. (2010). [Course Document]. Frameworks for Literacy Instruction. The beginning reader, PreK-3. Baltimore, Md.: Author• Probst, R. E. (1987). Transactional theory in the teaching of literature. Resources in Education, 22(12).• Really Great Reading (2008). Decoding Surveys. Retrieved from http://www.reallygreatreading.com• Ryder, J. (1994). Winter Whale. New York, NY: Harper Collins• Ryder, J. (1996). Jaguar in the rain forest. New York, NY: Harper Collins• Ryder, J. (2001). Fawn in the grass. New York, NY: Harper Collins• Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.