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Analysis of creating a literate environment1
 

Analysis of creating a literate environment1

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Walden University

Walden University
Beginning Reader Pre-K -3
Cindee Eaton
October 21,2012

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  • Cindee Eaton

Analysis of creating a literate environment1 Analysis of creating a literate environment1 Presentation Transcript

  • Arlinda Hairston Walden UniversityBeginning Reader Pre-K – 3 Cindee Eaton
  • Getting To Know Your Students Make a variety of books available to students Give students time to read, discuss and comprehend text Develop relationships with students and parents Allow students opportunity to have rich conversations about text Use Cognitive and NonCognitive Assessments Determine students’ interest Analyze what motivates students Connect students with text that connects to their background knowledge or schema Build relationships with students Build partnerships with parents and community Build a rich literacy environment with emergent readers
  • Research Based Practices SupportingGetting to Know Learners Dr. Tomkins,2010. supports building a classroom environment that supports introducing students to various forms of literacy Teachers should use a variety of formal and informal assessments to determine students stage of reading and writing development (Laureate Education Inc., 2010) Dr. Peter Afflerbach, 2012, supports assessments to determine effectiveness of reading programs, motivate and encourage students to read Assessments teach students how to self-assess Dr. Janice Almasi, suggest that knowing students interest and literacy autobiography helps to build on background knowledge and schema
  • Getting to Know Students Dr. Lori Helman,( Laureate Education, 2010), focuses on the need to develop a rich oral language and vocabulary base to build skills needed to move from the emergent t reader stage to proficient reader It is important to become familiar with students’ cultural background and the types of books that interest the student The Elementary Reading Attitude Survey( McKenna & Kear,1990, used to determine a student’s academic or recreational attitude toward reading is an excellent tool to assess the noncognitive aspects of reading Gambrell,Palmer, Codling & Mazzoni, 1996, developed the noncognitive tool, The Motivation to Read Profile assess a student’s motivation to read
  • Selecting Text Teachers should select appropriate and engaging text Select text that is authentic and meaningful to students Expose students to a wide range of text from narrative to informational and from linguistic to semiotic Analyze the complexity of text to determine whether text is too difficult for the students Select text according to students reading level , interest
  • Selecting TextSelect textthat is ageappropriateand engagesstudent’sinterest
  • Selecting Text Dr. Hartman, Laureate Education, 2010. encourages teachers to select text that is authentic and meaningful and will help students relate to what they are reading Using a matrix tool, teachers can evaluate text to determine whether text falls in the range of narrative which tells a story of informational which gives students knowledge or facts about a specific topic( Laureate Education Inc., 2010) Dr. Janice Almasi, Laureate Education, 2010, emphasizes the importance of determining whether text is too easy or hard, as a dimension of difficulty of the text Analyzing the complexity of the text will determine whether the student has sufficient background knowledge to read and comprehend the text
  • Interactive Perspective Teach students to read using different research based strategies Strategies that have proved successful in teaching students to read thinking about text while they are reading Examples of research based strategies are read alouds. Think alouds, Guided reading, Decoding words, Reader’s theater Interactive reading and writing motivates beginning readers to want to read and write Use big books to allow students to share reading experiences
  • Research on Interactive Perspective The goal of the interactive perspective is not only to teach students how to read but to become strategic processors( Laureate Education Inc., 2010). Models for students the appropriate strategies to use when approaching text will guide students into becoming goal oriented readers( Laureate Education Inc., 2011). Students should use metacognitive strategies when approaching text Students should analyze, plan, question, and summarize and self-monitor when reading text
  • Critical and Response Perspectives Examine text and think critically about text judging text Using multiple perspectives help students construct new meaning of text Students also learn to judge text to determine whether the sources are realizable Students can become better readers if they look at text using multiple perspective Using text that teaches students a sense of care can help students develop character, respect, and compassion for others ( Durand, Howell, Schumacher, & Sutton, 2008)
  • Research supporting the Use of Multiple Perspectives Students make critical judgments of characters determining whether characters are an important part of the story( Laureate Education Inc., 2010). Students can develop relationships from characters from stories read in the classroom making characters role models( Durand, Howell, Schumaker, & Sutton,2008). Dr. Janice Almasi, Laureate Education Inc., 2010, encourages teachers to focus on the critical perspective to help students visualize why the author wrote the story Using strategies that employ visualizing, synthesizing, and making connections to text will help students develop multiple perspectives and also helps with critical thinking and problem solving( Chand, 2007).