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  • 1. Literate EnvironmentAnalysisBy: Alicia HansenInstructor: Dr. Bernice GregoryCourse: EDUC-6706 The Beginning Reader PreK-3
  • 2. Getting to know Literacy LearnersThis course has taught me the importance of learning about each student beyondtheir academics. If I want to be a successful teacher I have to look at their motivation,interests, and dislikes.I have learned that “motivation can contribute to the increasedreading that in turn contributes to increased reading achievement” (Afflerbach, 2012,pg. 177). The design of an effective literacy classroom is one based on dedication to theliteracy program as well as dedication to the students (Laureate Education Inc, 2010a).The more particular I can be about what students need to be learning, the moreopportunity I have to develop their needs through instruction (Paul & Elder, 2007).This requires me to get to know each student, especially in terms of culture andlanguage background.
  • 3. Getting to know LiteracyLearners, continued… Each person has a literacy autobiography, whether it be a positive ornegative one. Their autobiography is a tool into why they are the way theyare in reference to literacy. All people have experiences that shape howthey see each other as literate beings (Laureate Education Inc., 2010b). While learning about research practice I acquired different forms ofassessment. One being the cognitive, which isDIBELS, Fountas&Pinnell, and any other formal reading assessment. Theother is non-cognitive, this one focuses on the students personalinterests, motivators, and dislikes/likes. Examples of a non-cognitive testwould be the Motivation to Read Profile (MRP) and the ElementaryReading Attitude Survey (ERAS).
  • 4. Selecting TextsSelecting texts is significant to a student’sability to comprehend and become achievingliteracy learners. In order to make appropriateselections we have to use the literacy matrixdescribed by Dr. Hartman and take in accounttext factors, interest, and the multipledimensions of difficulty (Laureate EducationInc, 2010c).There is a critical point in a child’s readingdevelopment where they go from learning toread to reading to learn (Laureate EducationInc., 2010c). This is why we as educators haveto set our students up successfully by selectingthe very best texts that will meet the individualstudents needs.
  • 5. “If motivation is treated as secondaryto the acquisition of basic readingskills, we risk creating classroomsfilled with children who can read butchoose not to” (Johnson & Blair, 2003,pg. 183).The literacy matrix serves as a wayto provide motivation of readingthrough a variety of texts. Studentsmust be exposed to varied includingdigital and printed, informational andnarrative, no pictures and pictures. Iwas able to use what I had learnedalong with the matrix to selectappropriate texts for a group ofstudents. I considered their literacylevels, interests, readability and theirfamily backgrounds when selectingtexts.SemioticLiteracy MatrixLinguisticNARRATIVEINFORMATIONALSelecting Text continued…
  • 6. Literacy Lesson: Interactive Perspective “The ultimate goal of the interactive perspective is to teachchildren how to be literate learners who navigate the textual worldindependently” (Laureate Education Inc, 2010d). It is important for students to become metacognitive in their strategicuse. By keeping an interactive perspective in mind, a teacher must focusthe lesson toward explicit learning objectives, or goals, and emphasizeimportant literary elements throughout.As we are teaching students how to read, it is essential to teachappropriate strategies for different literacy goals. Take for example, howyou would approach a narrative text versus an informational text. With narrative you would be focusingon plot, climax, settings, and main characters. With an informational text you would use text features thatinclude headings, sub-titles, pictures, graphs, and so forth to understand the text. Even though teachingconcepts of phonemic awareness and print is essential for success with reading, students must also haveexperience with navigating different texts (Laureate Education Inc., 2010d).
  • 7. Literacy Lesson:Interactive Perspective“Reading is a complex process of understanding written text. Readers interpret meaning in a way that’sappropriate to the type of text they are reading and their purpose” (Tompkins, 2013, pg. 4). This process ofunderstanding text takes on many shapes and sizes. The lesson I taught focusing on students’strategicprocessing and metacognition through reading strategies was insightful and influential for the students andmyself. Using the knowledge obtained from the last few weeks of class, I structured my lesson to meet theirtextual needs, interest, and level of reading to adequately and effectively instruct them.Activities to use to reinforce the interactive perspective:Word WallsWord SortsK-W-L ChartGrand Conversations
  • 8. Literacy Lesson:Critical and Response Perspectives The critical and responsive perspectives go hand in hand with one another.If students are to respond to questions by the author, the teacher, and/orones they are asking internally, then they need to acquire the ability to thinkcritically about a text. “Critical literacy is a way of thinking and a way ofbeing that challenges texts as life, as we know it. It promotes reflection,transformation, and action” (Molden, 2007, pg. 50) Being able to look at the text and examine it from multiple perspectivesenables one to think critically about it, to be able to evaluate the text andalso be able to make judgments about the validity or veracity of that text(believability) (Laureate Education Inc., 2010e).
  • 9. Critical and Response Perspectivecontinued… Critical Response: Teaches students how to critically examine, judge, and evaluate text Who created the text What perspective might the author have Was the author female or male What was the role of race, ethnicity, or social status Response Perspective Allows students opportunity to experience and respond Reader’s lived experiences are of primary importance Methods for responding: Journaling Dramatic Response Artistic Response Multi-sensory experiences Quiet time
  • 10. Critical and Response Perspectivecontinued… “Literacy learning for young children grows mainly out ofexperiencing in functional and meaningful texts”(StLabbo&Teale, 2004). This was my purpose for the text Ichose for a lesson I did focusing on the critical and responseperspectives. The text was humorous and engaging whileconveying a message of caring for yourself and embracingyour uniqueness. A Bad Case of the Stripes also encouragedthe readers to have an equal relationship in the message anddistribution of text (Molden, 2007). Students who successfully implement this perspective areengaged life long learners who respect the power of text(Laureate Education Inc., 2010f).
  • 11. ReferencesAfflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE:International Reading Association.Johnson D. & Blair A. (2003). The Importance and Use of Student Self-Selected Literature toReading Engagement in an Elementary Reading Curriculum. Scholarworks. Retrieved fromhttp://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1155&context=reading_horizLaureate Education Inc. (Producer). (2010a). Changes in Literacy Education. [Webcast]. Thebeginning reader, PreK-3. Baltimore: MD. Author.Laureate Education Inc. (Producer). (2010b)Getting to know your students. [Webcast]. The beginningreader, PreK-3. Baltimore: MD. Author.Laureate Education Inc. (Producer). (2010c). Analyzing and Selecting Text. [Webcast]. The beginningreader, PreK-3. Baltimore: MD. Author.Laureate Education Inc. (Producer). (2010d).Interactive Perspective: Strategic Processing. [Webcast].The beginning reader, PreK-3. Baltimore: MD. Author.Laureate Education Inc. (Producer). (2010e). Critical Perspective. [Webcast]. The beginning reader,PreK-3. Baltimore: MD. Author
  • 12. Laureate Education Inc. (Producer). (2010f). Response Perspective. [Webcast]. Thebeginning reader, PreK-3. Baltimore: MD. AuthorMolden, K. (2007). Critical literacy, the right answer for the reading classroom:Strategies to move beyond comprehension for reading improvement. ReadingImprovement, 44(1), 50–56.Paul R. & Elder L. (2007). Consquestial Validity: Using Assessment to DriveInstruction. Foundation for Critical Thinking. Retrieved fromhttp://www.criticalthinking.org/files/White%20PaperAssessmentSept2007.pdfTompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.).Boston:Allyn& Bacon.