App7.1 solomona


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Walden University Course 6706G-1
Dr. Martha Moore
Analysis of a Literate Environment

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App7.1 solomona

  1. 1. Analysis of a LiterateEnvironment
  2. 2. Getting to Know LiteracyLearners,P-3An educator should get toknow their students on a It is important to use apersonal level and have variety of assessments thatan awareness of an will provide informationindividual’s identity and an educator will findlearning preferences. useful pertaining to the~Laureate Education, Inc., 2010a cognitive and noncognitive aspects of a student’s literacy development. ~Laureate Education, Inc., 2010a
  3. 3. How Did I Accomplish Getting to Know My Students? ERAS (Elementary Reading Attitude MRP (Motivation Running Record Survey) to Read Profile) •The questions posed by the •It is an authentic assessment ERAS address both theAfflerbach (2007) states, “The and it addresses word recreational and academicreading survey portion of the identification and reading attitudes of students.MRP allows students to share fluency (Tompkins, 2010). •This assessment method shows •If a student’s surveytheir self-concepts, and how they if students are struggling in responses describe thevalue reading while the reading due to miscues that enjoyment of reading atconversational interview change the meaning of the home while, during schoolexplores individual aspects of sentence or text, which results in the student shows distastestudents’ motivation to read, the text not making sense to the towards reading, then I needsuch as personal interests in reader or taking away an entirely to find the underlying issuereading” (p. 158). different meaning. •The running record will help me as to why there is such a to understand how the ELLs are difference in attitude in the interpreting the story and if their two settings (Afflerbach, determined reading level should 2007). be re-evaluated and re-leveled.
  4. 4. Selecting TextsWhat is the appropriate text for myreaders?Students should be supplied with a linguistic text (word-oriented)variety of texts. Texts should fallthroughout the various parts on theliteracy matrix.~Laureate Education, Inc., 2010b Consider Readability: -sentence length -number of sentences -number of syllables -concept density -length of text -text structure ~Laureate Education, Inc., 2010b semiotic texts (texts that communicate in a form other than words such as pictures, graphs, and/or icons)
  5. 5. The Literacy MatrixUtilized
  6. 6. Literacy Lesson: InteractivePerspectiveWhat is the interactive perspective? The interactive perspective deals with reading and writing accurately, fluently Time Span: including with comprehension. Students in a Two 5o Minute literate environment are both metacognitive Lessons and strategic readers and writers. ~Laureate Education, Inc., 2010c Subject: Dr. Martin Luther King Jr. Learning Objectives: Students will… -read and/or listen to stories about Dr. Martin Luther King’s life and think about how his fight helped to improve the lives of others and consider possible changes they could make on the future of society and humanity. -identify the different meanings of the word “big” as it relates to the idea of “big words” in story and lesson. -think of personal dreams, goals, and ideas and create their own “big words” either in the form of a found poem or an original. -read through the MLK Jr. excerpts and identify, list, and discuss “big words”.
  7. 7. How Big Are Martin’s OVERVIEW Words??? Martins Big Words: The Life of Dr. Martin Luther King, Jr., tells of Kings childhood determination to use "big words" through biographical information and quotations. Using this book as well as other resources on Dr. King, students explore information on Kings "big" words. They discuss both the literal and figurative meanings of the word “big” and how they apply to Dr. King’s words. They read an excerpt from Dr. King’s "I Have a Dream" speech and note the “big” words. Students then choose one of two options: (1) they write about their own "big" words and dreams in stapled or stitched books, or (2) they construct found poems using an excerpt from one of Kings speeches. ~Traci Gardner Adaptations ELLs: To meet the needs of these students the teacher will present an assignment option that allows them to work from the text that was read and discussed in class versus finding Recommended Texts different material and creating an original piece. Students will have the opportunity to use•Martin’s Big Words: The Life of Dr.Martin Luther King Jr. by Doreen the Word Mover software to create a poem and be allowed to either print the poem directlyRappaport from the program or rewrite the poem on a separate sheet of paper once it has been created•A Picture Book of Martin Luther King Jr. online. Students will also have the advantage of hearing the speech aloud while followingby David A. Adler along versus having to read it alone. In the case of additional troubles, students can ask for•Meet Martin Luther King Jr. by Johnny help from classmates and/or the teacher. Students will benefit from the multiple reviews andRay Moore discussions throughout the lesson to help make connections to the content and subject•Dear Dr. King: Letters from Today’s matter. Struggling Readers: Struggling readers will be benefit from having audio recordingsChildren to Martin Luther King Jr. by Jan to help with unfamiliar words as they follow along. Students will have several opportunitiesColbert, Ernest C. Withers, Roy Cajero to work with other students or work one-on-one with the teacher during the individual•I Have a Dream Too: A Child’s View of assignment time for further assistance. The teacher will be reading the primary text aloud,Martin Luther King Day by Joann Owens with other texts being read several times with students following along or paired with•If You Lived at the Time of MartinLuther King Jr. by Ellen Levine and Beth another individual. This group of students will also find it helpful to participate in the reviewsPeck and discussions to help retain and comprehend the lesson’s information. Students will have•Martin Luther King, Jr. - I Have a Dream several opportunities to ask questions.handout
  8. 8. Literacy Lesson: Critical & Response PerspectivesThe critical perspective dealswith the reader/writerjudging, evaluating, andthinking critically about thetext they are reading.~Laureate Education, Inc., 2010c The response perspective encourages the learner to read, react, and respond to the text in various meaningful ways. ~Laureate Education, Inc., 2010c
  9. 9. Literacy Lesson: Critical & Response Perspectives Time Span:Two 45 MinuteLessons Theme:ApplyingQuestion-AnswerRelationships toPictures Learning Objectives: Students will… -Categorize questions according to the four picture-question-answer relationships: right there, artist and you, on my own, and putting it together -Answer basic and inferential comprehension questions using the
  10. 10. Overview: Texts for Lesson Students are questioned about the words in -Tuesday by David a text on a daily basis, but what about the images? Pictures can help increase students Wiesner understanding of the text, topic, or story. In -Zoom by Istvan this multisession lesson designed for Banyai struggling readers, students are guided -A Day, A Dog by through a viewing of David Wiesner’s Gabrielle Vincent Tuesday, a wordless picture book. As -Uncle Jed’s students view the images, they are asked Barbershop by four different types of questions about the Margaree pictures. The questions range in difficulty Mitchell from those with answers that can be found -The Red Book by in the text to those that require inferences. Barbara Lehman Students learn to categorize questions byAdaptations: the four question types and use pictures toThis lesson’s adaptations are meant to accommodate the needs of help them better understand a story.all the students involved in the lesson. The lesson is geared Students then apply what they learned totoward struggling readers especially. The key to meeting the an independent reading of Istvan Banyaisneeds of the entire group lies in repeated practice, thorough Zoom. Students complete a worksheet withquestioning/discussion, and partner opportunities for students to a series of questions about the story andtalk over their learning and responses with a classmate before
  11. 11. How did the Lessons Create aLiterate Environment?
  12. 12. References