Getting to Know Literacy Learners<br />1. Literacy Autobiography<br />The learner communicates what <br /> types of incidents have occurred in their lives that have made a difference regarding literacy (Laureate Education Inc., 2011a). <br />2. Reading Inventory<br />The teacher evaluates the student's reading capabilities so that text is selected for the appropriate reading level<br />(Afflerbach, 2007).<br />
Creating a Literate Environment <br />Student A: Literacy Autobiographies.<br />This student had no recollection of a specific event in the past that would constitute a positive experience regarding reading or writing.<br />Reading Inventory.<br />This student was not able to decode unfamiliar words without assistance. His reading was choppy and not free-flowing. He scored poorly on his comprehension questionnare. <br />Creation: <br />Instruction at reading and interest level. This will create a positive learning environment that fostered a rich base of creativity and imagination with the use of reading and writing embedded into all subject matters. <br />
Student B: Literacy Autobiography. <br />I decided to use a verbal Literacy Autobiography rather than a written one due to his Individual Educational Plan (IEP). I found that he loved to read. He was interested in Star Wars books and Comic books.<br />Reading Inventory.<br />I found a reading passage from two grade levels lower that he was able to read independently. I did not perform the comprehension questions with this student because his attention was starting to fade and he was not engaged in the activity any longer. I would have not have been able to produce accurate and valid result because he was not focused on the task. <br />Creation: <br />I will use reading materials at his current reading level. The learning environment will be full of creative books with simbiotic relations. <br />
Selecting Texts<br />The literacy matrix encompasses 6 dimensions of student difficulty. These are how hard or easy the text is, whether the text is informational or narrative, and does the text use linguistic or semiotic communication (Laureate Education Inc., 2011b). <br />
Creating a Literate Environment <br />Informational, Narrative, and Internet Texts<br />Selected based on the literacy autobiography and reading inventory. <br />Student A: Volcanoes<br />The informational text had colorful pictures paired with striking captions. A comic book regarding science was selected for the narrative text. The internet text was about a diverse culture to engage and motivate the student. <br />Student B: Weather<br />All texts were selected at this student's current reading level. The informational text was simbiotic based with a variety of pictures and graphs. The student could make strong personal connections with the narrative text about the winter. I used unfamilar texts for the internet texts regarding a holiday tradition. <br />
Literacy Lesson: Interactive Perspective <br />Providing students with opportunities to connect to a text is an important and necessary step to the success of implementing effective learning opportunities (Laureate Education Inc., 2011c). <br />
Creating a Literate Envioronment <br />5th Grade Lesson:<br />Learning Objective<br />The students will be able to conduct an author study about Gustav W. Seitz and produce a written essay with at least 75% accuracy. <br />6th Grade Lesson:<br />Learning Objective<br />The students will recreate the writing sequence of Manlio Argueta by creating a folktale regarding an aspect of plate tectonics with at least 75% accuracy.<br />
5th Grade Interactive Text<br />King Winter by Gustav W. Seitz.<br />The students will read the on-line text, research the author, a and complete an author study. <br />
6th Grade Interactive Text<br />The students will view the on-line text, Magic dogs of the volcanoes by Manlio Argueta. This text is an example of a folktale. The students will have a brief lesson regarding the structure of folktales. After the lesson, the students will read the text and make connections to the structure of a folktale. After viewing the text, each of the students will create their own folktale about any topic of plate tectonics. <br />
Critical and Responsive Perspectives<br />Providing critical experiences connecting to a text is also an important aspect. In order for students to become lifelong learners, they need to discover the transformative power of a text (Laureate Education Inc., 2011d). Teachers should present literacy experiences that affect a student both personally and emotionally. <br />
Creating a Literate Environment<br />Science Lesson: Interpreting and analyzing textual information regarding weather. <br />Learning Objective: This learner will read the narrative text, select another narrative text with similar content, and communicate his personal connection by completing an illustration.<br />
Comaparing Two Texts<br /><ul><li>Whiteout!: A book about blizzards by Rick Thomas.
Thunder cake by Patricia Polacco. </li></ul>The learner compared the similarities of the two texts using an illustration. This provided the learner with literacy <br />experiences that made connections personally and <br />emotionally. <br />Assessment: Student's Illustration<br />
Conclusion<br />Providing my students with a literate environment has been a postivie and successful experience. <br />First, I got to know my learners by implementing literacy autobiographies and reading inventories. Second, I selected texts that would be at their reading level and interest level. Finally, I provided lessons that met the national, state, and local standards for English Language Arts while proving motivating and engaging reading and writing strategies. <br />The lesson objectives were met by my learners while they were active participants in their own learning. <br />
References<br />Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark, DE: International Reading Association. <br />Laureate Education, Inc. (Executive Producer). (2011a). Literacy autobiographies. The beginning reader, PreK–3. Baltimore, MD: Author.<br />Laureate Education, Inc. (Executive Producer). (2011b). Analyzing and selecting text. The beginning reader, PreK–3. Baltimore, MD: Author. <br /> Laureate Education, Inc. (Executive Producer). (2011c). Critical Perspective. The beginning reader, PreK–3. Baltimore, MD: Author<br />.Laureate Education, Inc. (Executive Producer). (2011d). Response Perspective. The beginning reader, PreK–3. Baltimore, MD: Author. <br />Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. <br />
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