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Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
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Creating a literate environment

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Creating a literate environment by getting to know your students, selecting texts, and planning lessons based on the interactive, response, and critical presepctives.

Creating a literate environment by getting to know your students, selecting texts, and planning lessons based on the interactive, response, and critical presepctives.

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  • 1.  We are all shaped by our literacy experiences throughout of lives; our literacy biographies. When getting to know my students I want to use activities and assessments that will dig deep into their cognitive and non-cognitive attributes in order to choose how to create an appropriate literate environment. Edmunds states that, “motivation frequently makes the difference between learning that is temporary and superficial and learning that is permanent and internalized” (Edmunds, 2006, p.414).
  • 2.  In order to get to know my literacy learners I used a kindergarten milestone assessment that is given quarterly that assesses letter identification, letter sound identification, and sight word knowledge I used the Elementary Reading Attitude Survey to assess their motivation to read since they are beginning readers After assessing I have discovered that I am able to challenge them a bit during literacy lessons and I have also discovered the small groups that they will be included in
  • 3.  “reading is a complex and purposeful sociocultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text” (NCTE, 1998). With this said, selecting texts is of utmost importance when planning a lesson in order to reach different ability levels and different interests The key point to selecting is to select a variety of texts (i.e. narrative, informational, eBooks, semiotic, linguistic)
  • 4.  For David, Bridget, and Ethan I chose a unit theme of pumpkins and chose about 5 texts that could be used within this theme during different lessons in different settings My texts ranged from informational to narrative and poetry to interactive texts online We as educators “aim to engage students in experiences that will inspire a lifelong love of learning” (Castek, 2006, p.715) and we need to peak the students’ interests using a variety!
  • 5.  Goal: to teach children how to be literate learners who can navigate the textual world independently. Shared Reading lesson using Pumpkin, Pumpkin by Jeanne Titherington “to be involved in literacy activities they can’t do independently, create opportunities for the students to experience success in reading and writing and to provide practice before students read and write independently” (Tompkins, 2010, p.22). Introduction of new vocabulary, introducing the text with a picture walk, introducing the KWL graphic organizer
  • 6.  The importance of an interactive literacy lesson is for the students to be engaged in learning strategies that will support them in becoming strategic readers and writers I need to be an educator who is willing to take risks and be able to ask questions Think first of the student, then the text, and then the strategies to engage with the text
  • 7.  Goal: to have the children respond to the text in a way that they can understand, evaluate, and judge not only the story, but also the author. Gail Tompkins states “teachers need to consider the purposes they set for students because when students read stories efferently rather than aesthetically, they don’t develop a love of reading and are less likely to become lifelong readers” (Tompkins, 2010, p.12) A reading and writing lesson combined using the Pumpkin, Pumpkin text by Jeanne Titherington
  • 8.  The focus is on the events of the story, sequencing those events, and evaluating how the students would use their pumpkin after they picked it from the vine For these concepts in Kindergarten it is helpful for the students to be able to act out the story in order to sequence and remember the events I included using props and a brainstorming discussion At the end of a writing lesson it is critical to celebrate the work the children have completed and to give them an opportunity to share their work with their classmates
  • 9.  Literacy instruction “emphasizes that students learn to read and write through authentic reading and writing activities” (Tompkins, 2010, p.9) In order to create a literate environment there needs to be planning, thoughtful reflection of practices and activities, assessments given to get to know the learners, and careful consideration when selecting texts.
  • 10. Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Readingadventures online: Five ways to introduce the new literacies of the Internetthrough children’s literature. Reading Teacher, 59(7), 714–728.Edmunds, K. M., & Bauserman, K. L. (2006). What teachers can learnabout reading motivation through conversations with children. TheReading Teacher, 59(5), 414–424.National Council of Teachers of English. (2004, May 1). On Reading,Learning to Read, and Effective Reading Instruction: An Overview ofWhat We Know and How We Know It. Retrieved September 18, 2011,from http://www.ncte.org/positions/statements/onreading
  • 11. Titherington, J. (1986). Pumpkin, Pumpkin. New York:Greenwillow Books.Tompkins, G. E. (2010). Literacy for the 21st century: Abalanced approach (5th ed.). Boston: Allyn & Bacon.

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