Educ 6706 literate environment analysis presentation
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Educ 6706 literate environment analysis presentation Educ 6706 literate environment analysis presentation Presentation Transcript

  • Caroline Stubbs EDUC 6706: The Beginning Reader –PreK-3 Dr. Martha Moore June 16, 2014
  • Getting to Know Literacy Learners  To create a literate environment, it is important to understand what interests and motivates our students (Laureate Education, n.d.a). This includes what they love, as well as, the knowledge they bring to the classroom. In addition, we must understand their cognitive needs. Teachers must assess students’ literacy development and use assessment results to guide instruction (McKenna & Kear, 1990). By understanding the affective and cognitive needs of our students, we can plan appropriate lessons and choose “just right” books (Tompkins, 2010). If we want to motivate our students to become lifelong learners and readers, we must make reading activities enjoyable (Scott, 1996).
  • Stages of Literacy Development (Tompkins, 2010) Emergent: Students show interest in reading and writing, learn concepts about print, and learn to identify the letters of the alphabet and some high- frequency words. Beginning: Students learn phonics rules, spell phonetically, use reading strategies such as predicting and repairing, and write short paragraphs using capital letters and punctuation. Fluent: Students read fluently with expression, use reading strategies effectively, use the writing process to produce many genres of writing such as letters, reports, and poems.
  • Getting to Know Literacy Learners Cognitive Assessment Affective Assessment  Leveled Reading Passages Assessment Kit (Houghton Mifflin, n.d.). This assessment provided information about each student’s instructional reading level; phonics and decoding skills; reading rate, accuracy, and fluency; reading comprehension skills; and use of reading strategies.  Elementary Reading Attitude Survey (ERAS; McKenna & Kear, 1990). This assessment provided valuable insight into my students’ attitudes toward academic and recreational reading. The information helped me choose books that appeal to their interests.
  • Selecting Texts After determining the reading level of our students and understanding what motivates them, we can begin to choose appropriate texts for our literacy instruction.  Teachers should select a balance of narrative and informational texts (Laureate Education, n.d.b). Informational texts are especially important because they build background knowledge and introduce vocabulary that students will need in order to comprehend what they are reading (Laureate Education, n.d.c). The increase in use of informational texts will serve to prevent the “4th grade slump.” This is the age when students begin reading more informational text in school. If they have not had enough exposure to informational text, they can’t keep up with increased text difficulty. They lack content knowledge. In addition, we must teach text structures and skills for reading informational text.  In addition to ensuring a balance of narrative and informational text, we must balance the use of linguistic texts, those that communicate with words, and semiotic texts, those that communicate with pictures and icons (Laureate Education, n.d.b).  The integration of digital texts will expose students to more semiotic texts and build their skills in using technology tools, a necessary skill in the 21st century (Laureate Education, n.d.b).
  • Selecting Texts (Laureate Education, n.d.b) Narrative Linguistic: communicates with words Semiotic: communicates with pictures and icons Informational
  • Selecting Texts Using the assessment results, I determined the students with which I was working to be in the beginning stage of literacy development. Students expressed excitement for the chicks being hatched in their classroom and reported enjoying reading about animals. For my literacy unit on chicks, I selected the following texts:  Narrative: The Chick and the Duckling by Mirra Ginsburg; Chickens Aren’t the Only Ones by Ruth Heller  Informational: See How They Grow: Chick by Angela Royston  Digital: A Chick Grows Up by Pam Zolman; Rosie’s Walk by Pat Hutchins
  • Perspectives on Literacy Learning (“Framework,” n.d.) Interactive Perspective Response Perspective Critical Perspective
  • Balanced Literacy Instruction  To create well-rounded, lifelong learners, it is not enough to teach students how to read. We must teach them how to critically examine texts and respond to texts in meaningful ways. We must address all three perspectives in order to accomplish this goal (Laureate Education, n.d.g).  Literacy development is a continuous process. The five pillars of effective literacy instruction include phonemic awareness, phonics, vocabulary, fluency, and comprehension (Laureate Education, n.d.h).
  • Interactive Perspective  The goal of the interactive perspective is to teach students to be reflective and self-regulating readers and writers. We must teach students different strategies for reading informational and narrative texts then give them the experience and confidence to choose which strategy to use (Laureate Education, n.d.d). Teaching strategies include:  Activating prior knowledge  Think aloud  Read aloud  Guided reading  Shared reading
  • Literacy Lesson: Interactive Perspective  For my lesson, I used an informational book appropriate for students in the beginning stage of literacy development. Activities included: Accessing background knowledge Previewing text structures/book walk Shared reading Mini-lesson on decoding two syllable words with the “- ing” ending Writing a sentence and creating an illustration to reflect the information learned
  • Critical Perspective  The goal of the critical perspective is to teach students to judge, evaluate, and think critically about a text (“Framework,” n.d.). Students may evaluate the credibility of online sources of information or examine the author’s purpose for writing the text (Laureate Education, n.d.e). Teaching strategies include:  connection stems  switching  alternative texts  mind and alternate mind portraits (Molden, 2007).
  • Response Perspective  The goal of the response perspective is to provide students with the opportunity to connect personally and emotionally to a text (Laureate Education, n.d. f). Teaching strategies include:  Response journals  Artistic interpretations  Character journals
  • Literacy Lesson: Critical and Response Perspective  For my lesson, I used a narrative book to explore the themes of friendship and respecting individual differences. Activities included: Making predictions/book walk Guided reading Syllable sort Compare/contrast chicks and ducklings Compare/contrast readers’ perspectives Analyze author’s purpose
  • Questions to Consider:  What insights did you gain about literacy instruction from viewing this presentation?  How might the information presented change your literacy practices and/or your literacy interactions with students?  In what ways can I support you in the literacy development of your students or children? How might you support me in my work with students or your children?  What questions do you have?
  • References  Houghton Mifflin. (n.d.). Leveled reading passages assessment kit. Boston: Houghton Mifflin.  Laureate Education (Producer). (n.d.a). Getting to Know Your Students. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.b). Analyzing and selecting text. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.c). Informational text in the early years. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.d). Interactive perspective: strategic processing. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.e). Critical perspective. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.f). Response perspective. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.g). Perspectives on literacy learning. [Video file]. Retrieved from  Laureate Education (Producer). (n.d.h). The beginning reader. [Video file]. Retrieved from
  • References  McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626--639.  Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56.  Scott, J. E. (1996). Self-efficacy: A key to life-long learning. Reading Horizons, 36(3), 195-213.  Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.