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Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
Literate Environment Analysis Presentation
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Literate Environment Analysis Presentation

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  • 1. Literate Environment Analysis Presentation By: Concetta O’Brien Walden University Instructor Cassandra Bosier EDUC 6706G-10 The Beginning Reader, PreK-3 October 23, 2011
  • 2. Creating a Literate Environment <ul><li>Children’s capacity for learning is not fixed at birth (Laureate Education, Inc., 2011e). </li></ul><ul><li>Getting to Know Literacy Learners </li></ul><ul><li>Selecting Texts </li></ul><ul><li>Literacy Lesson: Interactive Perspective </li></ul><ul><li>Literacy Lesson: Critical and response Perspectives </li></ul>
  • 3. Getting to Know Literacy Learners, P-3 <ul><li>“ Learning how to read and write is one of the most important and powerful achievements” (National Association for the Education of Young Children, 1998, p. 41). </li></ul><ul><li>Everyone’s background plays a part in their literacy </li></ul><ul><li>The experiences you have can impact your reading and writing skills (Laureate Education, Inc., 2011c). </li></ul>
  • 4. Getting to Know Literacy Learners, P-3 <ul><li>“ It is vital for all children to have literacy experiences in schools and early childhood programs” (National Association for the Education of Young Children, 1998, p. 31). </li></ul><ul><li>Cognitive assessments evaluate the student’s independent, instructional, and frustration reading level (Afflerbach, 2007). </li></ul><ul><li>Based on the assessment the student can be given individualized instruction to improve their weaknesses </li></ul><ul><li>Cognitive assessments are: </li></ul><ul><ul><ul><li>Reading Inventories </li></ul></ul></ul><ul><ul><ul><li>Running Records </li></ul></ul></ul><ul><ul><ul><li>Fluency Checks </li></ul></ul></ul><ul><li>Cognitive assessment used with small group of learners” </li></ul><ul><ul><ul><li>Fluency Checks </li></ul></ul></ul><ul><ul><ul><ul><li>Fluency checks asses how many words the student can read fluently in one minute (Tompkins, 2010). </li></ul></ul></ul></ul>
  • 5. Getting to Know Literacy Learners, P-3 <ul><li>Noncognitive assessments provide information about the students’ interests, motivation, and attitudes towards reading </li></ul><ul><li>Incorporating activities that allow you to get to know your students will allow you to choose books that they are interested in (Laureate Education, Inc., 2011g). </li></ul><ul><li>Noncognitive assessments are: </li></ul><ul><ul><ul><li>Reading Interest Inventory </li></ul></ul></ul><ul><ul><ul><li>Interest Surveys </li></ul></ul></ul><ul><ul><ul><li>Elementary Attitude Survey </li></ul></ul></ul><ul><ul><ul><li>Motivation to Read Profile </li></ul></ul></ul><ul><li>Noncognitive assessments used with small group: </li></ul><ul><ul><ul><li>Elementary Attitude Survey (McKenna &amp; Kear, 1990). </li></ul></ul></ul>
  • 6. Getting to Know Literacy Learners, P-3 <ul><li>This survey evaluated the students’ attitude towards reading using Garfield’s expressions </li></ul><ul><li>Students can be placed in groups according to their interests </li></ul><ul><li>Teachers can create activities and select texts based on their interests to engage students </li></ul><ul><li>Assessments are used to make instructional decisions to improve literary skills </li></ul><ul><li>Informs you of the students’ strengths, weakness, and interests </li></ul>
  • 7. Selecting Texts <ul><li>Students should be exposed to a variety of texts </li></ul><ul><ul><ul><li>Informational </li></ul></ul></ul><ul><ul><ul><li>Narrative </li></ul></ul></ul><ul><ul><ul><li>Online </li></ul></ul></ul><ul><li>Choose texts that students are interested in </li></ul><ul><li>“ Younger students need to expand their repertoire and build literacy skills with informational text” (Duke, 2004, p. 40). </li></ul><ul><li>Teach students how to read informational text at younger ages </li></ul><ul><ul><ul><li>Tend to be more difficult comprehend </li></ul></ul></ul><ul><ul><ul><li>Workplace requires you to understand informational texts </li></ul></ul></ul><ul><li>Teach text structure </li></ul><ul><ul><ul><li>Cause/Effect </li></ul></ul></ul><ul><ul><ul><li>Problem/Solution </li></ul></ul></ul><ul><ul><ul><li>Compare/Contrast </li></ul></ul></ul>
  • 8. Selecting Texts <ul><li>Literacy Matrix </li></ul><ul><li>Narrative – fiction and nonfiction </li></ul><ul><li>Informational – nonfiction texts with a given text structure </li></ul><ul><li>Linguistic – word oriented </li></ul><ul><li>Semiotic – communicates </li></ul><ul><li>through pictures and fewer </li></ul><ul><li>words (using pictures, icons, </li></ul><ul><li>diagrams, etc.) </li></ul><ul><li>(Laureate Education, Inc., 2011a) </li></ul>
  • 9. Selecting Texts <ul><li>The Literacy Matrix provides you with a better understanding of the texts that you are selecting </li></ul><ul><li>Will prepare the students to learn how to read a variety of different types of texts </li></ul><ul><li>The purpose of the matrix is to analyze the texts based on four categories, which are, narrative, linguistic, semiotic, and informational (Laureate Education, Inc., 2011a). </li></ul><ul><li>Students need to understand the purposes of the variety of texts and their structures </li></ul>
  • 10. Selecting Texts <ul><li>Difficulty Considerations should be made about the text </li></ul><ul><ul><ul><li>Readability </li></ul></ul></ul><ul><ul><ul><li>Singletons (unique new words) </li></ul></ul></ul><ul><ul><ul><li>Text Length </li></ul></ul></ul><ul><ul><ul><li>Text Structure </li></ul></ul></ul><ul><ul><ul><li>Size of print </li></ul></ul></ul><ul><ul><ul><li>Visual Supports (Laureate Education, Inc., 2011a). </li></ul></ul></ul><ul><li>Texts should address a variety of cultures, interests, ethnicities, etc. </li></ul>
  • 11. Selecting Texts <ul><li>Able to choose a variety of texts at my students level that engages them </li></ul><ul><li>Teachers can evaluate if informational texts are being used enough </li></ul><ul><li>Can help improve instruction and develop the student’s literacy skills in order to be effective readers and writers </li></ul>
  • 12. Selecting Texts <ul><li>Texts chosen for my small group of students are: </li></ul><ul><ul><li>Plant and Animal Classification by Laura Johnson </li></ul></ul><ul><ul><li>Mufaro’s Beautiful Daughters by John Steptoe </li></ul></ul><ul><ul><li>Stealing Home by Mary Stolz (online) </li></ul></ul><ul><ul><li>Sisters Forever by Lee Chang </li></ul></ul><ul><ul><li>Ruby the Copycat by Peggy Rathmann </li></ul></ul><ul><ul><li>The Gardener by Sarah Stewart </li></ul></ul>
  • 13. Literacy Lesson: Interactive Perspective <ul><li>Interactive Perspective teaches children how to read </li></ul><ul><li>Teaches children to be strategic processors and thinkers (Laureate Education, Inc., 2011d) </li></ul><ul><li>Students learn how to become metacognitive </li></ul><ul><li>Metacognitive is being aware of how to attack a text by using strategies that will help comprehend the material </li></ul><ul><li>(Laureate Education, Inc., 2011d). </li></ul><ul><li>Students will become reflective and </li></ul><ul><li>self-regulating </li></ul>
  • 14. Literacy Lesson: Interactive Perspective <ul><li>Strategic processing follows five pillars </li></ul><ul><ul><li>Phonics </li></ul></ul><ul><ul><li>Phonemic Awareness </li></ul></ul><ul><ul><li>Comprehension </li></ul></ul><ul><ul><li>Fluency </li></ul></ul><ul><ul><li>Vocabulary </li></ul></ul><ul><ul><li>Students need to use all five pieces to become strategic processors (Laureate Education, Inc., 2011g). </li></ul></ul>
  • 15. Literacy Lesson: Interactive Perspective <ul><li>Worked with a group of three students for literacy instruction on word recognition and comprehension </li></ul><ul><li>Performed an interactive read aloud and used reading logs </li></ul><ul><li>The focus of an interactive read aloud is to enhance students&apos; comprehension by engaging them in the reading process before, during, and after reading (Tompkins, 2010) </li></ul><ul><ul><li>The texts used for this lesson are: </li></ul></ul><ul><ul><ul><li>Narrative Text </li></ul></ul></ul><ul><ul><ul><ul><li>Mufaro’s Beautiful Daughters by John Steptoe </li></ul></ul></ul></ul><ul><ul><ul><li>Realistic Fiction </li></ul></ul></ul><ul><ul><ul><ul><li>Sisters Forever by Lee Chang </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Students used a Venn Diagram to compare and contrast the characters </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>I modeled the process for the first text then students used a Venn Diagram independently on the second text </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Students responded in their reading logs to specific prompts to activate their feelings </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Students will be given an opportunity to use an informational text to compare and contrast plant and animals </li></ul></ul></ul></ul></ul>
  • 16. Literacy Lesson: Interactive Perspective <ul><li>To help improve word recognition vocabulary words were introduced for both stories prior to the lesson </li></ul><ul><li>Students discussed the similarities and differences between the characters </li></ul><ul><li>They also made connections to why the </li></ul><ul><li>characters acted a particular way </li></ul><ul><li>At the end of the lesson the students shared their journal responses with the class and had a discussion about their feelings </li></ul>
  • 17. Literacy Lesson: Interactive Perspective <ul><li>Students were able to use the Venn diagram independently </li></ul><ul><li>They were strategically thinking about the characters </li></ul><ul><ul><li>compared and contrasted the characters effectively </li></ul></ul><ul><li>Used comprehension skills to complete a story test effectively </li></ul><ul><li>Provided insights to improve future lessons by incorporating more strategies to help meet the student’s needs </li></ul>
  • 18. Literary Lesson: Critical and Response Perspectives <ul><ul><ul><li>“Critical literacy has the potential to give students the opportunity to read the word so that they can read the world” (Molden, 2007, p. 56). </li></ul></ul></ul><ul><li>Critical Perspective teaches children how to critically examine text </li></ul><ul><ul><li>Students can judge and evaluate texts </li></ul></ul><ul><ul><li>Critically view different perspectives in the text </li></ul></ul><ul><li>Response Perspective allows children the opportunity to respond and make connections to the text </li></ul><ul><ul><li>Students can respond to characters feeling </li></ul></ul><ul><ul><li>Use reading logs </li></ul></ul><ul><ul><li>Relate the story to their real life </li></ul></ul>
  • 19. Literary Lesson: Critical and Response Perspectives <ul><li>Worked with a small group of three students to complete a story map by identifying narrative elements and make personal connections to the text </li></ul><ul><li>The texts used are Realistic Fiction: </li></ul><ul><ul><li>Ruby the Copycat by Peggy Rathmann </li></ul></ul><ul><ul><li>The Gardener by Sarah Stewart </li></ul></ul><ul><ul><ul><li>Performed an interactive read aloud and modeled how to complete a story map </li></ul></ul></ul><ul><ul><ul><li>Students completed a story map with a partner </li></ul></ul></ul><ul><ul><ul><li>Then went to four stations to respond to prompts in their reading logs (mood, character, setting, author) </li></ul></ul></ul><ul><li>Reader response is a written or verbal response that encourages students to explore thoughts and feelings to develop their own meaning about a text (Durand, Howell, Schumacher, &amp; Sutton, 2008). </li></ul>
  • 20. Literary Lesson: Critical and Response Perspectives <ul><li>Using reading logs allows the students to clarify misunderstanding, explore ideas, and deepen their comprehension story (Tompkins, 2010). </li></ul><ul><li>Writing is a key process that can promote reading development (Laureate Education, Inc., 2011g) </li></ul><ul><li>At the end of the lesson there was a grand conversation </li></ul><ul><ul><li>Students shared their written responses </li></ul></ul><ul><ul><li>Grand conversations are discussions about a story that allows students to explore the big ideas and reflect on their feelings (Tompkins, 2010). </li></ul></ul>
  • 21. Literacy Lesson: Critical and Response Perspectives <ul><ul><ul><li>“ By encouraging and allowing students to discuss and develop their own interpretations of text, they learn to appreciate the power of literature and how messages contained in books relate to their daily lives” (Durand, Howell, Schumacher, &amp; Sutton, 2008, p. 28). </li></ul></ul></ul><ul><li>Students were able to make connections to the text and write about how they felt about the book </li></ul><ul><li>View the text from different perspectives </li></ul><ul><li>Critical and response perspective will ultimately prepare students to respond and view different perspectives to situations in their life </li></ul>
  • 22. Conclusion <ul><li>Creating a Literate Environment </li></ul><ul><ul><ul><li>Getting to Know Literacy Learners </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Using cognitive and noncognitive assessments </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Selecting Texts </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Engage students </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Interesting books </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Variety of books (online, informational, narrative) </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Literacy lesson: Interactive Perspective </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Strategic processors and thinkers </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Become metacognitive </li></ul></ul></ul></ul></ul><ul><ul><ul><li>Literacy lesson: Critical and Response Perspectives </li></ul></ul></ul><ul><ul><ul><ul><ul><li>Examine, evaluate, and judge texts </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Respond and make connections from their experiences to texts </li></ul></ul></ul></ul></ul>
  • 23. References <ul><li>Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark: International Reading Association. </li></ul><ul><li>Chang, L. (2003). Sisters Forever . Moving Ahead. Orlando, Fl: Harcourt, Inc. </li></ul><ul><li>Duke, N. (2004). The case for informational text. Educational Leadership, 61(6), 40–44. Retrieved from  http://web.ebscohost.com.ezp.waldenulibrary.org </li></ul><ul><li>Durand, C., Howell, R., Schumacher, L. A., &amp; Sutton, J. (2008). Using interactive read-alouds and reader response to shape students’ concept of care. Illinois Reading Council Journal, 36(1), 22–29. Retrieved from EBSCOhost. </li></ul><ul><li>Johnson, L. (2005). Plants and animal classification. Glenview, Ill: Pearson Education. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011a). Analyzing and Selecting Text. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011b). Critical Perspective. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. </li></ul>
  • 24. References <ul><li>Laureate Education, Inc. (Executive Producer). (2011c). Getting to Know Your Students. [Webcast]. Baltimore: MD: Author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011d). Interactive Perspective: Strategic Processing. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011e). Perspectives on Early Literacy. [Webcast]. Baltimore: MD </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011f). Response Perspective. [Webcast]. The beginning reader PreK-3. Baltimore, MD: Author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2011g). The Beginning Reader. [Webcast]. Baltimore: MD </li></ul><ul><li>McKenna, M. C., &amp; Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626–639. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/search/advanced?sid=2a781fc9-3eff-4faa-9e32-a4dcc815b395%40sessionmgr104&amp;vid=1&amp;hid=110 </li></ul>
  • 25. References <ul><li>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. Retrieved from EBSCOhost. </li></ul><ul><li>National Association for the Education of Young Children. (1998). Learning to read and write: Developmentally appropriate practices for young children. Washington, DC: Author. </li></ul><ul><li>Rathmann, P. (1991). Ruby the Copycat . New York, NY: Scholastic. </li></ul><ul><li>Steptoe, J. (1987). Mufaro’s Beautiful Daughters. New York, NY: HarperCollins . </li></ul><ul><li>Stewart, S. (2003). The Gardener . Orlando, Fl: Harcourt, Inc. </li></ul><ul><li>Stolz, M. (1992). Stealing home. New York, NY: HarperCollins. Retrieved from </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn &amp; Bacon. </li></ul><ul><li>Walden University (2011). Framework for literacy instruction. Retrieved from  http://sylvan.live.ecollege.com/ec/crsefault.learn?CourseID=5700120&amp;Survey=1&amp;47=7729097&amp;ClientNodeID=984650&amp;coursenav=1&amp;bhcp=1 </li></ul>
  • 26. <ul><li>Thank you for your participation </li></ul><ul><li>Are there any questions or comments? </li></ul>

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