Literacy analysis1


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  • There are two good assessments you can use for analysis they are; the Motivation to read and the elementary reading survey, both of these can be used with any age but the elementary reading survey is very good for the younger children (McKenna, M. C., & Kear, D. J.,1990)
  • Literacy analysis1

    2. 2. Getting to know Literacy Learners pre-k through 3rd grade<br />Analysis:<br />Through the use of different types of assessment teachers can get to know their students needs and motivations for learning and reading level.<br />There are two good assessments you can use for analysis they are; the Motivation to read and the elementary reading survey, both of these can be used with any age but the elementary reading survey is very good for the younger children (McKenna, M. C., & Kear, D. J.,1990)<br />Reference:<br />McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43(9), 626-639. Retrieved from EBSCOhost.<br />
    3. 3. SELECTING TEXT<br />Selecting the correct text for students needs should be completed using a matrix . The matrix is comprised of four different components. <br /> Linguistic<br /> Easy<br /> Narrative Informational<br /> Semiotic Hard<br />Using this matrix as a guide will helps us choose the correct text for our students semiotic (Laureate, 2010a . The other part of this is, as we select our text, we must make sure we are teaching the strategies to help the students in comprehending the information in the text (Duke, N., 2004). <br />Reference<br />Duke, N. K. (2004). The Case for Informational Text. Educational Leadership, 61(6), 40<br />44. Retrieved from EBSCOhost<br />Laureate Education, Inc., (Producer). (2010). Analyzing and selecting text. [Webcast]. The beginning reader, Prek-3. Baltimore, MD: Author.<br />
    4. 4. Typesof Text <br /><ul><li> Make sure you have several types of books including fiction and non-fiction for the children to select from.
    5. 5. Give children opportunity of independent reading several times during the day.
    6. 6. Use the basal reading program provided by your district.
    7. 7. Incorporate read aloud and guided reading into the day.
    8. 8. Be sure to include reading for writing every day.</li></li></ul><li>Literacy : Interactive Perspective<br />The interactive perspective relates to how well the students relate to the text; both cognitively and strategically. Beside is a chart on interactive perspective.<br />
    9. 9. Literacy Lesson Interactive Perspective<br /><ul><li>Introduction of Lesson:</li></ul> Hold a discussion and ask for prior knowledge of the unit you are teaching.<br /> Complete a KWL chart on what we know, what we want to know, and finish the chart after the unit with what we have learned.<br /> Write the new vocabulary words down that students will learn during the unit.<br /><ul><li>Building Knowledge and applying skills:</li></ul>Model with think aloud while reading text. <br />Hold discussion with children and ask comprehension questions.<br />Hold shared readings with students.<br />Model how to clarify new vocabulary words by using the picture and surrounding words to decode them<br /><ul><li>Assessments:</li></ul> Informal assessment by holding discussion prior to and after the text reading. Have students complete a column picture sort and paste after finishing the unit.<br />
    10. 10. Continued Interactive Perspective<br /><ul><li>Synthesis/Closure:</li></ul> Students should be able to summarize or retell the selected text.<br /> Students should be able to tell the teacher the meanings of the new vocabulary words they have learned.<br /><ul><li>Extension/Enrichment</li></ul> Have students draw a pictures and write either short sentences or words about the unit as well as something <br /> they might have already known before the start of the unit.<br /> Match the words and definition (pictures) for the vocabulary words that were in the unit, ones that you learned <br /> but was not included in the vocabulary study.<br />Reference<br />Laureate Education, Inc., (Producer). (2010a). Strategic Processing. [Webcast]. Baltimore, MD: Author.<br />Laureate Education, Inc., (Producer). (2010). Developing language and literacy. [Webcast].The beginning reader, Prek-3. Baltimore, MD: Author<br />
    11. 11. Literacy Lesson: Critical and Response Perspectives<br />
    12. 12. Critical and Responsive Perspective continued<br />Introduction/Anticipatory :<br /><ul><li>Show students the selected text and ask what can we do to preview this text?
    13. 13. Make a kwl chart with student participation on what we know and what we want to learn
    14. 14. Model think aloud with questions such as I wonder how deep the ocean is? Or is there really flying fish? Then ask children for some questions that they would like to know.
    15. 15. Show students the book cover and some of the pictures and make a prediction chart prior to reading.</li></ul>Pre-assessments: <br /><ul><li>As you are completing the picture walk through note responses from the students for</li></ul> understanding of how we predict the text and listen to the discussion of the sttudent’s while completing the pre-reading and prediction chart.<br />Building/Appling knowledge and skills:<br /> Read the selected text and model think aloud showing students how to ask the correct questions. <br /> After the story ask questions about the book and predictions that were made prior to the reading.<br /> Ask students how the text made them feel:<br /> Using the vocabulary words and pictures have students match the words up. These are new words from the text you will be reading<br />. Building/ Applying Knowledge and Skills:<br /> Hold small group with discussions about the text. Ask question about the book, was it expository or fiction? <br /> Students will take a picture walk through the text they will explain what new information<br /> they have learned, and what information was in the last text we read. Compare the <br /> information.<br />
    16. 16. Assessments: <br /> Have student make a tri-fold chart and have then write the name of a character of the text <br /> on the paper. List how they are different and the same with themselves.<br /> Have students to write/copy the questions from the document camera and then use the text<br /> to answer the questions.<br /> Have students match pre-cut pictures in the correct columns they have created.<br />Synthesis/Closer:<br /> What we look at to help us prepare for reading a text? <br /> What is the difference in fiction and non-fiction and what is the difference?<br /> How do we think the information in the non-fiction book can help us and how do we<br /> know it is true? Hold a discussion after each question ask in a group and check for <br /> understanding.<br />Enrichment:<br /> Put several books on the table and tell the students they will be creating a chart of what they have learned in their readings.<br />Reference:<br />Abromitis, B. (2009) “Teaching Students to be Strategic in Thinking Will Improve Learning” retrieved from Metacognitive Strategies at<br />Laureate Education, Inc., (Producer). (2010b). “Response Perspective”. [Webcast]. Thebeginning reader, Prek-3. Baltimore, MD: Author.<br />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.<br />
    17. 17. Feedback from Colleagues and Family Members of Students<br />Thank you for viewing my presentation today.<br />Please leave your feed back and questions that I might answer and add to my teaching experience.<br />