Transcript of "Literate environment analysis presentation"
Literate EnvironmentAnalysis Presentation Rebecca Caputo Walden University Dr. Cassandra Bosier The Beginning Reader, Pre K-3 (EDUC - 6706G - 10) October 20, 2011
Framework for Literacy Instruction Learners Texts Instructional Practices Affective and cognitive aspects of Text structures, types, genres, and Developmentally appropriate literacy learning difficulty levels matched to research-based practices used with literacy learners and literacy goals appropriate texts to facilitate and objectives affective and cognitive aspects of literacy development in all learnersInteractive PerspectiveReading and writing Use a variety of informal and Determine texts of the Use instructional methods thataccurately, fluently, and with formal assessments to appropriate types and levels of address the cognitive andcomprehension determine areas of strength and difficulty to meet literacy goals affective needs of students and need in literacy development. and objectives for the demands of the particularBeing strategic and students. text.metacognitive readers and Promote students’ independentwriters use of reading strategies and skills.Critical PerspectiveJudging, evaluating, and Find out about ideas, issues, Select texts that provide Foster a critical stance bythinking critically about text and problems that matter to opportunities for students to teaching students how to judge, students. judge, evaluate, and think evaluate, and think critically critically. about texts. Understand the learner as a unique individual.Response Perspective Find out about students’ Select texts that connect to Provide opportunities forReading, reacting, and interests and identities. students’ identities and/or students to read, react, andresponding to text in a interests and that have the formulate a personal responsevariety of meaningful ways Understand what matters to potential to evoke an emotional to text. students and who they are as or personal response. individuals. Walden University,
Getting to Know Literacy Learners, P-3 Cognitive and Noncognitive assessments enables teachers to :O Inventory reading fluency and abilityO Assess: student interests, attitudes toward reading, self-concepts, or motivation as readers
Getting to Know Literacy Learners, P-3 Additional Ways to Know Literacy LearnersO Teacher-student conferencesO Informal ObservationsO Getting to know you activities such as Me Stew (Laureate Education, Inc., 2011c) “The primary purpose of the conversational interview is to generate information that will provide authentic insights into students’ reading experiences” (Gambrell, Palmer, Codling, & Mazzoni, 1996, p. 525).
Selecting TextsWith all types of text, students will be engaged ifthe teacher selects materials that are appropriate to the reading level and ability of the learner, grabs the student’s attention through illustrations, diagrams, and an attractivecover, appropriate font size for the learner, and is organized (Stephens, 2008).
Literacy Matrix Linguistic Novel without Informational text pictures without picturesNarrative Informational Informational with Novel with pictures pictures Semiotic Laureate Education, Inc., 2011a
Selecting Texts with the Literacy MatrixWith the Literacy Matrix, teachers are able toselect appropriate material for their students by taking into account the text’s readabilityand finding a balance between linguistic and semiotic of a text.
Selecting Texts When selecting text, teachers should include both: Informational Narrative Sue Bredekamp said that the way to develop language and literacy is for teachers to provide fiction and nonfiction literature to excite and engage students, expand students’vocabulary development, and create opportunities for students to join in discussions about the text (Laureate Education, Inc., 2011b).
Literacy Lesson: Interactive PerspectiveImplementing strategies that incorporate the interactive perspective requires teachers to not only instruct theirstudents on how to read but also how to think about and comprehend the information that they are processing.
Literacy Lesson: Critical and Response PerspectivesStudents that are critically and responsivelyengaged with the text think more deeply aboutthe text and view it through multipleperspectives (Laureate Education, Inc., 2011d).
Literacy Lesson: Critical and Response PerspectivesActivities Kagan Cooperative Learning Strategies Quickwrites Response Journals Pair Share Hot Seat Literature Discussions(Tompkins, 2010)
References* Gambrell, L. B., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessingmotivation to read. Reading Teacher, 49(7), 518. Retrieved from EBSCOhost.* Laureate Education, Inc. (Executive Producer). (2011a). Analyzing andselecting tex.t [Webcast]. The beginning reader PreK-3. Baltimore, MD:Author.* Laureate Education, Inc. (Executive Producer). (2011b). Developinglanguage and literacy. [Webcast]. Baltimore: MD* Laureate Education, Inc. (Executive Producer). (2011c). Getting to knowyour students. [Webcast]. Baltimore: MD: Author.* Laureate Education, Inc. (Executive Producer). (2011d). Perspectives onliteracy learning. [Webcast]. The beginning reader PreK-3. Baltimore, MD:Author.* Tompkins, G. E. (2010). Literacy for the 21st century: A balancedapproach (5th ed.). Boston: Allyn & Bacon.* University of Oregon (2011). Center of teaching and learning: DIBELSdata system. Retrieved September 15, 2011 fromhttps://dibels.uoregon.edu/
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