LITERATEENVIRONMENT ANALYSIS Iberia Randle Walden UniversityEDUC 6706: The Beginning Reader, PreK-3 Instructor: Dr. Martha Moore
Getting to know your students is very important whenplanning effective instruction to meet the diverse needs ofevery student. Afflerbach reminded us that “students inour classrooms possess a complex array of reading skillsand strategies”(p.27). The results of the followingcognitive and noncognitive assessments below can helpteachers, according to Moon (2005), “to effectivelyaddress students’ diverse education needs” and “engage ingood decision making”(p.226). Interest Inventory Learning Styles Inventory Literacy Autobiographies Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Assesses phonemic awareness, alphabetic principle, fluency, reading comprehension, vocabulary
MORE USEFUL ASSESSMENT TOOLS Elementary Reading Attitude Survey(1990) Motivation to Read Profile (1996) International Reading Association Resources on Assessment www.reading.org
Toeffectively implement the Framework for Literacy Instruction(2011), we must have a strong knowledge of the stages of literacy development and where our students are in those stages. Stages of Literacy Development Emergent-birth through kindergarten Beginning- late kindergarten through first or second grade Transitional-mid-second grade through third grade Intermediate- late third grade and middle school Advanced- middle school through adult
When selecting texts, difficulty levels have to be taken into consideration. Hartman provided us with a Literacy Matrix for analyzing text (Laureate Education, Inc.,2009) which characterizes text in the following ways: Narrative Informational Linguistic (word oriented) Semiotic (tell story with picture)
Additional considerations when selecting text Readability Sentence length Number of syllables Singletons-unique new words; can make text more difficult to read Text structure Informational, descriptive, cause/effect, problem/solution, compare/contrast, poetic Text length Size of print Visual supports Add meanings and can be useful for English Language Learners
The ultimate goal of the interactive according to Almasi(Laureate Education, Inc., 2009b) is to help students to become strategic readers and writers. Teaching students to be strategic processors and thinkers. Strategies to enhance interactive perspective using interview questions related to the theme or unit of your lesson interactive read-aloud strategies using key phrases in interactive read-aloud
Teach students how to critically analyze text Allow opportunity to experience and respond to text During the critical perspective, Almasi (Laureate Education, Inc., 2009c) reminded us that students need to think about the following questions: Who created the text? What perspective might the author have? Was the author male or female? How do you know? What was the role of race, ethnicity, or social status?
The response perspective involves the readers’ lived experiences. It deals a great deal with emotions. The following are ways of responding to texts: Journaling Dramatic Response Artistic Interpretation Multi-sensory Experiences Quiet Time to Respond
The information provided in this presentation was very instrumental in promoting a more literate environment within my classroom. My students were actively involved in all aspects of the literacy lessons. The main selections and leveled readers used in my lessons were chosen based on the considerations a teacher should consider when meeting the individual needs of his or her students. All three perspectives (interactive, critical, and response) were evident in my literacy lessons.
I hope you found the presentation helpful. Please respond to the questions below.1. What insights did you gain about literacy and literacy instruction from viewing this presentation?2. How might the information presented change your literacy practices and/or your literacy interactions with students?3. 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 students?4. What questions do you have?
Afflerbach, P. (2007). Understanding and using reading assessment, K-12. Newark, DE: International Reading Association, Inc. Framework for Literacy Instruction [Lecture notes]. (2011). Retrieved from http://sylvan.live.ecollege.com/ec/courses/63694/CRS-WUPSYC6205- 5362594/Framework_for_Literacy_Instruction_02-09.doc Gambrell, L.B., Palmer, B.M., Codling, R.M., & Mazzoni, S.A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518-533. International Reading Association www.reading.org Laureate Education, Inc. (Producer). (2009). Video Program Three: The beginning reader. [DVD].The beginning reader, preK-3. Baltimore, MD: Author. McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639. Moon, T. (2005, Summer). The role of assessment in differentiation. Theory into practice, 44(3), 226-233 Retrieved from Business Source Premier Database.
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