Literate environment analysis presentation


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Literate environment analysis presentation

  1. 1. LITERATE ENVIRONMENT ANALYSIS PRESENTATION WALDEN UNIVERSITY CAROLYN DAUGHTRY Instructor: Martha Moore  The Beginning Reader, PreK-3 EDUC-6706G-4 December 8, 2011
  2. 2. GETTING TO KNOW LITERACY LEARNERS, P–3 <ul><li>“ Students must understand what they’re reading to learn from experience; they must make sense of the words in the text to maintain interest; and they must enjoy reading to become lifelong readers” (Tompkins, 2010, p. 257). </li></ul>
  3. 3. RESEARCH <ul><li>“ Assessment that helps us understand and appreciate the diverse growth that students experience and the reading challenges that they face must be a priority in each classroom” (Afflerbach, 2007, p. 27). </li></ul><ul><li>Getting to Know Your Students </li></ul><ul><li>STAR reading assessment </li></ul><ul><li>Reading inventory </li></ul>
  4. 4. SELECTING TEXTS <ul><li>Selecting appropriate text in elementary school should be based on a student's grade level and individual academic growth. </li></ul><ul><li>Students eight and under who are learning new or complex information benefit from teachers who observe how students problem solve and then use that knowledge to tailor individual instruction (Clay, 1993). </li></ul><ul><li>Text needs to provide the right level of challenge for additional learning to occur. Consistently reading texts that are too difficult or too easy may cause students to become less interested in reading. </li></ul>
  5. 5. SELECTING TEXTS <ul><li>Being able to examine a wide range of texts from linguistic to semiotic and from narrative to informational helps teachers select texts appropriately. </li></ul><ul><li>Examples for teachers to take in consideration when selecting text would be the readability, the length of the text, the size of print, visual supports, and the text structure (Laureate Education, 2010). </li></ul>
  6. 6. INTERACTIVE PERSPECTIVE <ul><li>Interactive instruction includes an environment where students are reading and writing which promotes a student’s independent use of reading strategies and skills (Walden University, 2011). </li></ul>Examples used in the classroom includes choral reading, readers theatre, and group writings on chart paper which helps students when learning unfamiliar words, phonics, spelling, and becoming independent writers.
  7. 7. INTERACTIVE PERSPECTIVE <ul><li>Reading and writing accurately, fluently, and with comprehension </li></ul><ul><li>Being strategic and create metacognitive readers and writers </li></ul><ul><li>Use a variety of informal and formal assessments to determine areas of strength and need in literacy development. </li></ul><ul><li>Determine texts of the appropriate types and levels of difficulty to meet literacy goals and objectives for students. </li></ul><ul><li>Use instructional methods that address the cognitive and affective needs of students and the demands of the particular text. </li></ul><ul><li>Promote students’ independent use of reading strategies and skills. </li></ul><ul><li>Walden:Frameworkforliteracyinstruction[LectureNotes].(2011).RetrievedAugust13,2011,from </li></ul>
  8. 8. CRITICAL PERSPECTIVE <ul><li>Critical instruction in the classroom is where students are taught how to comprehend what is being read through a variety of reading strategies. This is most important when students are developing fluency and connections to the text. </li></ul><ul><li>The three purposes for responsive instruction are to clarify students’ misunderstandings, help students summarize the big ides, and make connections to students’ lives (Tompkins, 2010, p. 408). </li></ul>
  9. 9. CRITICAL PERSPECTIVE <ul><li>Judging, evaluating, and thinking critically about text </li></ul><ul><li>Find out about ideas, issues, and problems that matter to students. </li></ul><ul><li>Understand the learner as a unique individual. </li></ul><ul><li>Select texts that provide opportunities for students to judge, evaluate, and think critically. </li></ul><ul><li>Foster a critical stance by teaching students how to judge, evaluate, and think critically about texts. </li></ul><ul><li>Walden:Frameworkforliteracyinstruction[LectureNotes].(2011).RetrievedAugust13,2011,from </li></ul><ul><li>  </li></ul>
  10. 10. RESPONSE PERSPECTIVE <ul><li> “ The magic of the response perspective is that no two responses are ever exactly the same, as are no two students life experiences. The variety of experience in students lives provides a rich learning environment for everyone” (Teaching from a Reader Response Perspective. P. 2). </li></ul>
  11. 11. RESPONSE PERSPECTIVE <ul><li>Reading, reacting, and responding to text in a variety of meaningful ways </li></ul><ul><li>Find out about students’ interests and identities. </li></ul><ul><li>Understand what matters to students and who they are as individuals. </li></ul><ul><li>Select texts that connect to students’ identities and/or interests and that have the potential to evoke an emotional or personal response. </li></ul><ul><li>Provide opportunities for students to read, react, and formulate a personal response to text. </li></ul><ul><li>Walden:Frameworkforliteracyinstruction[LectureNotes].(2011).RetrievedAugust13,2011,from </li></ul>
  12. 12. REFERENCES <ul><li>Clay, M. (1993). An observational survey of early literacy achievement. Portsmouth, NH: Heinemann. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010). Analyzing and selecting text. [Web cast]. The beginning reader, pre K-3. Baltimore: Author. </li></ul><ul><li>Teaching from a Reader Response Perspective. Retrieved December 5, 2011 from </li></ul><ul><li>Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. </li></ul><ul><li>Walden:Frameworkforliteracyinstruction[LectureNotes].(2011).RetrievedAugust13,2011,fromhttp:/ / </li></ul>