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Literate
Environment
Analysis
Jennifer Scott
Walden University
Professor Donna Bialah
EDUC -6707-6, The beginning
Reader, Prek-3
As Tompkins (2010) states, “The
goals of literacy instruction is to
ensure that all students achieve their
full potential” (pg.5).
Creating a literacy environment
   Utilizing a balanced literacy approach, students are presented
    with the opportunity to be successful literacy learners.
    Students interests and academic levels are assessed to determine
    appropriate literacy learning activities and texts.
    Texts are selected by taking into consideration the literacy
    matrix and the diverse needs of students.
   The interactive, critical and responsive perspectives within the
    Framework for Literacy Instruction is utilized to facilitate
    literacy learning.
   Researched based practices are implemented to create an
    optimal literacy environment.
   Gaining feedback from colleagues from my professional learning
    community and parents will ensure student literacy success.
As Tompkins (2010) suggests,
teachers use assessments to support
instruction and it is an ongoing part
of both teaching and learning.
Getting to Know Literacy
                   Learners
          Analysis of research based practice
   Utilizing non-cognitive and cognitive assessments within the
    classroom provides valuable insight into my students
     academic skills, interests, and cultural backgrounds.
   This valuable information is used to guide my instruction and
    adjust my lessons activities to provide a optimal literacy learning
    environment.
   These assessments allow me to differentiate my instruction to
    provide small guided level reading groups and literacy activities
    to facilitate student literacy learning.
Non-cognitive and cognitive
        assessments utilized
Cognitive Assessments
 Running Records
 Spelling inventory
 Word recognition list
 Reading inventory
Non-cognitive Assessments
 Elementary Reading Attitude Survey (Johns, J. L. &
  Lenski, S. D., 1994)
 Parent/Teacher Survey
 Informal interview
Getting to know
literacy learners
  Research to support non-
   cognitive and cognitive
         assessments

As Afflerbach (2007) mentions, we
need high quality assessments that
focus on the process and products of
student reading. Assessment should
allow teachers to better understand
their students and adjust instruction
for student learning.
Selecting Text
As Douglas Hartman suggests, teachers need to
select text based on the needs of students and
strike a balance between narrative and
informational text. (Laureate Education, Inc.,
2010).
Selecting Text Using a Literacy Matrix
Utilizing a literacy matrix , as mentioned by Dr.
Douglas Hartman can allow an educator to
select text for narrative and informational
reading while defining the linguistic and
semiotic attributes of a story (Laureate
Education, Inc., 2010).
Selecting Text
            Analysis of selecting text
   Analyzing and select text according to the literacy
    matrix tool
   Choosing text that ensure a balance in literacy
    instruction: narrative, informative and digital.
   Using non-cognitive and cognitive assessments to
    match students reading levels and interests to
    text.
   Text factors are considered when selecting text.
Selecting Text
                Research to support selecting text
   As Tompkins (2010) mentions, teacher select books that students
    can read at their instructional level to support students reading
    and their use of reading strategies.

   In the article, “Reading adventures online: Five ways to
    introduce the new literacies of the Internet through children’s
    literature,” it suggests that online text provide opportunities for
    students to build their understanding of story structures and
    introduce new ways to develop online navigation skills
    (International Reading Association, 2006).

   As Marzano (2010) mentions, the best teachers find texts that
    make their subject interesting with big ideas and clear
    performance goals.
Literacy Lesson: Interactive
          perspective
    As suggested by Dr. Janice Almasi, the
interactive perspective is teaching students to
be strategic processors and thinkers (Laureate
            Education, Inc., 2010).
Literacy Lesson: Interactive
              Perspective
            Framework for Literacy Instruction
Interactive perspective
Reading and writing accurately, fluently, and with comprehension.
Being strategic and metacognitive readers and writers.
Learners
Use a variety of informal and formal assessments to determine areas of
strength and need in literacy development.
Text
Determine texts of the appropriate types and levels of difficulty to meet
literacy goals and objectives for students.
Instructional Practices
Use instructional methods that address the cognitive and affective needs of
students and the demands of the particular text.
Promote students’ independent use of reading strategies and skills.
Literacy Lesson: Interactive
 Perspective, Lesson Foundations
                                             Lesson Foundations


Pre-assessment (including cognitive and noncognitive measures): The cognitive assessments utilized-

running records, word recognition and spelling inventory. The non-cognitive assessments utilized -

Elementary Reading Attitude Survey, parent survey and teacher observation.




Curricular Focus, Theme, or Subject Area: The curricular focus is related to the science common core

standards. The theme is animal’s needs and environment.



State/District Standards: English Language Arts Standards RI.K. 10 Actively engage in group reading

activities with purpose and understanding, RI. K. 1. With prompting and support, ask and answer questions

about key details in a text. RI. K. 4. With prompting and support, ask and answer questions about

unknown words in a text.
Learning Objectives: Students will use pre-reading strategies to identify and list prior knowledge about

night animals. They will identify and recall high frequency words within the text. Students will read with

purpose and monitor comprehension by responding to questions. Then, students will write multiple

sentences about animals within the text.




Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Vocabulary picture cards

will be used to clarify unfamiliar vocabulary within text.



Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Interactive, Critical and

Response



Texts: Non-fiction text Night Animals by Terry Patterson from www.readingk-2.com


Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper, pens, response journals




Grouping structures (one-on-one, small group, whole class): Small group guided reading instruction.
Lesson Sequence
                                                       Lesson Sequence

                           Learning Activities                                          Assessment Opportunities

Introduction/Anticipatory Set                                              The teacher will be able to access prior knowledge

Teacher and students will brainstorm and list prior knowledge about        of animals through teacher observation. This

animals on a graphic organizer called a circle map in black ink. Then,     information will be beneficial to determine if

the teacher will frontload targeted vocabulary (active, shines, dark,      students have an understanding of text content

night, day) with picture cards and high frequency words (some, these,      and high frequency words. Anecdotal notes will be

when, most, them, find) that are found in text to assist in fluency and    taken as teacher observes students within the

comprehension. Next, through a picture walk students will make             learning activities.

predictions about the story and highlight key concepts. The teacher will

read the title and discuss cover illustrations and the language patterns

within the story. Prediction questions will be asked: What do you think

animals do at night? What are the different places they might live?

Finally, the students will review reading strategies by referencing

previously taught strategies listed on a poster entitled What good

readers do.
Building/Applying knowledge and
              skills
Building/Applying Knowledge and Skills                                      The teacher will assess student’s

For the first read of the text through a small group guided reading         fluency, word attack and use of

experience students will read the text simultaneously using one to one reading strategies as students read the

correspondence. The teacher will pause and ask inference questions          text. Through anecdotal records, the

about the text: What makes night animals special? What do these             teacher can re-teach and adjust the

animals do during the day? Where do night animals live? While they          following lessons to meet the needs of

are reading, students will monitor their reading for understanding of       students within the group.

text. They will clarify and identify difficulties with text by restating,

re-reading and reading on to check for understanding. Teacher will

provide support to students with monitoring strategies and decoding

through prompt/praise support as needed.
Synthesis/Closure
Synthesis/Closure                                                      Teacher will assess students

After reading the story, the students will discuss and connect prior   understanding of text and use of reading

knowledge to new knowledge. The teacher will ask students to           strategies through teacher observation

retell the animals that were in the story, where they live and how     and anecdotal notes. If needed, teacher

they live. The new information learned about night animals will be     will assess student’s reading level and

written on the circle map with a blue pen to denote the new            make adjustments if needed for future

knowledge gained through reading the text. Clarification will be       lessons.

made regarding monitoring text and student’s understanding of

difficult vocabulary within the text. Students will review the text

and highlight with a yellow crayon the high frequency words and

targeted vocabulary.
Extension/Enrichment/Transfer of
       Generalization of knowledge
Extension/Enrichment/Transfer of Generalization of Knowledge:

Students will extend their knowledge gained through reading the text about

animals in their response journals. Students will write multiple sentences about one

animal that was within the text and draw a picture. The responses can be shared

in the small group during independent reading time in the author’s chair.
Literacy Lesson: Interactive
             Perspective
                              Analysis
   Implementation of the components of the reading process
    fostered the literacy development of students: Phonemic
    awareness, word identification, fluency, vocabulary,
    comprehension.
   Five stages of the reading process is considered for literacy
    instruction: activating prior knowledge, reading,
    responding, exploring and applying.
   Five types of reading are utilized for quality literacy
    instruction: independent reading, buddy reading, guided
    reading, shared reading and reading aloud to students.
   Students utilize their metacognitive skills to reflect and have
    control over their reading and understanding of text.
Literacy Lesson: Interactive
            Perspective
   Research that supports the Interactive Perspective
As Tomkins (2010) mentions, both reading and writing are a process that
begin during pre-reading as students activate their background knowledge
and preview the text, and it continues as students read, respond, discover
and apply their reading.

As Johns and Lenski state (2004),”Our goal as teachers is to instruct students,
both directly and indirectly, about which strategies are appropriate for a
reading task, how to use the strategy, and how to determine the
effectiveness of the strategy”(pg. 299).

As Dr. Janice Almasi suggests, the ultimate goal of the interactive
perspective is to teach students how to be literate learners who can navigate
the textual world independently (Laureate Education, Inc., 2010).
Literacy Lesson: Critical and
      Response Perspectives
 Dr. Janice Almasi suggests, students need to
 connect with text in life changing ways and
   learning occurs when students are given
   opportunities to share their feelings and
emotions about text they have read (Laureate
            Education, Inc., 2010).
Literacy Lesson: Critical and
        Response Perspectives
            Framework for Literacy Instruction
Critical Perspective
Judging, evaluating, and thinking critically about text
Learners
Find out about ideas, issues, and problems that matter to students.
Understanding the learner as a unique individual
Texts
Select texts that provide opportunities for students to judge,
evaluate, and think critically.
Instructional Practices
Provide opportunities fro students to read, react, and formulate a
personal response to text.
Literacy Lesson: Critical and Response Perspectives
                Lesson Foundation
                                              Lesson Foundations

   Pre-assessment (including cognitive and noncognitive measures): The cognitive assessments utilized-

   running records, word recognition and expressive vocabulary test. The non-cognitive assessments

   utilized - Elementary Reading Attitude Survey, parent survey and teacher observation.



   Curricular Focus, Theme, or Subject Area: The curricular focus is related to social studies. The theme of

   this lesson is about respecting people as individuals and self-esteem.



   State/District Standards: English Language Arts Standards RI.K. 10 Actively engage in group reading

   activities with purpose and understanding, RI. K. 1. With prompting and support, ask and answer

   questions about key details in a text. W.K.1. Use a combination of drawing, dictating, and writing to

   compose an opinion piece in which they tell a reader a topic or the name of the book they are writing

   about and state an opinion or preference about the topic or book.
Learning Objectives: Students will activate their prior knowledge to identify and list describing

words about positive feelings about themselves. They will recall key vocabulary and identify

characters actions within a text related to the theme of feelings and actions. Then, students will

choose a vocabulary word that describes something positive about themselves as individuals

and write multiple sentences and illustrate.

Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Vocabulary

picture cards will be used to clarify unfamiliar vocabulary within text.



Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and

Response.

Texts: Narrative text called I’m Gonna Like me Letting off a little self-esteem, by Jamie Lee

Curtis & Laura Cornell. The text falls in the critical and response perspective on the framework

for literacy instruction.

Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper, pens,

response journals




Grouping structures (one-on-one, small group, whole class): Small group interactive reading
Lesson Sequence
                   Learning Activities                         Assessment Opportunities

Introduction/Anticipatory Set                              The teacher will be able to access

Teacher and students will brainstorm and list prior        prior knowledge about vocabulary

knowledge about positive words to describe themselves related to caring and self-esteem

(I am…) on a graphic organizer called a circle map in      through teacher observation. This

black ink. Then, the teacher will frontload targeted       information will be beneficial to

vocabulary (brave, sharing, strong, friend, safe) with     determine if students have an

picture cards that are found in text to assist in          understanding of text content and

comprehension. Next, students will make predictions        the stories message.

about the story as the teacher reads the title and

discuss the cover illustrations of the story. Prediction

questions will be asked: What makes the characters on

the cover different? What are some things that are the

same about the characters? What do you think they

are going to like about themselves?
Building/Applying Knowledge
          and Skills
Building/Applying Knowledge and Skills                                 The teacher will assess students

Through the interactive procedure the teacher will read aloud the      understanding of concepts within the lesson

text with student involvement. While reading the story to the          by utilizing observations of student’s

students, the teacher will pause and ask inference questions about     interaction during the reading of the text.

the text: What are some things that the characters like about          Anecdotal notes will be made to determine

themselves? What are some of the words they are using to describe      if students connected to intended lesson

themselves? What good things are the girl and boy doing in the story objectives.

for friends and family? How do the characters feel about themselves

at the end of story? Why do they feel happy?? While the teacher is

reading and pausing to discuss the text, she will monitor their

understanding of text. The teacher will clarify and identify

difficulties with comprehension by restating, re-reading and reading

on to check for understanding.
Synthesis/Closure
Synthesis/Closure                                        Teacher will assess students

After reading the story, the students will discuss and   understanding of the lessons concepts

connect prior knowledge to new knowledge. The            through teacher observation and

teacher will ask students to retell the feeling words    anecdotal notes.

that were used within the text and discuss what the

characters did in the story to show that they were

happy to be themselves. Then, on the circle map

new information learned about feelings will be

added in blue ink to denote new learned information

about the topic.
Extension/Enrichment Transfer of
  Generalization of Knowledge
Extension/Enrichment/Transfer of Generalization
of Knowledge:
Students will extend their knowledge gained
through reading the text about positive feelings
about being self-confident about who they are
as individuals in their response journals.
Students will write multiple sentences about
themselves using the frame I am… and draw a
picture to match the writing. The responses can
be shared in the small group during
independent reading time in the author’s chair.
Literacy Lesson: Critical and
         Response Perspectives
       Analysis of Critical and Response
                 Perspectives
   Chose quality text that evoke emotional
    discussion and responses about stories topics.
   Carefully plan literacy lessons that implement the
    critical and response perspectives to give students
    an opportunity to think deeply about text.
   Afford the opportunity for students to think
    critically about their place in the world as
    responsible members of society through
    responding to text.
Literacy Lesson: Critical and
        Response Perspectives
                         Research
As Tompkins (2010)suggests, teachers use grand conversations
to have students share their personal responses and tell what
they liked about the text. Students make connections between
the text and their own lives or to other literature they have
read.

As Dr. Janice Alamsi suggests, when students are allowed to
respond to text they will understand, and grow as readers and
as a person (laureate Education, Inc., 2010).
Feedback from colleagues and
     Family Members of Students
                          Questions
   What insights did you gain about literacy and literacy
    instruction from viewing this presentation?
   How might the information presented changed your
    literacy practices and/or your literacy interactions with
    your students?
   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
    children?
   What questions do you have?
References
Afflerbach, P. (2007). Understanding and using reading assessment, k-12. Newark, DE: International
               Reading Association.
Castek, J., Bevans-Mangelson, J. & Goldstone, B. (2006). Reading adventures online: Five ways
               to introduce the new literacies through children’s literature. The Reading Teacher,
               59(7).
Johns, J.L. & Lenski, S.D. (1994). Improving reading: A handbook of strategies. Dubuque, IO:
               Kendall/Hunt Publishing Company.
Laureate Education, Inc. (Producer). Selecting and analyzing text. In The beginning        reader,prek-3.
               Retrieved from https://class.waldenu.edu/webapps/
Laureate Education, Inc. (Producer). Critical perspective. In The
               beginning reader, prek-3. Retrieved fromhttps://class.waldenu.edu/webapps/
Laureate Education, Inc. (Producer). Perspectives on literacy. In The beginning reader, prek-3.
               retrieved from https://class.waldenu.edu/webapps/
Laureate Education, Inc. (Producer). Response perspective. In The beginning
               reader, prek-3. Retrieved from https://class.waldenu.edu/webapps/
Marzano, R. J. (Ed). (2010). On excellence in teaching. Bloomington, IN: Solution Tree press.
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach
               (5th ed.). Boston, MA: Allyn & Bacon.

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Literate environment analysis presentation

  • 1. Literate Environment Analysis Jennifer Scott Walden University Professor Donna Bialah EDUC -6707-6, The beginning Reader, Prek-3
  • 2. As Tompkins (2010) states, “The goals of literacy instruction is to ensure that all students achieve their full potential” (pg.5).
  • 3. Creating a literacy environment  Utilizing a balanced literacy approach, students are presented with the opportunity to be successful literacy learners.  Students interests and academic levels are assessed to determine appropriate literacy learning activities and texts.  Texts are selected by taking into consideration the literacy matrix and the diverse needs of students.  The interactive, critical and responsive perspectives within the Framework for Literacy Instruction is utilized to facilitate literacy learning.  Researched based practices are implemented to create an optimal literacy environment.  Gaining feedback from colleagues from my professional learning community and parents will ensure student literacy success.
  • 4. As Tompkins (2010) suggests, teachers use assessments to support instruction and it is an ongoing part of both teaching and learning.
  • 5. Getting to Know Literacy Learners Analysis of research based practice  Utilizing non-cognitive and cognitive assessments within the classroom provides valuable insight into my students academic skills, interests, and cultural backgrounds.  This valuable information is used to guide my instruction and adjust my lessons activities to provide a optimal literacy learning environment.  These assessments allow me to differentiate my instruction to provide small guided level reading groups and literacy activities to facilitate student literacy learning.
  • 6. Non-cognitive and cognitive assessments utilized Cognitive Assessments  Running Records  Spelling inventory  Word recognition list  Reading inventory Non-cognitive Assessments  Elementary Reading Attitude Survey (Johns, J. L. & Lenski, S. D., 1994)  Parent/Teacher Survey  Informal interview
  • 7. Getting to know literacy learners Research to support non- cognitive and cognitive assessments As Afflerbach (2007) mentions, we need high quality assessments that focus on the process and products of student reading. Assessment should allow teachers to better understand their students and adjust instruction for student learning.
  • 8. Selecting Text As Douglas Hartman suggests, teachers need to select text based on the needs of students and strike a balance between narrative and informational text. (Laureate Education, Inc., 2010).
  • 9. Selecting Text Using a Literacy Matrix Utilizing a literacy matrix , as mentioned by Dr. Douglas Hartman can allow an educator to select text for narrative and informational reading while defining the linguistic and semiotic attributes of a story (Laureate Education, Inc., 2010).
  • 10. Selecting Text Analysis of selecting text  Analyzing and select text according to the literacy matrix tool  Choosing text that ensure a balance in literacy instruction: narrative, informative and digital.  Using non-cognitive and cognitive assessments to match students reading levels and interests to text.  Text factors are considered when selecting text.
  • 11. Selecting Text Research to support selecting text  As Tompkins (2010) mentions, teacher select books that students can read at their instructional level to support students reading and their use of reading strategies.  In the article, “Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature,” it suggests that online text provide opportunities for students to build their understanding of story structures and introduce new ways to develop online navigation skills (International Reading Association, 2006).  As Marzano (2010) mentions, the best teachers find texts that make their subject interesting with big ideas and clear performance goals.
  • 12. Literacy Lesson: Interactive perspective As suggested by Dr. Janice Almasi, the interactive perspective is teaching students to be strategic processors and thinkers (Laureate Education, Inc., 2010).
  • 13. Literacy Lesson: Interactive Perspective Framework for Literacy Instruction Interactive perspective Reading and writing accurately, fluently, and with comprehension. Being strategic and metacognitive readers and writers. Learners Use a variety of informal and formal assessments to determine areas of strength and need in literacy development. Text Determine texts of the appropriate types and levels of difficulty to meet literacy goals and objectives for students. Instructional Practices Use instructional methods that address the cognitive and affective needs of students and the demands of the particular text. Promote students’ independent use of reading strategies and skills.
  • 14. Literacy Lesson: Interactive Perspective, Lesson Foundations Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): The cognitive assessments utilized- running records, word recognition and spelling inventory. The non-cognitive assessments utilized - Elementary Reading Attitude Survey, parent survey and teacher observation. Curricular Focus, Theme, or Subject Area: The curricular focus is related to the science common core standards. The theme is animal’s needs and environment. State/District Standards: English Language Arts Standards RI.K. 10 Actively engage in group reading activities with purpose and understanding, RI. K. 1. With prompting and support, ask and answer questions about key details in a text. RI. K. 4. With prompting and support, ask and answer questions about unknown words in a text.
  • 15. Learning Objectives: Students will use pre-reading strategies to identify and list prior knowledge about night animals. They will identify and recall high frequency words within the text. Students will read with purpose and monitor comprehension by responding to questions. Then, students will write multiple sentences about animals within the text. Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Vocabulary picture cards will be used to clarify unfamiliar vocabulary within text. Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Interactive, Critical and Response Texts: Non-fiction text Night Animals by Terry Patterson from www.readingk-2.com Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper, pens, response journals Grouping structures (one-on-one, small group, whole class): Small group guided reading instruction.
  • 16. Lesson Sequence Lesson Sequence Learning Activities Assessment Opportunities Introduction/Anticipatory Set The teacher will be able to access prior knowledge Teacher and students will brainstorm and list prior knowledge about of animals through teacher observation. This animals on a graphic organizer called a circle map in black ink. Then, information will be beneficial to determine if the teacher will frontload targeted vocabulary (active, shines, dark, students have an understanding of text content night, day) with picture cards and high frequency words (some, these, and high frequency words. Anecdotal notes will be when, most, them, find) that are found in text to assist in fluency and taken as teacher observes students within the comprehension. Next, through a picture walk students will make learning activities. predictions about the story and highlight key concepts. The teacher will read the title and discuss cover illustrations and the language patterns within the story. Prediction questions will be asked: What do you think animals do at night? What are the different places they might live? Finally, the students will review reading strategies by referencing previously taught strategies listed on a poster entitled What good readers do.
  • 17. Building/Applying knowledge and skills Building/Applying Knowledge and Skills The teacher will assess student’s For the first read of the text through a small group guided reading fluency, word attack and use of experience students will read the text simultaneously using one to one reading strategies as students read the correspondence. The teacher will pause and ask inference questions text. Through anecdotal records, the about the text: What makes night animals special? What do these teacher can re-teach and adjust the animals do during the day? Where do night animals live? While they following lessons to meet the needs of are reading, students will monitor their reading for understanding of students within the group. text. They will clarify and identify difficulties with text by restating, re-reading and reading on to check for understanding. Teacher will provide support to students with monitoring strategies and decoding through prompt/praise support as needed.
  • 18. Synthesis/Closure Synthesis/Closure Teacher will assess students After reading the story, the students will discuss and connect prior understanding of text and use of reading knowledge to new knowledge. The teacher will ask students to strategies through teacher observation retell the animals that were in the story, where they live and how and anecdotal notes. If needed, teacher they live. The new information learned about night animals will be will assess student’s reading level and written on the circle map with a blue pen to denote the new make adjustments if needed for future knowledge gained through reading the text. Clarification will be lessons. made regarding monitoring text and student’s understanding of difficult vocabulary within the text. Students will review the text and highlight with a yellow crayon the high frequency words and targeted vocabulary.
  • 19. Extension/Enrichment/Transfer of Generalization of knowledge Extension/Enrichment/Transfer of Generalization of Knowledge: Students will extend their knowledge gained through reading the text about animals in their response journals. Students will write multiple sentences about one animal that was within the text and draw a picture. The responses can be shared in the small group during independent reading time in the author’s chair.
  • 20. Literacy Lesson: Interactive Perspective Analysis  Implementation of the components of the reading process fostered the literacy development of students: Phonemic awareness, word identification, fluency, vocabulary, comprehension.  Five stages of the reading process is considered for literacy instruction: activating prior knowledge, reading, responding, exploring and applying.  Five types of reading are utilized for quality literacy instruction: independent reading, buddy reading, guided reading, shared reading and reading aloud to students.  Students utilize their metacognitive skills to reflect and have control over their reading and understanding of text.
  • 21. Literacy Lesson: Interactive Perspective Research that supports the Interactive Perspective As Tomkins (2010) mentions, both reading and writing are a process that begin during pre-reading as students activate their background knowledge and preview the text, and it continues as students read, respond, discover and apply their reading. As Johns and Lenski state (2004),”Our goal as teachers is to instruct students, both directly and indirectly, about which strategies are appropriate for a reading task, how to use the strategy, and how to determine the effectiveness of the strategy”(pg. 299). As Dr. Janice Almasi suggests, the ultimate goal of the interactive perspective is to teach students how to be literate learners who can navigate the textual world independently (Laureate Education, Inc., 2010).
  • 22. Literacy Lesson: Critical and Response Perspectives Dr. Janice Almasi suggests, students need to connect with text in life changing ways and learning occurs when students are given opportunities to share their feelings and emotions about text they have read (Laureate Education, Inc., 2010).
  • 23. Literacy Lesson: Critical and Response Perspectives Framework for Literacy Instruction Critical Perspective Judging, evaluating, and thinking critically about text Learners Find out about ideas, issues, and problems that matter to students. Understanding the learner as a unique individual Texts Select texts that provide opportunities for students to judge, evaluate, and think critically. Instructional Practices Provide opportunities fro students to read, react, and formulate a personal response to text.
  • 24. Literacy Lesson: Critical and Response Perspectives Lesson Foundation Lesson Foundations Pre-assessment (including cognitive and noncognitive measures): The cognitive assessments utilized- running records, word recognition and expressive vocabulary test. The non-cognitive assessments utilized - Elementary Reading Attitude Survey, parent survey and teacher observation. Curricular Focus, Theme, or Subject Area: The curricular focus is related to social studies. The theme of this lesson is about respecting people as individuals and self-esteem. State/District Standards: English Language Arts Standards RI.K. 10 Actively engage in group reading activities with purpose and understanding, RI. K. 1. With prompting and support, ask and answer questions about key details in a text. W.K.1. Use a combination of drawing, dictating, and writing to compose an opinion piece in which they tell a reader a topic or the name of the book they are writing about and state an opinion or preference about the topic or book.
  • 25. Learning Objectives: Students will activate their prior knowledge to identify and list describing words about positive feelings about themselves. They will recall key vocabulary and identify characters actions within a text related to the theme of feelings and actions. Then, students will choose a vocabulary word that describes something positive about themselves as individuals and write multiple sentences and illustrate. Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers: Vocabulary picture cards will be used to clarify unfamiliar vocabulary within text. Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response): Critical and Response. Texts: Narrative text called I’m Gonna Like me Letting off a little self-esteem, by Jamie Lee Curtis & Laura Cornell. The text falls in the critical and response perspective on the framework for literacy instruction. Other Materials/Technology/Equipment/Resources: Vocabulary cards, chart paper, pens, response journals Grouping structures (one-on-one, small group, whole class): Small group interactive reading
  • 26. Lesson Sequence Learning Activities Assessment Opportunities Introduction/Anticipatory Set The teacher will be able to access Teacher and students will brainstorm and list prior prior knowledge about vocabulary knowledge about positive words to describe themselves related to caring and self-esteem (I am…) on a graphic organizer called a circle map in through teacher observation. This black ink. Then, the teacher will frontload targeted information will be beneficial to vocabulary (brave, sharing, strong, friend, safe) with determine if students have an picture cards that are found in text to assist in understanding of text content and comprehension. Next, students will make predictions the stories message. about the story as the teacher reads the title and discuss the cover illustrations of the story. Prediction questions will be asked: What makes the characters on the cover different? What are some things that are the same about the characters? What do you think they are going to like about themselves?
  • 27. Building/Applying Knowledge and Skills Building/Applying Knowledge and Skills The teacher will assess students Through the interactive procedure the teacher will read aloud the understanding of concepts within the lesson text with student involvement. While reading the story to the by utilizing observations of student’s students, the teacher will pause and ask inference questions about interaction during the reading of the text. the text: What are some things that the characters like about Anecdotal notes will be made to determine themselves? What are some of the words they are using to describe if students connected to intended lesson themselves? What good things are the girl and boy doing in the story objectives. for friends and family? How do the characters feel about themselves at the end of story? Why do they feel happy?? While the teacher is reading and pausing to discuss the text, she will monitor their understanding of text. The teacher will clarify and identify difficulties with comprehension by restating, re-reading and reading on to check for understanding.
  • 28. Synthesis/Closure Synthesis/Closure Teacher will assess students After reading the story, the students will discuss and understanding of the lessons concepts connect prior knowledge to new knowledge. The through teacher observation and teacher will ask students to retell the feeling words anecdotal notes. that were used within the text and discuss what the characters did in the story to show that they were happy to be themselves. Then, on the circle map new information learned about feelings will be added in blue ink to denote new learned information about the topic.
  • 29. Extension/Enrichment Transfer of Generalization of Knowledge Extension/Enrichment/Transfer of Generalization of Knowledge: Students will extend their knowledge gained through reading the text about positive feelings about being self-confident about who they are as individuals in their response journals. Students will write multiple sentences about themselves using the frame I am… and draw a picture to match the writing. The responses can be shared in the small group during independent reading time in the author’s chair.
  • 30. Literacy Lesson: Critical and Response Perspectives Analysis of Critical and Response Perspectives  Chose quality text that evoke emotional discussion and responses about stories topics.  Carefully plan literacy lessons that implement the critical and response perspectives to give students an opportunity to think deeply about text.  Afford the opportunity for students to think critically about their place in the world as responsible members of society through responding to text.
  • 31. Literacy Lesson: Critical and Response Perspectives Research As Tompkins (2010)suggests, teachers use grand conversations to have students share their personal responses and tell what they liked about the text. Students make connections between the text and their own lives or to other literature they have read. As Dr. Janice Alamsi suggests, when students are allowed to respond to text they will understand, and grow as readers and as a person (laureate Education, Inc., 2010).
  • 32. Feedback from colleagues and Family Members of Students Questions  What insights did you gain about literacy and literacy instruction from viewing this presentation?  How might the information presented changed your literacy practices and/or your literacy interactions with your students?  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 children?  What questions do you have?
  • 33. References Afflerbach, P. (2007). Understanding and using reading assessment, k-12. Newark, DE: International Reading Association. Castek, J., Bevans-Mangelson, J. & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies through children’s literature. The Reading Teacher, 59(7). Johns, J.L. & Lenski, S.D. (1994). Improving reading: A handbook of strategies. Dubuque, IO: Kendall/Hunt Publishing Company. Laureate Education, Inc. (Producer). Selecting and analyzing text. In The beginning reader,prek-3. Retrieved from https://class.waldenu.edu/webapps/ Laureate Education, Inc. (Producer). Critical perspective. In The beginning reader, prek-3. Retrieved fromhttps://class.waldenu.edu/webapps/ Laureate Education, Inc. (Producer). Perspectives on literacy. In The beginning reader, prek-3. retrieved from https://class.waldenu.edu/webapps/ Laureate Education, Inc. (Producer). Response perspective. In The beginning reader, prek-3. Retrieved from https://class.waldenu.edu/webapps/ Marzano, R. J. (Ed). (2010). On excellence in teaching. Bloomington, IN: Solution Tree press. Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston, MA: Allyn & Bacon.

Editor's Notes

  1. Ch