Literate Environment Analysis by Jessica Kemp


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An analysis of research-based practices used with kindergarten students, and how they helped me create a literate enviroment to benefit the learning needs of my students.

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Literate Environment Analysis by Jessica Kemp

  1. 1. Literate Environment Analysis <ul><li>Jessica Kemp </li></ul><ul><li>Walden University </li></ul>
  2. 2. Literate Environment Analysis <ul><li>I. Getting to Know Literacy Learners </li></ul><ul><li>II. Selecting Texts </li></ul><ul><li>III. Interactive Perspective </li></ul><ul><li>IV. Critical and Response Perspectives </li></ul>
  3. 3. Literate Environment Analysis <ul><li>As a kindergarten teacher I have had an abundance of opportunities to prepare my students for the literacy demands of our rapidly changing world. </li></ul><ul><li>While obtaining my Master's degree in Early Childhood Eduation, I have worked with a group of students who were defined as emergent readers, and I have developed assessments and lessons that target their specific needs. I have created a literate enviroment that promotes high levels of literacy learning while developing an understanding of reading development and knowledge of research-based practices. </li></ul>
  4. 4. Getting to Know Literacy Learners <ul><li>I work with kindergarten students,and I have found out more about their literacy development through the information that was provided by informal assessments, basic dynamic indicator skills with DIBELS assessments, and reading inventories. </li></ul><ul><li>Reading inventories helped me create a literate enviroment for my students by assessing their oral reading of strengths and challenges. The students were able to hear themselves on a recording, and I was able to hear miscues and patterns while gathering important assessment information (Laureate Education, Inc., 2010). My students were not using syntatic cues, and were guessing at words. Therefore, I learned that my students did not posess phonemic awareness, and I was able to modify my classroom instruction for first sound fluency and phoneme segmentation.I was able to find out their interests and motivation as literacy learners by conducting an activity called, “Me Soup”. I learned some of their background knowledge, and they showed me an awareness of who they were as individual students by displaying items that represented them, </li></ul>
  5. 5. Selecting Texts <ul><li>There were many text resources available for teaching and learning, and I successfully chose appropriate texts that aided in my kindergarten student's phonemic awareness. I have realized that texts come in many forms, and my students have many learning levels in the classroom (Laureate Education, Inc., 2010a). </li></ul><ul><li>I was able to help my students meet our state literacy goals by selecting an informational, narrative, and online text to promote the literacy objectives. My students were similar cognitively, and needed aphabetic principles, inferential questioning, and rhyming structures to enhance phonological learning, and comprehension. </li></ul><ul><li>My student's motivation in reading needed to by increased, and I selected texts that appealed to them personally. Their non-cognitive development was enhanced by choosing engaging texts that connected with their background and motivated them to read. </li></ul>
  6. 6. Interactive Perspective <ul><li>T he interactive perspective aided in developing instructional practices with both cognitive and non cognitive aspects of my student's literacy's development. The practices included phonological awareness objectives with letter and sound comprehension. I accumilated assessments that were applied through informal observations and student work. </li></ul><ul><li>The students sucessfully comprehended letter naming fluency while using their metacognition from previous experiences, and distinguished between rhyming and non-rhyming words with the use of word framers. Texts were read aloud during each activity while interacting with the students. It isimportant for teachers to engage students while they are reading aloud (Tomkins, 2010, p. 439). These research-based practices helped me to create a literate environment for my kindergarten students. </li></ul>
  7. 7. Critical and Response Perspectives <ul><li>I have gained knowledge on creating a literate environment through critical and response perspectives with effective literacy lessons for kindergarten students. Students are more engaged when they participate in authentic reading and writing activities (Tomkins, 2010). </li></ul><ul><li>This has been achieved by implementing texts that allow students to respond in a personal and meaningful way. I allowed my students to use their metacognition while reading by using prior knowledge from previous text activities. My students also responded to a text through illustrations, and dictating their thinking process. I wanted my students to becoming strategic thinkers by responding critically to a text, and to take a stance on event or action that takes place in a story. </li></ul><ul><li>I learned that my instructional practices could be more effective when teaching my students to become independent literate learners by taking a critical stance on issues in stories. </li></ul>
  8. 8. Literate Environment Analysis <ul><li>I have gained valuable knowledge through the development of the researched-based activitie, and lessons I have conducted to aid in an effective literate environment for my students. I developed a curriculum that specifically pertains to the students I was teaching, and I continually analyzed how the practices aided in student literacy achievement. </li></ul>
  9. 9. References <ul><li>Laureate Education, Inc. (Executive Producer). (2010). Reading Inventories. [Webcast]. The Beginning Reader, PreK-3. Baltimore: author. </li></ul><ul><li>Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and Selecting Text. </li></ul><ul><li>Tomkins, G. 2010. Literacy for the 21st Century: A Balanced Approach. (5th ed.). Boston: </li></ul><ul><li>Allyn & Bacon </li></ul>