Literate environment analysis presentation


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Literate environment analysis presentation

  1. 1. Literate Environment Analysis<br />By: Juanita McCurdy<br />Walden University<br />Instructor: Dr. Gene Pease<br />EDUC6706: The Beginning Reader, PreK-3<br />
  2. 2. A place where one develops skills to communicate authentically through speaking, listening, reading, and writing (Cooper, 2000).<br />A place rich in language and print (Cooper, 2000).<br />A place accessible to all students regardless of their learning abilities, home language, or learning styles (Ruckdeschel, 2011).<br />What is a Literate Environment?<br />
  3. 3. Getting to Know Literacy Learners<br />Selecting Texts<br />Literacy Instruction<br /> Interactive Perspective<br /> Critical Perspective<br /> Response Perspective<br />Three Essential Parts of a Literate Environment<br />
  4. 4. Getting to Know Literacy Learners<br /> Non- cognitive Assessments<br />Non- cognitive Activities<br />Provide important information about students which contributes to their success in reading (Afflerbach, 2007). Information such as: <br />motivations<br />self-concepts<br />interests <br />attitudes<br />attributions (Afflerbach, 2007). <br />Interests Games (ex. Me Stew)<br />Interests Surveys <br />Literacy Autobiographies<br /> (Laureate, 2009)<br />
  5. 5. Getting to Know Literacy Learners continued <br />Cognitive Assessments<br />Examples of Formative Reading Assessments<br />Formative: Ongoing assessments used to determine progress made towards a goal such as a student’s reading development (Hendricks, 2009). Information from formative assessments is useful in developing instruction (Afflerbach, 2007).<br />Reading Inventories<br />Developmental Reading Assessments (DRA)<br />Running Records<br />Checklists<br />
  6. 6. Getting to Know Literacy Learners continued<br />Cognitive Assessments continued<br />Summative: Assessments used at the end of instruction to determine if goals have been met (Hendricks, 2009). Provides a summary of student achievement in relation to reading curriculum goals and district or state learning standards (Afflerbach, 2007).<br />Examples of Summative Reading Assessments<br />Developmental Reading Assessments (DRA)<br />Reading Skills Tests<br />End of Level Reading Tests<br />Teacher Made Tests<br />
  7. 7. This research based practice allowed me to better understand my students’ attitudes, motivations, and interests toward reading (Laureate, 2009). <br />A student’s attitude towards reading plays an important role in their reading performance (McKenna & Kear, 1990).<br />I was also able to identify my students’ independent, instructional, and frustration reading levels along with other pertinent information about their phonemic awareness, phonics, fluency, vocabulary, and comprehension (Afflerbach, 2007); thus enabling me to plan appropriately for the students’ instruction in reading and writing (Laureate, 2009). <br />Getting to Know Literacy Learners continued<br />
  8. 8. Selecting Texts<br />Three Genres of Texts<br />Dimensions of Difficulty<br />Stories or narratives<br />Informational or nonfiction<br />Poetry<br /> (Tompkins, 2010)<br />Readability<br />Text Length<br />Text Structure<br />Size of Print<br />Visual Support<br />These factors should be considered when selecting appropriate texts for students (Laureate, 2009).<br />
  9. 9. The Literacy Matrix (Laureate, 2009)<br />A tool used to analyze texts. Text is located along the quadrant (Laureate, 2009).<br /> Linguistic (more word oriented)<br /> Narrative Informational<br /> Semiotic (messages communicated through pictures, icons, etc.)<br />Selecting Texts continued<br />
  10. 10. Through this practice I was able to select texts my students could read and enjoy at their independent level. Thus, motivating them to want to read more (Lance Armstrong Foundation, 2011). <br />Additionally, having the appropriate text levels in my literate environment stimulated my students’ imaginations, expanded their knowledge about the world, and strengthened their literacy skills (Lance Armstrong Foundation, 2011). <br />Selecting Texts continued<br />
  11. 11. One of three research based components of literacy instruction; providing opportunities for the instructor to promote student literacy development covering the Five Pillars– phonemic awareness, phonics, vocabulary, fluency, and comprehension (Laureate, 2009).<br /> Interactive Perspective<br />phonemic awareness phonics vocabulary fluency comprehension<br />Through this instructional perspective, I taught my students various reading strategies, initiated their meta-cognition, and provided opportunities for practice enabling them to develop their literacy skills (Tompkins, 2010).<br />Literacy Instruction: Interactive Perspective<br />
  12. 12. Second and third research based components of literacy instruction; providing opportunities for students to think analytically about a text and to respond to the text by making personal connections and reflect on their feelings thus being transformed in life changing ways (Laureate, 2009).<br /> Critical Perspective Response Perspective<br /> examine evaluate judge discuss interpret connect<br />Through these instructional perspectives, I was able to give my students opportunities to think deeply and discover the intentions of the text, the characters in the text, and the author (Laureate, 2009). Additionally, my students had opportunities to experience and respond to texts in such a way as to enable them to form personal meaning and purpose from the text (Durand, Howell, Schumacher, & Sutton, 2008). <br />Literacy Instruction: Critical and Response Perspectives<br />
  13. 13. Perspectives in Literacy Learning<br />Interactive<br />Perspective<br />Critical Perspective<br />Response Perspective<br />Well Rounded Readers<br />All three perspectives are necessary to produce well rounded readers who can read effectively, want to read, and are excited to read and think critically (Laureate, 2009).<br />
  14. 14. References<br />Afflerbach, P. (2007). Understanding and using reading assessment k-12. Newark, DE: International Reading Association.<br />Cooper, J. D. (2000). Literacy: Helping children construct literacy. Boston, MA: Houghton Mifflin Company.<br />Durand, C., Howell, R., Schumacher, L., & Sutton, J. (2008). Using interactive read-alouds and reader response to shape students’ concept of care. Illinois Reading Council Journal, 36(1), 22-29.<br />Hendricks, C. (2009). Improving schools through action research: A comprehensive guide for educators. New Jersey: Allyn & Bacon. Retrieved March 23, 2011, from <br /> Packet.pdf<br />Lance Armstrong Foundation (2011, May 18). How to select books for children. Retrieved May<br /> 18, 2011, from<br />Laureate Education, Inc. (Executive Producer). (2009). Analyzing and selecting text. [Motion picture]. The Beginning Reader, PreK-3. Baltimore: Author.<br />
  15. 15. Laureate Education, Inc. (Executive Producer). (2009). Critical perspective. [Motion picture]. The Beginning Reader, PreK-3. Baltimore: Author.<br />Laureate Education, Inc. (Executive Producer). (2009). Perspectives on literacy learning [Motion picture]. The Beginning Reader, PreK-3. Baltimore: Author.<br />Laureate Education, Inc. (Executive Producer). (2009). Response perspective. [Motion picture]. The Beginning Reader, PreK-3. Baltimore: Author.<br />McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.<br />Ruckdeschel, S. (2011). How to create a literate classroom. eHow Web. Retrieved May 8, 2011, from<br />Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.<br />References<br />