Your SlideShare is downloading. ×
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Literate environment analysis presentation
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Literate environment analysis presentation

191

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
191
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Jessica PegginsEDUC 6706: The Beginning Reader, PreK-3
  • 2.  In this PowerPoint there are 4 research-based practices:  I) Getting to Know Literacy Learners  II) Selecting Texts  III) Literacy Lesson: Interactive Perspective  IV) Literacy Lesson: Critical and Response Perspectives For each research-based practice, I will provide an analysis of how the practice helped me to create a literate environment. I will also cite at least one learning resource for each research- based practice that supports the practice. There is also a chance for feedback at the end of this presentation.
  • 3.  Analysis  Getting to know the literacy learners helps me tailor the selection of the texts to excite the students and engage them. Research  ―Students who are engaged are intrinsically motivated, do more reading and writing, enjoy these activities, and have higher achievement‖ (Tompkins, 2010, p. 8).
  • 4. Analysis Using a literacy matrix helps in the selection process of texts for students. Students were engaged in my choosing narrative and informational books. Internet websites engage students immensely as well.  The PebbleGo.com website is interactive and provides a wealth of words and pictures about mealworms and beetles that captured students’ attention and interest.
  • 5.  Research  The results of literature focus units are that teachers or parents can ―share their love of literature and direct students’ attention to comprehension strategies and text factors. They model the strategies that capable readers use and guide students to read more strategically‖ (Tompkins, 2010, p335).  ―Using computers increases students’ motivation to read, write, and learn‖ (Castek, Bevans- Mangelson,& Goldstone, 2006, p 715)
  • 6. Analysis Students became more metacognitive during the lesson as I modeled how we use different strategies when reading informational and narrative texts. I engaged the students in a shared reading experience with both narrative and informational books. Students learned new vocabulary through my choosing books with corresponding colorful pictures to match the words. Students learned valuable reading skills:  Locating and using text features, discussing story elements, and writing about the stories By assessing students in multiple ways, I was able to tailor my teaching to meet the students’ needs.
  • 7. Research ―Teachers use shared reading to read authentic literature—stories, informational books, and poems— with students who couldn’t read those books independently…students are actively involved in shared reading‖ (Tompkins, 2010, p465-466). Students will be better prepared to make sense of text with more exposure and practice, which aids their strategic processing(Laureate Education, 2010b). ―The ultimate goal of the interactive perspective is to teach children how to be literate learners who can navigate the textual world independently‖ (Laureate Education, 2010b).
  • 8. Analysis All the students were able to make a connection to the grumpy ladybug story. Students engaged in the lesson because they were interested in the material and could connect with it in a meaningful way. Including the critical and response perspectives in literacy instruction can prepare students to think critically about important issues and apply what they have learned to their own lives. Writing about this connection helped the students to construct the new knowledge and understand what they don’t think they know but they actually do.
  • 9. Research Reading and writing help students understand what they already know and help them construct new knowledge (Laureate Education, 2010a). ―Because students motivation and engagement affect their success in reading as well as writing, it’s important that teachers learn about their students and work to ensure that they’re motivated and have positive attitudes about literacy‖ (Tompkins, 2010, p 280).
  • 10.  What insights did you gain about literacy and literacy instruction from viewing this presentation? How might the information presented change your literacy practices and/or your literacy interactions with 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?
  • 11.  Castek, J., Bevans-Mangelson, J., & Goldstone, B. (2006). Reading adventures online: Five ways to introduce the new literacies of the Internet through children’s literature. Reading Teacher, 59(7), 714– 728. Laureate Education, Inc. (Executive Producer). (2010). Reading-writing connection [DVD]. In The beginning reader, PreK–3. Baltimore: Author. Laureate Education, Inc. (Executive Producer). (2010). Strategic processing [DVD]. In The beginning reader, PreK–3. Baltimore: Author. Tompkins, G. E. (2010). Literacy for the 21st century. Boston: Pearson Custom Publishing.

×