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Creating a Literate Environment

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  • 1. Creating a Literate Environment By Melissa Zielezinski EDUC 6706 The Beginning Reader-PreK-3 Walden University December 15, 2013
  • 2. A Literate Environment • In order to have a literate environment in a classroom, the most important goal needs to be commitment to the students and not to the program, which includes having their best interests at heart and making decisions that will help them succeed and be successful readers, writers, speakers, and thinkers (Laureate Education, Inc., 2011) • Having students‟ best interests at heart means getting to know the students better- allowing an enhanced connection to texts that will impact them in profound ways. • An effective literate environment will also have literacy instruction which includes the interactive, critical, and response perspectives.
  • 3. Framework for Literacy Instruction Learners Affective and cognitive aspects of literacy learning Texts Instructional Practices Text structures, types, genres, and Developmentally appropriate difficulty levels matched to literacy research-based practices used with learners and literacy goals and appropriate texts to facilitate objectives affective and cognitive aspects of literacy development in all learners Use a variety of informal and formal Determine texts of the appropriate Use instructional methods that assessments to determine areas of types and levels of difficulty to meet address the cognitive and affective Reading and writing accurately, strength and need in literacy literacy goals and objectives for needs of students and the demands fluently, and with comprehension development. students. of the particular text. Being strategic and metacognitive Promote students' independent use readers and writers of reading strategies and skills. Interactive Perspective Critical Perspective Judging, evaluating, and thinking critically about text Response Perspective Reading, reacting, and responding to text in a variety of meaningful ways Find out about ideas, issues, and Select texts that provide Foster a critical stance by teaching problems that matter to students. opportunities for students to judge, students how to judge, evaluate, Understand the learner as a unique evaluate, and think critically. and think critically about texts. individual. Find out about students' interests Select texts that connect to Provide opportunities for students to and identities. students' identities and/or interests read, react, and formulate a Understand what matters to and that have the potential to evoke personal response to text. students and who they are as an emotional or personal response. individuals.
  • 4. I. Getting to Know Literacy Learners (PreK-3) All people have experiences that shape themselves as literate beings. Analysis • Getting to know readers includes discovering what kind of background knowledge they bring with them to the classroom and identifying students as readers, writers, and speakers, rather than running into preconceived ideas. • The information can be obtained in many ways- students each bring in [five] objects from home and talk with the class about them, Reading Inventories, etc. • Conducting activities to get to know students better also helps with instruction and creates a positive rapport between teacher and student- which lets the student know they are important.
  • 5. Research-Based Practices • Reading Inventories – Part of instruction: observations, anecdotal notes, conferences, checklists, rubrics, running records Research Laureate Education, Inc. (Producer). (2011). Literacy autobiographies [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/fram eset.jsp?tab_tab_group_id=_2_1&url=%2Fwebap ps%2Fblackboard%2Fexecute%2Flauncher%3Fty pe%3DCourse%26id%3D_4067480_1%26url%3D Laureate Education, Inc. (Producer). (2011). Getting to know your students [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/fram eset.jsp?tab_tab_group_id=_2_1&url=%2Fwebap ps%2Fblackboard%2Fexecute%2Flauncher%3Fty pe%3DCourse%26id%3D_4067480_1%26url%3D – Published: Scholastic Reading Inventory (SRI), Developmental Reading Assessment (DRA), Elementary Reading Attitude Survey (ERAS)
  • 6. II. Selecting Texts • Analysis – A Literacy Matrix is a tool that allows teachers to take texts they are using with their students and map them on the matrix, in order to ensure a full balance of the kinds of materials students are engaging with. – Consider the difficulty of the text: readability, text length, text structure, size of print, and visual support. NarrativeLinguistic InformationalLinguistic NarrativeSemiotic InformationalSemiotic – The matrix is helpful in connecting what is being done with other things in the classroom and in student learning; it keeps the goals of the teacher in focus. • Research – Laureate Education, Inc. (Producer). (2011). Analyzing and selecting texts [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/ frameset.jsp?tab_tab_group_id=_2_1&url=% 2Fwebapps%2Fblackboard%2Fexecute%2Fl auncher%3Ftype%3DCourse%26id%3D_4067 480_1%26url%3D
  • 7. III. Literacy Lesson: Interactive Perspective The ultimate goal of the Interactive Perspective is to teach children how to be literate learners who can navigate the textual world independently. • Analysis – The Interactive Perspective involves not only teaching children how to read but also how to become strategic thinkers. – Strategic Processing is strung through the five pillars and includes being metacognitive about strategy use and being reflective and self-regulating. – Developing a child’s language and literacy: – Reading aloud to children – Read aloud in small groups – Provide fiction and non-fiction books – Extend children‟s vocabularies – Engage in „extended discourse‟ with children – Use direct instruction when appropriate – Teach alphabet and sounds of letters – Provide a print-rich environment – Infuse literacy throughout the curriculum • Research-Based Practices – Read-alouds – Shared Reading – Provides opportunities for the teacher to promote students‟ literacy development across the five pillars: phonemic awareness, phonics, fluency, vocabulary, and comprehension – Great opportunity for teacher to model the reading process – Word Study
  • 8. IV. Literacy Lesson: Critical and Response Perspective Critical Perspective: • Being able to look at text and: – – • Examine it from multiple perspectives Critically evaluate the text “Critical literacy is defined as not only a teaching method but a way of thinking and a way of being that challenges texts and life” (Molden, 2007, p. 50). Research Strategies: • Response and character journals, using problem posing questions, story mapping, mind portraits, cloze exercises Response Perspective: • Provides literacy experiences that will affect students on a personal and emotional level • Reader Response Theory – Interaction with Text: reader and text interact with each other, no impression made, but a path is created – Transaction with Text: reader and text interact with each other; the paths are changed and the reader is changed by the experience and transformed by the text • The Reader Response Perspective is all about TRANSFORMATION
  • 9. References Laureate Education, Inc. (Producer). (2011). Analyzing and selecting texts [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flaunche r%3Ftype%3DCourse%26id%3D_4067480_1%26url%3D Laureate Education, Inc. (Producer). (2011) Critical literacy [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCo urse%26id%3D_4067480_1%26url%3D Laureate Education, Inc. (Producer). (2011). Getting to know your students [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCo urse%26id%3D_4067480_1%26url%3D Laureate Education, Inc. (Producer). (2011). Literacy autobiographies [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCo urse%26id%3D_4067480_1%26url%3D Laureate Education, Inc. (Producer). (2011). Response perspective [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCo urse%26id%3D_4067480_1%26url%3D McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639. Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50-56. Tompkins, G.E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon. Walden University. (2013). Framework for literacy instruction. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCo urse%26id%3D_4067480_1%26url%3D#global-nav-flyout
  • 10. Feedback from Colleagues and Family Members of Students ~What insights did you gain about literacy and literacy instruction from viewing the 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?