Literate Environment Analysis Presentation
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    Literate Environment Analysis Presentation Literate Environment Analysis Presentation Presentation Transcript

    • Kathryn Bretz Walden UniversityDr. Davenna Williams EDUC 6706 February 19, 2012
    • Getting to Know Literacy LearnersO Cognitive Assessment tandardized O S.T.A.R. Assessment O Determines students’ reading esting for the strategies, skills, and ssessment of development. O Provides students’ percentile eading ranking, grade equivalent (Renaissance score, oral reading Learning, 2012) fluency, scaled score, independent reading level, and zone of proximal development. O Data is used to drive instruction, tailor reading lessons to suit students’ needs and academic levels, and to select appropriate materials.
    • Getting to Know Literacy LearnersO Noncognitive Assessment O Me Stew activity O Uncover students’ (Laureate Education, attitudes, interests and 2011a). motivations regarding reading. O Creative Arts O Helps teachers effectively O Action Sports select reading materials and O Femininity implement reading situations that might have a constructive impact on future student achievement (Afflerbach, 2007).
    • Selecting TextsO Text Selection O Making thoughtful and meaningful decisions when choosing reading material for learners. Narrative Semiotic O Closely considering texts and the purpose for those texts can be a comprehensive practice for classroom teachers (Friese, Alvermann, Parkes, & Linguistic Informationa Rezak, 2008). l O Selected texts should cover Hartman’s (2009) literacy matrix various quadrants of the literacy matrix (Laureate Education, 2009).
    • Selecting Textso Click, Clack, Moo: Cows that Type, by Doreen Cronin (Narrative, Linguistic, Semiotic)o Rock-a-Bye Cows, by Sam Curtis (Informational, Linguistic)o Oh, Crumps, by Lee Bock (Narrative, Linguistic, Semiotic)
    • Interactive Perspective Teaching students how to read (Laureate Education, Inc., 2011b). Training students to become metacognitive thinkers and strategic processors. Reading and the strategies that students use to read is a “deliberate, conscious, metacognitive act” (Afflerbach, Pearson, and Paris, 2008, p. 368). pond Making Words (Tompkins 2010)
    • Critical and Response PerspectivesO Critical Perspective O Response Perspective O Allowing time for students to O Helping students make activate their critical thinking personal connections to texts skills helps them analyze texts strengthens their (Laureate Education, Inc., 2011b). comprehension and has an impact on their being O My students are able to analyze aspects of a text: (Laureate author’s purpose, background, Education, Inc., 2011b). ethnicity and more. O My students can better understand how character feel based on their own experiences. (Tompkins 2010)
    • In Conclusion… Literacy educators must become far more involved and deliberate in the lesson planning process. By making time to know and appreciate their learners, selecting texts that strengthen lessons and engage the students, and implementing lessons that address all three learning perspectives, these educators create a literate environment. This environment supports students with instruction that will improve their foundational reading skills and reading experiences that hold meaning. “When children see reading as valuable, when they do itregularly and successfully and for reasons that are authentic, it becomes part of their lives” (Strickland & Walker, 2004, p. 415).
    • Feedback from Colleagues and Family Members of Students literacyO What insights did you gain about instruction from viewing this presentation?O How might the information presented change in your literacy practices and/or your literacy interactions with students?O In what ways can I support you in the literacy development of your students or children?O How might you support me in my work with students or your children?O What questions do you have?
    • ReferencesAfflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: InternationalReading Association.Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills andreading strategies. Reading Teacher, 61(5), 364–373.Friese, E. E., Alvermann, D. E., Parkes, A., & Rezak, A. T. (2008). Selecting texts for EnglishLanguage Arts classrooms: When assessment is not enough. English Teaching: Practice & Critique, 74-99.Laureate Education, Inc. (Executive Producer). (2009). Analyzing and selecting text [Webcast].The beginning reader, PreK–3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011a). Getting to know your students [Webcast]. InThe beginning reader, PreK–3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Perspectives on literacy learning. [Webcast].The beginning reader PreK-3. Baltimore, MD: Author.Renaissance Learning. (2012). STAR Enterprise. Retrieved January 12, 2012, from STAR ReadingEnterprise : http://www.renlearn.com/sr/default.aspxStrickland, K., & Walker, A. (2004). "Re-Valuing" Reading: Assessing Attitude and ProvidingAppropriate Reading Support. Reading and Writing Quarterly , 401-418.Tompkins, G.E. (2010). Literacy for the 21st Century. Laureate Education. Pearson Education Inc.Published by Allyn & Bacon. Boston MA.