Learning Environment Analysis Presentation


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Learning Environment Analysis Presentation

  1. 1. Literate Environment Analysis Presentation By: Katlyn Bardo Walden University Dr. Amy Summers The Beginning Reader, Pre K-3 EDUC 6706
  2. 2. Importance of Knowing YourImportance of Knowing Your Literacy LearnersLiteracy Learners  Getting to know a set of students as literacy learners means understanding what makes them motivated to learn reading and writing. Children are naturally curious and constantly want to know more (Afflerbach, 2012).  Negative experiences can make certain areas, like reading, a frustrating and fearful subject that some students attempt to avoid or learn ways to adapt that may make learning how to read a challenge (Laureate Education, Inc., 2010a).  As a teacher, it is important to find out each student’s level of literacy development and what types of texts and topics encourage reading and their personal interests.  In order to pursue this, teachers must develop effective literacy assessments that will allow the teacher to get to know the students’ cognitively and personally.
  3. 3. Essential Parts of a Literate Environment  Getting to know literacy learners  Selecting texts  Literacy instruction  Interactive Perspective  Critical Perspective  Response Perspective
  4. 4. Getting to Know Literacy Learners,Getting to Know Literacy Learners, P-3P-3  AnAlysis: These are the types of assessments that were used with my set of students. These are used to understand students’ complex range of reading skills and strategies.  Cognitive assessment:  Reading Inventory- get to know the student’s individual reading abilities (Laureate Education, Inc., 2010b)  Other examples of cognitive assessments that may be implemented:  Dynamic Learners of Basic Early Literacy Skills Test (DIBELS) (Dynamic Measurement Group, 2013)  SRA Reading Mastery Direct Instruction Skills Test (Taken from our school’s curriculum) (McGraw-Hill School Education, 2013)  Affective (non-cognitive) assessment:  Motivation to Read Profile- understand each student’s motivation to read and aspects of engagement (Afflerbach, 2012)
  5. 5. Getting to Know Literacy Learners,Getting to Know Literacy Learners, P-3P-3  ReseARch:  Reading inventories are great to use for students that vary in ability. Using a reading inventory allows teachers to better understand each student’s reading development (Afflerbach, 2012).  Reading inventories are a part of instruction that include listening to students read, assessing oral reading, note miscues, and asking literal and inferential comprehension questions (Laureate Education, Inc., 2010b). These types of assessments can be used formally or informally.
  6. 6. Getting to Know Literacy Learners,Getting to Know Literacy Learners, P-3P-3  RESEARCH  Provides summative and formative assessment information  Help to understand students’ complex mix of motivations, self-concepts, attitudes, interests, and attributions which aids in developing effective instructional strategies (Afflerbach, 2012)
  7. 7. Selecting Texts  The Literacy Matrix (Framework for Literacy Instruction, 2009):  Used as a tool to analyze and select texts that will be meaningful to the students’ literacy needs (Laureate Education, Inc., 2010a).  The literacy matrix can help select texts from a range of printed books to digital media. Any type of text can help students reach their literacy goals (Laureate Education, Inc., 2010a). Linguistic (words) Narrative Semiotic (pictures) Informational  There are some things to consider when selecting a text (Laureate Education, Inc., 2010a):  Length of text  Size of Print  Number of sentences  Text structure
  8. 8. Selecting Texts (Continued)  Text chosen for Early Fluent Readers  The Magic School Bus Lost in the Solar System written by Joanna Cole  National Geographic for Kids: Planets written by Elizabeth Carney  “Solar Storm Hits Earth” written by Stephanie Kraus ( http://www.timeforkids.com/news/solar-storm-hits-earth/27666)
  9. 9. Selecting Text Analysis  “Teachers who use fiction and nonfiction trade books together may be rewarded with students who are excited about learning” (Camp, 2000, p. 400). Young students need a variety of books that foster and support their learning throughout their educational career. There are many aspects to reflect on when considering a text that is appropriate for a group of students. When analyzing and selecting texts, it should be done by using the literacy matrix presented by Dr. Hartman and Dr. Almasi in the video, “Analyzing and Selecting Text” (Laureate Education, Inc., 2010a). By looking at this matrix it can help determine if the text is narrative or informational and having a good balance between the two is necessary. Also, it helps to decipher if it uses more linguistics or semiotics that fit properly with the group of students that are being considered. Understanding how to select texts that have an appropriate balance across the four areas will ensure the students are getting adequate structure and support in their literacy.  The students I worked with are early fluent readers. They are able to read more pages on their own with more text per page. They can also decode richer vocabulary and engage in more descriptive and formal language. They spend more time using the text than referring to the pictures (A-Z Reading, 2013).
  10. 10. Literacy Lesson: Interactive Perspective  The interactive perspective teaches students how to be strategic processors and thinkers (Laureate Education, Inc., 2010c).  Teachers need to show students how to properly use strategies when reading. The ultimate goal is to promote students’ strategic processing and metacognition.  Worked with a small group of students in third grade reading on an end of the year second grade level.  Text used:  National Geographic for Kids: Planets by Elizabeth Carney  The Magic School Bus Lost in the Solar System by Joanna Cole  A K-W-L chart was use to access the students’ prior knowledge  The lesson focused on their level of confidence in using reading strategies (vocabulary, word recognition, comprehension, and fluency).  The assessments consisted of observations of the students’ use of word recognition and word decoding skills.
  11. 11. Literacy Lesson: Interactive Perspective  The students used the K-W-L chart throughout the lesson to first access prior knowledge, then to add any new information learned throughout the lesson.  Students pointed out new vocabulary and it was reviewed as a class prior to reading the texts.  Students used a reading journal to record new vocabulary, main ideas, and details about the text.  Lesson extension: The students may create a model of a planet(s) using new vocabulary to label each part or aspect of space. The students will then create a short report of space using their notes from their reading journals to provide information to others viewing their model.
  12. 12. Literacy Lesson: Interactive Perspective  Analysis:  Using the interactive perspective I was able to learn ways of addressing the needs of my learners. I was able to model and allow them to practice appropriate skills and strategies in reading.  “Developing comprehension strategies through reading aloud requires planning and setting up an environment of thinking, listening, and discussion” (Gold & Gibson, 2012, par. 46). The students had many opportunities of thinking aloud and listening to others. There was an allotted time for discussions with sharing ideas, asking questions, and responding. This skills practiced in today’s lesson are skills that are required to be successful in any future situation whether it is in education or in a career. Students need to acquire these skills starting at an early age and continue to practiced throughout their educational career.
  13. 13. Literacy Lesson: Critical and Response Perspectives  The critical perspective teaches children how to examine text from multiple perspectives.  The response perspective involves a transaction with the text where the reader is transformed by the text (Laureate Education, Inc., 2010d). It allows children the opportunity to experience and respond through texts.  The whole class was included in this lesson which included the small group of students used in the interactive perspective lesson.
  14. 14. Literacy Lesson: Critical and Response Perspectives  The goal of this lesson was to determine the main idea, supporting details, and the central message from the text. The students needed to identify the author’s purpose of writing the article.  Text used: “Solar Storm Hits Earth” written by Stephanie Kraus ( http://www.timeforkids.com/news/solar-storm-hits-earth/27666)  The student referred to the K-W-L chart made from the small group in the previous lesson. This was used to help access prior knowledge.  The students did a vocabulary preview to highlight any words they were unfamiliar with. This was done by the teaching reading through the article once.  The students then read through the article a second time for comprehension, author’s perspective, and the purpose of the text.  The lesson ended by the students using their reading journals to record new vocabulary and their thoughts about the text.  Lesson extension: The students may search for a new article about space and present the article to the class. The students will present new and interesting vocabulary to the class along with the article. The students can go through and discuss what they felt was the meaning of the article and determine the author’s point of view.
  15. 15. Literacy Lesson: Critical and Response Perspectives  Analysis:  Overall, the critical and response perspectives allow students to become their own critics and philosophers about what they read and how they read it. The response perspective allows students to learn techniques that help them recognize the ways in which their own arguments are formed, and become better equipped to examine the arguments of others (Milena, 2008). “A critical response means understanding the text in a context” (Landay, 2000, par. 4). Students are able to understand what the text is portraying and what the author actually wants the reader to understand. In order to become successful citizens of society, they need to be able to understand other ideas and perspectives and how it relates to them as an individual. Creating these types of literate opportunities open all types of new doors for the literacy world around the students and engage them to become more avid and critical readers and become their own thinkers.
  16. 16. Feedback  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?
  17. 17. References Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE: International Reading Association. Dynamic Measurement Group. (2013). The authors of dibels. Retrieved from http://dibels.org/index.html Framework for Literacy Instruction [Graphic Organizer]. (2009). Walden University. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps %2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3395942_1%26url%3D Gold, J., & Gibson, A. (2012). Reading aloud to build comprehension. Retrieved from http://www.readingrockets.org/article/343/ Kraus, S. (2012, January 30). Solar storm hits earth. Retrieved from http://www.timeforkids.com/news/solar- storm-hits-earth/27666 Landay, L. (2000). Critical response: A critical response results from interacting with ideas. Retrieved from http://classes.berklee.edu/llanday/resources/criticalresp.html Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting texts. [Webcast]. Baltimore. Laureate Education, Inc. (Executive Producer). (2010b). Reading Inventories [Webcast]. Baltimore: Afflerbach Laureate Education, Inc. (Executive Producer). (2010c). Perspectives on literacy learning. [Webcast]. Baltimore: Dr. Alamsi. Laureate Education, Inc. (Executive Producer). (2010d). Response perspective. [Video webcast] Baltimore: Almasi. Milena. (2008). McGraw-Hill School Education. (2013). Reading mastery. Retrieved from https://www.mheonline.com/programMHID/view/0076181936 Reading A-Z. (2013). Stages of development. Retrieved from http://www.readinga-z.com/readinga-z- levels/stages-of-development/