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Creating a Literate Environment

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  • 1. A BALANCED APPROACH• Creating a literate learning environment takes a thoughtful, balanced approach.• 21st century classrooms/communities• Students share in the responsibly for their learning• Roles of the teacher• A balanced literacy environment would include • “explicit instruction with authentic application • integrated reading and writing • teaching with trade books as well as textbooks • combining instructional approaches, • incorporating new technologies into literacy instruction • differentiating instruction so every student can succeed • linking assessment and instruction.” (Tompkins 2010 p. 1)
  • 2. GETTING TO KNOW LITERACY LEARNERS P-3• Assessing literacy skills can be a valuable way to collect data on a student’s progress.• Evaluating data from each assessment and using it to craft future instruction is an important part of creating a balanced and meaningful literacy program (Afflerbach 2012).• Yopp-Sing Assessment • designed for Kindergarteners but can also be used in 1 st grade • evaluates a student’s understanding of 22 common words • shows valuable data about each student’s current literacy level • provides insight into what instruction should be provided to help each student improve
  • 3. GETTING TO KNOW LITERACY LEARNERS P-3• Seoul Foreign School • international school in South Korea • English-speaking day school that serves the needs of students from 56 different countries • students that speak more than one language
  • 4. GETTING TO KNOW LITERACY LEARNERS P-3Jim • Good reader • Native speaker • One wrong question • Areas for growth
  • 5. GETTING TO KNOW LITERACY LEARNERS P-3Sayaka • English is her second language • Hard working • Common problems with students learning English who have a native language that is unrelated to English like Japanese • had trouble with “sh”, “/th/ /r/”, and “v.” • areas for growth
  • 6. GETTING TO KNOW LITERACY LEARNERS P-3Tomas • Speaks Italian and Korean as native languages • can easily recall sounds and has a bank of sounds in his head that are the same in both English and Italian • has trouble with the sound “th” • areas for growth
  • 7. GETTING TO KNOW LITERACY LEARNERS P-3• Analysis and Reflection • Implementing the Yopp-sing assessment • Making informed conclusions from the assessment data • Using the data to make instructional decision in the future • Overall a value experience and valuable tool • K-12 Assessment • CURRV model
  • 8. SELECTING TEXTS• Selecting texts is another important part of developing a balanced literacy environment.• Texts and digital media both have a place in a literacy curriculum (Laureate 2010).• Using the four quadrants • Narrative • Informative • Linguistic • Semiotic
  • 9. SELECTING TEXTS• Some questions to consider include: • How often do singleton words occur? • How long is the text? • What is the structure of the text? • Does the text have connection to prior knowledge? • What is the purpose of the text? • What is the size of print? • What kinds of visual aids are provided in the text (Laureate 2010b)
  • 10. SELECTING TEXTS• Use based assessment data• Good online resources • www.childrenslibrary.org • www.mainlesson.com
  • 11. SELECTING TEXTS• Select a variety of texts• Examples • “Beautiful Warrior: The Legend of the Nun’s Kung Fu” by Emily Arnold McCully. • “Bee-bim Bop!” by Linda Sue Park • “C is for China (World Alphabets)” by Sungwan So • “The Three Little Pigs” from the English Fairy Tales by Joseph Jacobs.
  • 12. SELECTING TEXTS• Conclusions • The select texts offer a variety of difficulty levels but are all appropriate for kindergarten students. • The select texts have variety of difficulty levels • The select texts represent all areas of the literacy matrix including narrative-informational and linguistic-semiotic (Laureate 2010).
  • 13. DEVELOPING LITERACY LESSONS• The Framework for Literacy Instruction can be a valuable tool for assisting the selections of quality texts (Laureate 2010c).• Three perspectives • interactive • critical • response
  • 14. DEVELOPING LITERACY LESSONS• Using “The Three Little Pigs” to build balance literacy lessons • Addressing the interactive perspective • Addressing the response perspective • Addressing the critical perspective
  • 15. DEVELOPING LITERACY LESSONS• “The Three Little Pigs” Lesson 1• Procedures • whole class sits on the floor • series of leading questions to engage their metacognition and prior knowledge • What do you think this book is about? • Have any of you heard the story of the Three Little Pigs? • Have any of you seen a pig in real life? • Read the book out loud to the students • Ask the students to recall the story
  • 16. DEVELOPING LITERACY LESSONS• “The Three Little Pigs” Lesson 1• Procedures • Break the class up into four groups • hand each group scripts of the story • Students are given time to practice reading the story as they act out their part • The next day students perform the story for the whole class in a reader’s theater style performance • The teacher assesses their performance
  • 17. DEVELOPING LITERACY LESSONS• “The Three Little Pigs” Lesson 2• Procedures • Guided discussion about the story • Students are asked to answer questions out loud • Which characters were important to the story? • Why were these characters important? • What lessons can you learn from the characters? Students are then asked to write down which character they thought was themost important and why
  • 18. CONCLUSION• Creating a literate environment is done best through a balanced approach• Getting to know learners, selecting texts, and building quality units of instruction are part of building a literate environment
  • 19. REFERENCESTompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:Allyn & Bacon.Afflerbach, P. (2012). Understanding and Using Reading Assessment, K-12 (2nd e.) Newark, DE: International Reading Association.Common Core Standards (2012) from http://www.corestandards.org/Marshall, J. (1989). The Three Pigs. New York, NY: Dial.Laureate Education, Inc. (Producer). (2010a). Critical perspective. [Video webcast]. In The Beginning Reader, Pre K-3.Laureate Education, Inc. [Executive Producer]. (2010b). Analyzing and Selecting Texts [Video webcast]. In The Beginning Reader, Pre K-3.Laureate Education, Inc. [Executive Producer]. Perspectives on Literacy Learners (2010c). [Video webcast]. In The Beginning Reader, Pre K-3.