Literate Environment Analysis Presentation EDUC 6706 by: Kyla OusleyPresentation Transcript
Literacy Literacy is the ability to use reading and writing for a variety of tasks both in and outside of school (Tompkins, 2010). The goal of literacy instruction is to ensure all students’ achieve their full literacy potential.
“ Effective Instruction”
“ Selecting Text”
Types of text
“ Getting to Know Students”
Needs & Interests
“ Interactive Perspective”
Vital Signs of Literacy
Getting to Know Literacy Learners It is not what we are teaching, rather who we are teaching (Laureate Education Inc., 2010).
Assessing both cognitive and noncognitive aspects is crucial in teaching students’ because for students to become effective life-long learners they must have both the skill and the will to read (Johns & Lenski, 1994).
Assessing the “other” is just as important as assessing a students’ cognitive abilities. Factors such as motivation, interest, and attitudes toward reading are helpful in improving a student’s ability to read. These assessments help fill the gap in a teacher’s understanding of high-quality teaching of reading, resultant student learning, and student growth that compliments cognitive achievement (Afflerbach, 2007).
Activities for Getting to
know Literacy Learners:
Repeated Readings (fluency)
DRA (Developmental reading assessment
Sight Word Assessments
Getting to Know Literacy Learners
Selecting Text Teachers must choose engaging text that appeal to students’ identities; cultural, community, gender, developmental (Laureate Education Inc., 2009).
Selecting text is a crucial part of reading. Selecting text that is too difficult can frustrate students while selecting a text too easy can lose the reader’s attention (Laureate Education Inc., 2010).
Text must be engaging, at a student’s ability level and connect to their multiple identities for students to achieve success (Laureate 2009).
* Dimensions of Difficulty*
Size of Print
*These dimensions of difficulty help teachers choose appropriate text for each student.
Helps to balance reading material presented to students. (Laureate Education Inc., 2009). Students need to be exposed to a variety of text and text structures.
Narrative + Informational
Literacy Perspectives All three perspectives are key components in creating a literate environment (Laureate Education Inc., 2009). Once teachers know their students, they need to determine what they’re going to do with those texts, and for those students to help them become literate learners (Laureate Education Inc., 2009). Interactive Critical Response
Interactive Perspective Teaching students how to read and become strategic processors and thinkers (Laureate Education Inc., 2010).
Strategic processing must be threaded through all “Five Pillars of Literacy,” (Laureate Education Inc., 2009).
The Five Pillars include; phonemic awareness, phonics, fluency, vocabulary, & comprehension. Each of these components is crucial for effective reading instruction (Allington, 2005).
Teach students to be reflective and self-regulating, becoming independent readers that process text (Laureate Education Inc., 2009).
*Students learn to*
Choose most effective strategy when reading,
Use different strategies for different types of text.
Make predictions, visualize, make sense of text.
Activities for teaching
Word recognition activities
Comprehension activities (answering questions, story maps, diagrams).
Interactive Writing activities
Critical Perspective Teaching students to critically examine text. To look at text from a different perspective (Laureate Education Inc., 2009).
In the Critical Perspective students are required to look at text through a different perspective. Students look beyond the text (Laureate Education Inc., 2009).
Critical literacy is a way of being that challenges texts and life, as we know it. Critical literacy focuses on issues of power and promotes reflection, transformation, and action (Molden, 2007).
Critical literacy encourages readers to be active participants in the reading process: to question, to dispute, and to examine power relations (Molden, 2007).
Being able to have a discussion with others about the different meanings a text might have and teaching the potentially critically-literate learner how to think flexibly about it.
Activities to incorporate
Question-Answer Relationship activities
Response Perspective This perspective gives students the opportunity to experience and respond to text (Laureate Education Inc., 2009).
Reading, reacting, and responding to text in a variety of meaningful ways. Students’ formulate a personal response to text (Laureate Education Inc., 2009).
Students’ interests and identities are used to select text.
The reader’s lived experiences are primary importance (Laureate Education Inc., 2009).
A student who is responsive to a book can be transformed by its message (Laureate Education Inc., 2009).
Activities to incorporate Response Perspective
“ Comprehension is the goal of reading; it’s the reason people read. Students must understand what they’re reading to learn from the experience, they must make sense of the words in text to maintain interest; and they must enjoy reading to become life long readers” (Tompkins, 2010).
Afflerbach, P. (2007). Understanding and Using Reading Assessment K-12 . Newark, DE: International Reading Association.
Allington, R. L. (2005). The other five “pillars” of effective reading instruction. Reading Today, 22 (6), 3. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org
Johns, J., & Lenski, S. (2009). Improving reading: strategies and resources . Dubuque, IA: Kendall Hunt.