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Creating a literate environment

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  • 1. Kristy KingWalden University EDUC-6706
  • 2.  In order to plan lessons and activities to support student learning, I must have an understanding of my students. I need to determine students’ interests and background knowledge. It is important to always be aware of their cultural and linguistic background as well. Taking the time to learn about my students is the first step in creating a literate environment. Activities to Use: Conversations Observations Information from parents Literacy Autobiographies DIBELs Oral Reading Fluency
  • 3. Selecting text is a crucial part of reading.Selecting text that is too difficult canfrustrate students while selecting a texttoo easy can lose the reader’s attention(Laureate Education Inc., 2010). Textmust be engaging, at a student’s abilitylevel and connect to their multipleidentities for students to achieve success(Laureate 2010).
  • 4. Teaching students howto read and becomestrategic processors andthinkers (LaureateEducation Inc., 2010).
  • 5.  Strategic processing must be threaded through all “Five Pillars of Literacy,” (Laureate Education Inc., 2010). 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., 2010).
  • 6. Teaching students tocritically examine text. Tolook at text from a differentperspective (LaureateEducation Inc., 2010).
  • 7.  The critical and response perspectives of literacy instruction teaches students to think analytically about texts; to take risks and share what they are thinking with their peers; and to connect personally with the texts they are reading (Laureate Education, 2010). Students use the critical perspective when they evaluate and critically judge the information contained within a text or texts. During the response perspective, the students respond to the text or texts they are reading.
  • 8. Barton, J., & Sawyer, D. (2003). Our students are ready for this:Comprehension instruction in the elementary school. The Reading Teacher, 54 (4), 334-347.).Laureate Education, Inc. (Executive Producer). (2010a). Analyzing andselecting text. [Webcast]. The beginning reader, PreK-3. Baltimore: author.Laureate Education, Inc. (Executive Producer). (2010b). Changes in LiteracyEducation. [Webcast]. The beginning reader, PreK-3. Baltimore: author.Laureate Education, Inc. (Executive Producer). (2010c). Critical Perspective.[Webcast]. The beginning reader, preK-3. Baltimore, MD: Author. LaureateEducation, Inc. (Executive Producer). (2010d). Interactive Perspective:Strategic Processing. [Webcast]. The beginning reader, PreK-3. Baltimore:author.Laureate Education, Inc. (Executive Producer). (2010e). ResponsePerspective. [WebCast]. The beginning reader, preK-3 . Baltimore, MD:Author.Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach(5th ed.). Boston:Allyn & Bacon.

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