Transcript of "Literate environmentanalysispresentation"
Literate EnvironmentAnalysis Presentation Kimberley Rosales Walden University EDUC 6706R-12
Getting to know literacy learners Students in our classrooms possess a variety of learning styles and needs that require a knowledgeable literacy teacher.
Aspects of literacy development Cognitive Aspects: Non cognitive Aspects: Phonemic awareness Motivation Phonics Attitude Vocabulary Beliefs Fluency Interests Comprehension
“Assessment has become a priority in 21st centuryschools” (Tompkins, 2010, p. 75). Teachers arerequired to collect more data and to assess morefrequently than ever before. Assessments not onlyconsist of summative district-driven multiple choiceexams. Although important, they are not as affectiveas formative assessments that provide “ongoing,immediate feedback to improve teaching andlearning” (Tompkins, 2010, p. 75).Resource:Tompkins, G. E. (2010). Literacy for the 21st century: Abalanced approach (5th ed.). Boston: Allyn & Bacon.
Reflection:I question what is being done in the classroom withstruggling students. I am clearly aware that we dealwith the issues of overcrowded classrooms, lack ofresources, time and parental involvement. Even withthese burdening issues, what can be done at this earlyage to decrease the number of students that come tome in middle school reading two to three grade levelsbelow normal? Is there a link that is missing thatcould shorten the gap? “All learners have a right toinstruction that builds on their strengths andaddresses their needs” (IRA, 2010).Resource: International Reading Association
AnalysisGetting to know the group of students I chose towork with made me more aware of their motives,and needs as a learner.I was able to differentiate my instruction to meettheir personal interests and motivate them to read.Focusing on both the cognitive and noncognitiveaspects of each learner made it an incrediblelearning experience for all.All of this helped me create a literate environmentfor my students.
Selecting TextsWhen considering a good literacy program,for your classroom it is a good idea to keepthe Literacy Matrix in mind. The LiteracyMatrix is a tool teachers can use to ensurethey are choosing books that fall in thelinguistic, narrative, informational, andsemiotic areas, because there is a need forbalance in all four areas (LaureateEducation, Inc., 2010).
According to the Literacy Matrix a book isconsidered linguistic if it is word oriented,a narrative if it tells a story, informational ifit gives us information to seek a purpose,and semiotic if it communicates a messagethrough pictures (Laureate Education, Inc.,2010).Resource: Laureate Education, Inc. (Executive Producer).(2010). Analyzing and selecting text. [Webcast]. Thebeginning reader, preK-3. Baltimore, MD: Author.
Selecting TextsThe dimension ofdifficulty isimportant whenchoosing books, aswell. We want tomake sure we arechoosing booksthat our studentscan enjoy and havesuccess with.
Dimension of difficulty A few areas to consider are:ReadabilityText length, as it can lead tomotivation problems.Size of printText StructureVisual supports
Informational TextIt is important to expose our students toinformational text because “success inschool, the workplace, and society dependson our ability to comprehend this material”(Duke, 2004, p.1).Even young students need to learn aboutthe various purposes that text can serve,and read alouds are a great way toincorporate this form of text into theclassroom.
“Incorporating informational text in thecurriculum in the early years of school hasthe potential to increase motivation, buildimportant comprehension skills, and laythe groundwork for students to grow intoconfident, purposeful readers” (Duke,2004, p.5).Resource: Duke, N. (2004). What researchsays about reading. Educational Leadership,61, 40-44.
Books on the InternetThe internet is such a huge part of literacytoday, and students are excited when theyget the opportunity to use it.Online stories are a great motivationalcomponent that will get students interestedin reading.Students who show no interest in an actualpaperback book often find internet storiesintriguing.
WritingStudent writing is another keycomponent in literacy development.Since “the process of learning to writebegins very early for many children,(Reading Rockets, 2008, p.1) we needto look at ways to support studentwriting.Resource: Reading Rockets. (2008). Questions aboutwriting instruction. Retrieved fromhttp://www.readingrockets.org/articles/3478
Selecting TextsAll students, whetherstruggling readers ornot can find books thatmotivate and honortheir interests inreading. As theclassroom teacher, it isour duty to providethe best well-roundedliteracy program aspossible so we canensure success for ourstudents.
AnalysisRealizing the important role that text plays inone’s reading journey was eye-opening.Understanding the Literacy Matrix and that textmust be equally distributed amongst all four areasmade for a complete and comprehensive readingprogram. It gave my students exposure to avariety of text.Incorporating the use of the Internet is a keycomponent in literacy development today. Mystruggling and unmotivated readers wereexceptionally thrilled about their internetexperience.All of this helped me create a literate environmentfor my students.
Three perspectives on literacy learningInteractive: teaches students how tobecome strategic and critical thinkers.Critical: teaches students how toexamine the text.Response: teaches students how torespond to the text according to theirlived experiences.
The Interactive PerspectiveThe ultimate goal of the interactiveperspective is to teach students how to beliterate learners who can navigate thetextual world independently withoutteachers as a constant support.Responding and sharing their thoughtswith others is an important aspect studentsmust attain if they expect to becomelifelong learners.Reference: Laureate Education, Inc. (ExecutiveProducer). (2010b). Strategic processing.[Webcast].The beginning reader, PreK-3. Baltimore, MD:author.
Analysis of Interactive PerspectiveEngaging in an interactive lesson allowedme to teach the students how to bestrategic and critical thinkers.I was able to read aloud to them and askquestions to build upon their backgroundknowledge.We were able to interact in conversation,which helped me create a literateenvironment for my students.
The Critical PerspectiveHelps students see texts in multiple ways.Connecting to text can be a powerful tool thatenhances ones experience with reading.“Critical literacy has the potential to give studentsthe opportunity to read the word, so that they canread the world” (Molden, 2007, p.7).Reference: Molden, K. (2007). Critical literacy, theright answer for the reading classroom: Strategiesto move beyond comprehension for readingimprovement. Reading Improvement, 44(1), 50–56.
Response PerspectiveStudents share with others how theyfeel about the text.Forms of responding:Journal writingArtistic or dramatic responseMulti-sensory experiencesQuiet time response
Strategic ProcessingIncluding critical and response perspectives inyour literacy instruction requires a teacher tosupport students as they engage in the text andensure each student feels safe in responding(Laureate Education, Inc., 2010).Promoting risk-taking and creating a safeenvironment is critical.Reference: Laureate Education, Inc. (Executive Producer).(2010). Response perspective. [Webcast]. The beginning reader,preK-5. Baltimore, MD: Author
Analysis of Critical and Response Perspectives The lesson delivered for this task was the most challenging. My goal was to get the students to take a critical stance. Their thoughts were expressed as they discussed and argued about what they believed. I realized that even the youngest of children can take a stance!
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