Literate environment analysis presentation riccardl

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  • 1. LiterateEnvironmentAnalysisPresentation Leslie Riccard Walden University Dr. Davenna Williams EDUC-6706G-9 February 14, 2012
  • 2. Today’s classrooms are filled with diverse groups ofstudents, who enter elementary school with a widerange of abilities and literacy experiences. In orderfor teachers to be able to provide students with a richliteracy experience they must poses a deepunderstanding about child development and howchildren learn (Laureate Education, 2009). Literacy books experiences technologyPrint richenvironment conversation
  • 3. Getting to know learners Literacy learning is influenced by students’ sociocultural and school-related factors (Nieto & Bode, 2008). Student’s self perceivedcompetence, task value (Gambrel, Palmer, Codling, & Mazzoni, 1996) andwhether they sense we as educators value and respect them(Kottler, Zehm, & Kottler, 2005) have great impact on students’achievement. This trust between student and teacher is important forassessing cognitive abilities and non-cognitive information aboutstudents’ skills, strategies, motivation, attitude, and interest.
  • 4. Non-Cognitive form of assessment:I begin each year with an “All About Me” poster, and a parent/childinformation sheet. I feel beginning the year with activities for both studentsand parents, help me get to know each child for who they are as a person andstudent (Laureate Education, Inc., 2009). These activities let parents andstudents know that I really value them as people, and conveys to parents that Iview their child as a unique human being, not as a product to be tested andmanaged (Nieto & Bode, 2008). Cognitive assessments:Student reading surveys as well as cognitive assessements such asrunning records are assessments I use to help me create a balancedliterate environment. Determining the goal and focus of a survey, canhelp teachers target student’s perceived efficiency in academic subjectareas or help to guide instruction or student/teacher interactions(Signal, 2011).
  • 5. Selecting TextsBecoming a reader is a gradual process that begins with a student’s firstinteractions with print. There is no fixed point at which students becomereaders. Instead, they bring with them; an understanding of their spokenlanguage, knowledge of the world, and experiences in it, in order to makesense of what they read (National Council of Teachers of English, 2012).With the increasing diversity in our schools, we can no longer assume thatthe lives and the literacy worlds of our students are the same (Purcell-Gates, 2007). In order to provide my students rich literacy experiences, Imust have an understanding of my learners, their interests, and anybackground knowledge.
  • 6. Selecting TextsWhen beginning the unit of study on Harriet Tubman, Imake sure to include many forms of literature. I like touse the Reading Rainbow video of the reading Follow theDrinking Gourd by Jeanette Winter (1988) (ReadingRainbow, 1993) to help my students have a greaterunderstanding of slavery, the underground railroad, andlife during Harriet Tubman’s time. I also begin readingaloud one story from the American Girls Collection; MeetAddy (Porter, 2000). This story depicts the life of slavesin 1864, helping to understand words such as equality andperseverance. Reading aloud is a powerful tool for usewith language learners, it produces a strong Englishlanguage model and can reduce any anxieties the studentmay have since they can listen and comprehend throughthe use of voices, and illustrations (Herrell &Jordan, 2008).
  • 7. Utilizing the Literacy Matrix (Laureate Education, Inc., 2009) helpsto ensure I am exposing my students to various texts to foster theirindependent reading skills. The read aloud, and video reading as wellas a wide variety of literature at various levels of difficulty related tothis unit fit within the semiotic-narrative portion of the LiteracyMatrix (Laureate Education, Inc. 2009).Things to consider when choosingreading materials for students:
  • 8. Literacy Perspectives Critical• Interactive perspective involves teaching students to read and think about the reading process• Critical perspective focuses on examining and analyzing the content and structure of text• Responsive perspective allows students to respond to text in personal and meaningful ways (Laureate Education, Inc., 2009).
  • 9. Interactive PerspectiveGuided reading group lessons lend themselves to the interactiveperspective; teachers using reading assessments to determinethe appropriate instructional level for students. It allows forteachers to focus on the individual needs of those students ineach group.  During guided reading I use choral readings of the books we are working with. This provides my ELL students with valuable oral reading practice. They learn to read more expressively and thus, increase their reading fluency (Tompkins, 2010).  The use of interactive read-aloud can be a powerful tool for teaching, as it produces a strong English language model; students can listen and comprehend due to voice, illustrations and gestures (Herrell & Jordan, 2008).
  • 10. Critical ResponseInteractive read-alouds model how to make meaning from text(Durand, Howell, Schumacher, & Sutton, 2008).  Wondering about why the author did something, what the characters might be thinking, or how the plot might have proceeded differently, gives students the opportunity to approach a text from a variety of points of view.  subtext strategy (Clyde, 2003) involves students using drama to help them imagine what characters might be thinking. This enhances students’ ability to make personal connections, develop inferencing skills, and understand multiple perspectives.  using the fictional story of Meet Addy, An American Girl, provides my students with multiple opportunities to not only respond to the text, but also to think critically about the era that Addy grew up in, the racial issues and discuss the character’s life. Reading from a critical stance adds dimension to students’ understanding, with critical literacy, and can span across the curriculum, beyond teaching and learning to everyday experiences (Molden, 2007).
  • 11. Response PerspectiveDeemphasizing mechanics in written responses, students can beencouraged to write and share more (Laureate Education, Inc.2009).  Reading aloud fictional texts provides my students with opportunities to listen, react, and respond to the text.  Utilizing read-aloud and to expose my students to the cultural and racial differences of the time period of Harriet Tubman will allow for me to foster the critical perspective of literacy. Many of these fictional texts will provide opportunities for my students to read, react and formulate many personal responses to the texts (Laureate Education, Inc., 2011).
  • 12. References:Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—a tool for connecting and comprehending. The Reading Teacher, 57(2), 150–160.Durand, C., Howell, R., Schumacher, L. A., & Sutton, J. (2008). Using interactive read-alouds and reader response to shape students’ concept of care. Illinois Reading Council Journal, 36(1), 22–29.Gambrell, L. B., Palmer, B. M., Codling, R. M., & Mazzoni, S. A. (1996). Assessing motivation to read. The Reading Teacher, 49(7), 518–533.Herrell, A.J., Jordan, M., (2008). 50 Strategies for Teaching English Language Learners. Pearson Education. Prentice HallKottler, J. A., Zehm, S. J. & Kottler, E. (2005). On being a teacher (3rd). Thousand Oaks, CA Corwin Press Laureate Education, Inc. (Executive Producer). (2009b). 6: Getting to know your students [DVD]. The beginning reader, PreK–3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011). Analyzing and selecting text [Videocast]. In The beginning reader, PreK–3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Informational text in the early years [Videocast]. In The beginning reader, PreK–3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2009). 2: Perspectives on early literacy [DVD]. The beginning reader, PreK–3. Baltimore, MD: Author.
  • 13. National Council of Teachers of English. (2012). Retrieved from http://www.ncte.org/positions/statements/positiononreadingNieto, S. & Bode, P. (2008). Affirming diversity the sociopolitical context of multicultural Education. Boston, MA: Pearson Education,Molden, K. (2007) Critical Literacy, the right answer for the reading classroom: strategies to move beyond comprehension for reading I improvement. Retrieved from http://findarticles.com/p/articles/mi_hb6516/is_1_44/ai_n29345150/pg_2/?tag=content; col1Porter, C. (2000). Meet Addy an American Girl. The American Girls Collection. Pleasant Company Publications, WI.Purcell-Gates, V. (2007). Real-life Literacy Instruction, K-3: Handbook for Teachers. Retrieved from http://authenticliteracyinstruction.com/img/HandbookK3.pdfReading Rainbow. (1993). Follow the Drinking GourdSeason 11, Episode 6.Signal, M. (2011). How to Create Attitude Surveys for Students. Retreived from http://www.ehow.com/how_8707345_create-attitude- surveys-students.htmlTompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.