Literate Environment Analysis


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Literate Environment Analysis

  1. 1. Literate Environment Analysis Amber Donnelly Walden University Dr. Bernice Gregory EDUC 6706: The Beginning Reader, PreK-3
  2. 2. Defining a Literate Environment • “The literacy rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students” (The Access Center, n.d.) • Involves:  Getting to know your students  Selecting materials that will facilitate language and literacy development  Taking on multiple perspectives when reading  helps us become well-rounded readers  Reflection  Giving students multiple opportunities to experiment with reading and writing  Peer interaction  Repeated practice  Feedback and nurturing by teacher
  3. 3. Getting to Know Your LearnersNon-Cognitive Assessments:Provides teachers with information about student motivation, self-concept, interests, attitudes, and attributions• Elementary Reading Attitude Survey (McKenna& Kear, 1990)  Determines attitude towards recreational & academic reading• Motivation to Read Profile (Gambrell, Palmer, Codling, & Mazzoni, 1996)  Assess reading motivation by evaluating students self- concept as readers and the value they place on reading• Literacy Autobiography  Have students write about past experiences that have shaped their lives as literacy learners  “Getting into the minds of others” (d)• “Me-Stew” Activity  Have students bring items from home that they feel describe them (c)
  4. 4. Getting to Know Your Learners continuedCognitive Assessments: Can be formative (ongoing and informal) or summative (used at end of instruction to determine whether or not objectives were met)• Reading Inventories- help determine reading behaviors and achievement  Teachers analyze reading, encourage retelling, check fluency, ask comprehension questions, etc.• Running Records/Benchmark Assessments  Students read aloud leveled books while teachers assess oral skills, look for miscues and patterns, check for fluency and comprehension• Teacher-Made Assessments• Observations
  5. 5. Getting to Know Your Learners continued Students come from various backgrounds with diverse experiences; therefore, in order to provide our studentswith the best education possible, it is crucial that we make ourselves aware of, and understand our students’ abilities, interests, and learning styles so we can better plan forinstruction. Since literacy is the foundation for learning, it is important that we become familiar with students’ literacydevelopment and experiences early on so we can nurture and engage students as soon as possible.I hope to motivate and engage my students by reading books that are of interest to them, and by using fun activities for the students to interact with the text. It is important to create a positive, supportive literate environment, to meet students where they are in terms of reading and writing instead of where we want them to be, and to capitalize on interests to help students reach their highest potential.
  6. 6. Selecting TextLiteracy Matrix Linguistic Narrative Informational Semiotic By locating books on a continuum, we are better able to map out books according to text type• Narrative (tells a story) Informational (gives information)• Linguistic (word-oriented) Semiotic (less words, more pics)• Easy Hard (depends on length of sentences, print size, readability)
  7. 7. Selecting Text continued• Importance of Informational Text  “The rich get richer & the poor get poorer” due to the lack of background and content knowledge  Students need to be exposed to informative texts early on; can predict 11th grade achievement based on language development in 1st grade  Teachers should inform students that these books are meant to be read selectively and to obtain information we want/need to know; for more compelling purposes- beyond answering questions
  8. 8. Selecting Text continued In order to meet the needs of all learners, it is imperative that classroom libraries consist of a wide range of texts from linguistic to semiotic, narrative to informational, and from easy to hard. By having such a variety, teachers are able to provide students with learning experiences that better suit their needs and interests.By selecting the appropriate texts for our students we are more likely to increase their motivation and engagement with literacy learning. When students are exposed to books of their interest and at their level, they are able to expand their knowledge and strengthen their literacy skills.
  9. 9. Literacy Instruction: Interactive Perspective We need to teach students to become strategic thinkers (The Big 5) Phonics • Basically teaching students how to read • Build on what students already knowPhonemic Vocabulary • Environmental print must be functionalAwareness • Engage in extended discourse before, “The Big 5” during, and after reading  The more engaged students are, the more they understand • Use direct instruction when appropriate Comprehension Fluency • Scaffold- teach what a strategy is, show how to use it, then give students time to use the strategy on their own after gradual release of responsibility
  10. 10. Literacy Instruction: Interactive Perspective continued Almost any reading strategy can be made interactive by making predictions, discussing connections, drawing pictures, taking notes, asking questions, repeating lines, etc. (Tompkins, 2010) A goal of literacy instruction is to have students process text on their own and to take risks, and I feel that I was able to guide my students in the right direction for them to become literate learners. Throughout my interactive lesson, I modeled multiple strategies in terms of decoding words and allowed time for students to use these strategies on their own which lead to them doing it independently.
  11. 11. Literacy Instruction: Critical Perspective• Evaluating text for credibility• Judging validity• Think about the author and why text was written, who is included/excluded• Rate characters on importance When incorporating this perspective into my lessons, I am giving my students opportunities to think deeply about a text in attempts to discover the author’s intentions. The critical perspective allows students to think outside the box, build on prior knowledge, develop an opinion on the topic, and analyze the reasoning and motivation of the author.
  12. 12. Literacy Instruction: Response Perspective • Focus on idea that words can be powerful • Allow students to bring their own meaning to the text • Occurs when a text makes the reader a different person The critical and response perspectives pretty much go hand in hand. When thinking deeply about a text and the intentions of the author, students are more apt to be transformed by the text. Additionally, when students are drawn to a text due to lived experiences, they are more apt to make connections to larger ideas.
  13. 13. ReferencesAfflerbach, P. (2007). Understanding and using reading assessment, K–12. Newark, DE: International Reading Association.Duke, N. (2004). The case for informational text. Educational Leadership, 61(6), 40–44.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.Laureate Education, Inc. (Producer). (2010a). Analyzing and Selecting Text [Video webcast]. In The beginning reader, preK-3. Retrieved from entNodeID=984650&coursenav=1&bhcp=1Laureate Education, Inc. (Producer). (2010b). Critical Perspective [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010c). Developing Language and Literacy [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010d). Literacy Autobiographies [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010e). Getting to Know Your Students [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010f). Informational Text in the Early Years [Video webcast]. In The beginning reader, preK-3.
  14. 14. ReferencesLaureate Education, Inc. (Producer). (2010g). Perspectives on Literacy Learning [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010h). Reading Inventories [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010i). Response Perspective [Video webcast]. In The beginning reader, preK-3.Laureate Education, Inc. (Producer). (2010j). Strategic Processing [Video webcast]. In The beginning reader, preK-3.McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626–639.Molden, K. (2007). Critical literacy, the right answer for the reading classroom: Strategies to move beyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56.Reading Rockets. (2011). Classroom strategies: Question the author. Retrieved from, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57(7), 598–608.The Access Center. (n.d.) Literacy-rich environments. Retrieved November 1, 2011, from, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.