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Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
Educ6706 literate environment analysis
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Educ6706 literate environment analysis

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  • 1. Literate EnvironmentAnalysisMelanie WeinshallEDUC6706The Beginning Reader, PreK-3
  • 2. Getting to Know Literacy LearnersIn order to create an effective, literateenvironment, it is crucial to get to know andunderstand your literacy learners. Administeringassessments, both cognitive and noncognitive, to mystudents and collecting data from those assessmentsallowed me to modify my instruction to bettersupport my students. Listening to students read, andallowing students to hear themselves read is anappealing way of pinpointing specific problems thatthey are having with reading. I found theElementary Reading Attitude Survey useful inassessing the reading motivation of each of mystudents (McKenna & Kear, 1990). Through thesurvey, I was able to differentiate students’ attitudetoward academic reading and students’ attitudetoward recreational reading (Afflerbach, 2012).Afflerbach, P. (2012). Understanding and usingreading assessment, K–12 (2nd ed). Newark, DE:International Reading Association.McKenna, M.C., & Kear, D.J. (1990). Measuringattitude toward reading: A new tool forteachers. The Reading Teacher, 43(9), 626-639.
  • 3. Getting to Know Literacy Learners• “Me Stew”• “Show and Tell”–Have students bringin three objectsfrom home that aresignificant to themand/or their family–Favorite bookAt the beginning of a school yearas well as throughout the year,teachers should provideopportunities to learn aboutstudents’ backgrounds, interests,and life experiences.
  • 4. Selecting TextsGathering information about students’cultural backgrounds, interests, andlife experiences from activitiessuch as “Show and Tell’ and “MeStew”, I have been able to findbooks that are of interest to eachof my unique students (LaureateEducation, Inc., 2010).Laureate Education, Inc. (Producer).(2010). Getting to know yourstudents [Video webcast]. In TheBeginning Reader, PreK-3.Retrieved fromhttps://class.waldenu.edu
  • 5. Selecting TextsProviding a well-rounded, literateenvironment requires meticulousselection of texts that motivateand honor students interests inreading. Keeping the LiteracyMatrix in mind, choose texts thatfall in all four areas of the matrix:linguistic, narrative, informational,and semiotic (Laureate Education,Inc., 2010).Also, evaluatedifficulty of text by readability,text structure, length of text,size of print, and visual supports.Laureate Education, Inc. (Producer).(2010). Analyzing and selectingtexts [Video webcast]. In TheBeginning Reader, PreK-3.Retrieved fromhttps://class.waldenu.eduAccording to the Literacy Matrix, a book isconsidered linguistic if it is word oriented,a narrative if it tells a story, informationalif it gives us information to seek a purpose,and semiotic if it communicates a messagethrough pictures (Laureate Education, Inc.,2010)
  • 6. Literacy Lesson: InteractivePerspective• The interactive perspectiveencourages a literate environment inwhich students use effective readingstrategies to comprehend text.• The goal of the interactiveperspective is to teach children howto become strategic, metacognitivethinkers who can independentlynavigate through the textual world(Laureate Education, Inc., 2010).Laureate Education, Inc. (Producer). (2010).Interactive perspective: Strategic Processing [Videowebcast]. In The Beginning Reader, PreK-3.Retrieved from https://class.waldenu.edu
  • 7. Literacy Lesson: InteractivePerspectiveI learned many strategiesfor the interactiveperspective that will help meto create a literateenvironment.To begin the lesson, discussprior knowledge.Next, make predictionsabout the story.Then, use an online text sothe students can have avisually interactivereading of the story.After, review newvocabulary, sight words,rhyming words, etc.
  • 8. Literacy Lesson: Critical andResponse Perspectives• The ability to think criticallyabout text is essential(Laureate Education, Inc., 2010)• Teaching students to thinkcritically allows them to analyzetext beyond just the story orbeyond just the facts.• Thinking critically about textsinvolves sharing thoughts tomake meaning of texts.Laureate Education, Inc.(Producer). (2010). CriticalPerspective [Video webcast]. InThe Beginning Reader, PreK-3.Retrieved fromhttps://class.waldenu.edu• Reading with a criticalperspective takes intoaccount:– Author’s purpose– moral/lesson of thestory– Differentperspectives– Validity
  • 9. Literacy Lesson: Critical andResponse Perspectives• The goal of theresponse perspective isfor students to have alived experience withthe text (LaureateEducation, Inc., 2010)Laureate Education, Inc.(Producer). (2010).Response Perspective[Video webcast]. In TheBeginning Reader, PreK-3. Retrieved fromhttps://class.waldenu.edu• In order to develop aliterate environment, Imust provideopportunities for mystudents to personallyand emotionally relateto texts:– Write from differentperspectives– Compare/Contrast fairytales– Recreate stories throughdramatic expression

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