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Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
Creating a literate environment
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Creating a literate environment

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  • 1. Michelle Doce-Mirassol Dr. Martha Moore Walden University February 19, 2012
  • 2.  Teachers need to create effective literate environment. Students will become motivated readers and writers. Educators need to incorporate key elements. ◦ Getting to know the students’ ◦ Assessing students’ cognitive and non-cognitive abilities ◦ Selecting appropriate texts ◦ Incorporating the three perspectives interactive responsive critical
  • 3.  To create motivated learners, teachers must get to know their students on a deeper level. Literacy development depends on a students attitude towards reading and motivation. Successful students are: motivated have positive attitude (Afflerbach, 2007).
  • 4.  Dr. Almasi stated educators must get to know each students: interests hobbies background knowledge awareness of who they are as individuals.
  • 5.  Assessments that are used to learn about students’ skills, strategies, and literacy development:OBSERVATIONS CREATING A STUDENT STUDENT INTERESTS PORTFOLIO OF WORK ON INDEX CARDERAS ALL ABOUT ME POSTERS ME STEW
  • 6.  Select texts that are engaging and appropriate levels for all students.  Text that are to easy or difficult for students will not be beneficial (Fielding, 1990).  Students need background knowledge and taught how to read informational text.  Twin text incorporate non-fiction and fiction texts.  Tumble Books onlineBooks that come to life Books Selected (Polisar, 1990)
  • 7.  The matrix below helps teachers analyze and select texts. The text is placed in the appropriate quadrant. The different quadrants are: ◦ Linguistic ◦ Informational ◦ Semiotic ◦ Narrative Once books have been placed on the matrix that is on the left. Teachers then can place the book on their level of difficulty on another matrix. This one is located on the right. Dr. Almasi (Laureate Education, 2011b) said a books difficulty is based on their readability (sentence length, number of syllables, etc), text length, text structures, size of print and visual support. Hard LinguisticNarrative Informational Semiotic Easy
  • 8.  There are three instructional practices that should be implemented when learning about the students and choosing appropriate texts ◦ Interactive Perspective – Teaching children to be strategic processors and thinkers ◦ Critical Perspectives – Teaching children how to examine text; looking at text from different perspectives ◦ Response Perspective – Teaching children how to connect and respond to texts.
  • 9.  Teaching students how to be literate learners who are self-regulating strategic processors (Laureate Education, 2011b). When students read they are creating meaning that involves the reader, a text, and cultural and social context (Tompkins, 2010). Teaching students comprehension strategies is critical for reading success. Comprehension Strategies Instructional Strategies Activating Schema Discrete Trial Creating Mental Images Word Hunt Word Sort Locate grocery item hunt (In school shelf and grocery store)
  • 10.  Students need to feel safe and comfortable to take risks to share their thoughts and emotions (Laureate Education, 2011c) Students become detectives as they read. Critical perspective wants readers to understand their own history and culture to be aware of connections between themselves and society. It pushes readers to act on their new understandings of literacy and how it plays into their life (Mulcahy, 2010). Instruction Instructional al Activities Activities Response Critical Perspectives Perspective Question Characters Wait time to respond Response Journals Answer “what if” Vocabulary Journals questions Altering story scenes
  • 11.  My colleagues and student parents enjoyed watching my presentation. My colleagues very excited to see the literacy matrix and wanted me to make them a copy so they can start using it in their classrooms. Presenting this information to parents and colleagues may bring new insights that I can apply to my classroom. My student parents wanted me to further sit with them to explain the matrix and help them go through a book to see where it falls on the matrix. Parents also wanted to know how they can help their children gain more in the three perspectives at home. They wanted to make more of the school and home connection.
  • 12. Afflerbach, P. (2007). Understanding and using reading assesment. Newark, DE: International ReadingAssociationLaureate Education, Inc. (Executive Producer). (2011b). Getting to Know Your Students [Webcast]. The Beginning Reader, PreK -3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011b). Analyzing and Selecting Text [Webcast]. TheBeginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2011a). Critcal Perspective [Webcast]. The Beginning Reader,PreK-3. Baltimore, MDLaureate Education, Inc. (Executive Producer). (2011b). Response Perspective [Webcast]. The BeginningReader, PreK -3. Baltimore, MDMcKenna, M. C., & Kear, D. J. (1990, May). Measuring attitude toward reading: A new tool for teachers. Thereading teacher, 626- 639.Polisar, B. L. (1999). Insect Soup. Retrieved from http://www.childrenslibrary.org/icdl/BookPreview?bookid=polinse_010500 01&route=text&lang=English&msg=&ilang=English Scholastic. (2009). Incredible Insects. NY,NY: DK PublishingTompkins, G. E. (2010). Literacy for the 21st century. Boston, MA: Allyn & Bacon.TTumble Books . (2011). Retrieved from http://www.tumblebooks.com/library/aspfull_book.asp?ProductID=3925

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