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The texts chosen this week would drive my instruction for the next two weeks and therefore I made sure that they varied on the literacy matrix, were relevant to the topic, as well as their developmental levels.
Starting with a KWL chart and a Red Light, Yellow Light, Green Light activity, I was able to assess both what the students already knew about frogs, as well as what their interests were within the subject.
The next step to ensuring I created a literate environment for Kailyn, Jenna, and Bryn involved planning a lesson that involved them having the opportunity to think critically about a text and then respond to it.
Laureate Education, Inc. (Executive Producer). (2010a). Reading inventories. [Webcast]. The beginning reader. Prek-3. Baltimore, MD: Author.
Laureate Education Inc. (2010b). Analyzing and selecting a text. [WebCast]. The Beginning Reader PreK- 3. Baltimore, MD: Author.
McGraw-Hill Companies, Inc. (2001). Kit and rex. Retrieved from http://treasures.macmillanmh.com/assets/extras0001/3028/G1U3_Kit_and_Rex_StudentPassage.pdf . Retrieved on June 8, 2011.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The reading teacher, 43 (9), 626-639.
Reading a-z. (2011). Your reading resource center. Retrieved from http://www.readinga-z.com/fluency/index.html / . Retrieved on June 8, 2011. (Fluencypassages)
Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston:Allyn & Bacon
Walden University. (2011). Framework for literacy instruction. Retrieved August 3, 2011 from http://sylvan.live.ecollege.com/ec/courses/37910/CRSWUPSYC62053502436/Framework_for_Literacy_Instruction_03-10.doc.