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Creating a literate classroom

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  • 1. Creating a Literate Classroom By: Nicole Storey
  • 2. Literacy in the Classroom
    • The Framework for Literacy focused on three important perspectives for any literacy classroom (Walden, 2011):
    • Critical Perspective
    • Response Perspective
    • Interactive Perspective
  • 3. Perspectives at a Glance
    • Critical Perspective: teaches the student how to think critically about a text and evaluate writing.
    • Response Perspective: looks at different ways children can respond to a text
    • Interactive Perspective: looks at strategies that help children to become part of the text through interaction
            • Walden University, 2011
  • 4.
    • By using the Framework for Literacy Instruction, I was able to take an in depth look at the way I was teaching to see where my strengths and weaknesses lie (Walden University, 2011).
    • Knowing this information helped me to be more aware of what I was teaching in order to ensure I was utilizing all three literacy perspectives.
  • 5. Literacy Assessments
    • Throughout this course I worked with three different students: Kailyn, Jenna, and Bryn.
    • During the second week of the course, I focused on the importance of assessments: cognitive and affective.
  • 6. Affective Assessments
    • In order to find out how Kailyn, Jenna, and Bryn felt about reading I administered the Elementary Reading Attitude Survey that Dennis J. Kear designed (McKenna & Kear, 1990).
    • This assessment allowed me to see how each student felt about reading for fun, as well as for learning.
  • 7. Cognitive Assessments
    • Cognitive assessments are a very important of teaching literacy.
    • In order to get a baseline assessment, I administered fluency assessments to each student.
    • I used fluency passages from McGraw Hill (2001) and A-Z reading (2011).
  • 8.
    • If these students were in my classroom, I would continue to administer the fluency assessments on a weekly basis in order to keep up with the students changing needs (Laureate Education, 2010a).
  • 9. Choosing Texts
    • Choosing the appropriate text to read to your students is a large part of Framework for Literacy Instruction (2011).
    • I took into consideration each students’ reading and writing level.
    • Knowing how the students felt about reading, I also knew that I needed to find a topic of interest.
  • 10.
    • In order to keep the students interest, I chose a topic of frogs in order to teach the required lessons.
    • Next, I used the Literacy Matrix to ensure that I was giving these students an appropriate literacy instruction in a balanced environment (Laureate Education, Inc., 2010b).
  • 11. Choosing Texts
    • Literacy Matrix- is an easy way to choose a text that aligns with your goals (Laureate Education, Inc., 2010b).
    • The matrix has four categories that a text can fall on: narrative, informational, linguistic, semiotic (Laureate Education, Inc., 2010b).
  • 12.
    • 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.
  • 13. Word Knowledge and Comprehension Lesson
    • My goal was to create a lesson that would increase Kailyn, Jenna, and Bryn’s vocabulary and build their comprehension.
    • I created a lesson that utilized a plethora of strategies in order to accomplish this goal.
  • 14.
    • 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.
  • 15.
    • I also used a video on Discovery Education to ignite their curiosity and interest ( www.discoveryeducation.com ).
    • Next, the students listened to an interactive read aloud on the topic, answering questions throughout to ensure comprehension.
  • 16.
    • Since the three students vary within their reading and writing development, Kailyn and Jenna were in a guided reading group, and Bryn completed the reading on her own with me.
  • 17. Kailyn and Jenna
    • In order to increase their vocabulary, they completed a content vocabulary sort focusing on different species or frogs and their habitat (Tompkins, 2010).
  • 18.
    • In order to build Kailyn and Jenna’s comprehension they were asked to complete a triple Venn Diagram to compare and contrast three different species of frogs.
    • This task proved to be too difficult and next time should only use a regular Venn Diagram.
  • 19. Bryn
    • To build vocabulary Bryn completed a vocabulary sort of the frogs life cycle.
    • In order to build her comprehension, she completed a sketch-to-stretch describing the frogs life cycle and how they survive in their habitat during each stage of life (Tompkins, 2010).
  • 20.
    • As an extension activity, all three girls went on a field trip to a pond where we were able to observe frogs in their natural habitat.
  • 21. Critical and Response Lesson
    • 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.
  • 22.
    • For this lesson, I kept the students together with the hopes that Kailyn and Jenna would be motivated by Bryn.
    • This task did not work out as well as I had hoped and Kailyn and Jenna wound up frustrated.
  • 23.
    • I began by assessing their cognitive and noncognitive skills using a KWL chart and a thumbs up thumbs down activity.
    • We reviewed their information from last week and began talking about the story “Frog and Toad” this week.
  • 24.
    • The students completed activities such as creating a bookmark in order to think critically about the text and respond accordingly.
  • 25.
    • The students also had discussions about the text, sat in the hot seat to become the characters and respond to questions from classmates, as well as Bryn completing a double journal entry.
    • I wanted to provide multiple opportunities for the students to experience the text and respond to it.
  • 26.
    • What I have learned is that utilizing the tools given, I can give each child the opportunity to learn in a literate environment.
  • 27. Resources
    • 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.
    • www.discoveryeducation.com