Analysis• When teaching students you must get toknow the whole child.• Know your students interests, motivations,and abilities.• Work with students using small group, wholeclass, and one-on-one instruction.• Use inventories to assess students interestsand motivation to read.
Research• Use inventories to get to know your studentsmotivation using the Motivation to ReadProfile Survey (Gambrell, Palmer, Codling, &Mazzoni, 1996).• Use inventories that measure cognitive andnoncognitive reading aspects.• Measure a students attitude about readingusing the Elementary Reading AttitudeSurvey (McKenna & Kear, 1990).
Analysis• Map students books using the analyzing textsmatrix.Analyze text readability.Linguistic wordsInformational textsNarrative textsSemiotic TextsHardEasy
Research• Students must learn to read and read tolearn.• Teachers must teach students text structureand provide multiple opportunities forstudents to read informational texts(Laureate Education, Inc., 2010a).• Guide students through the reading processusing goals for moving toward more difficulttexts.
Analysis• The interactive perspective uses instructionthat addresses the cognitive and affectiveneeds of students and takes intoconsideration the demands of the text.• Students can use reading strategies and skillsindependently and effectively to helppromote a deeper level of understanding ofthe text.
Research• Teachers must use a variety of formal andinformal assessments to assess strengths andweaknesses in literacy development.• Use a analyzing text matrix to determineappropriate text levels and types to supportgoals and objectives for individual students(Laureate Education, Inc., 2010b).
Critical Perspective• The critical perspective provides studentswith the opportunity to think critically abouta text.• Discover ideas, issues, and problems thatmatter to the students.• Select texts that afford students theopportunity to evaluate text for deeperunderstanding.
Response Perspective• Allow students multiple opportunities torespond to their texts in meaningful ways.• Select texts that elicit deep emotion andfeeling within students.• Allow students time to think critically about atext and then respond.
Research• Use response journals to allow students theopportunity to respond to their texts usinganalytical reading.• Analyze the author and their motivation forwriting the story (Molden,2007).• Provide students with opportunities tocritically examine and then respond to thetext.
Feedback from Colleagues and FamilyMembers of Students• What insights did you gain about literacy and literacyinstruction from viewing this presentation?• How might the information presented change yourliteracy practices and/or your literacy interactionswith students?• In what ways can I support you in the literacydevelopment of your students or children? How mightyou support me in my work with students or yourchildren?• What questions do you have?
References• Gambrell, L., Palmer, B., Codling, R., & Mazzoni, S. (1996). Assessing motivation to read. (Vol. 49,pp. 518-533). Newark, DE: International Reading Association.• Laureate Education, Inc. (Producer). (2010a). Analyzing and selecting text [Video webcast].Retrieved from:https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3D• Laureate Education, Inc. (Producer). (2010b). Perspective of literacy learning [Video webcast].Retrieved from:https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1959070_1%26url%3D• 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 movebeyond comprehension for reading improvement. Reading Improvement, 44(1), 50–56.
Case Study• Jeremy– His first day– Mistakes made– Successes achieved– The moral of the story
Discussion• What we can learnfrom Jeremy• Best practices• Take-aways
Summary• Define your challenges– Technological as well as personal• Set realistic expectation– Mastery is not achieved overnight• Keep your eye on the goal– Mentorship programs
Resources• <Intranet site text here><hyperlink here>• <Additional reading material text here><hyperlink here>• This slide deck and related resources:<hyperlink here>