Literate Environment Analysis

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  • 1. Creating a Literate ClassroomEnvironmentThe goal of literacy instruction is to teach students to bestrategic, capable readers and writers who can navigatethe textual world independently (Laureate Education, Inc.,2010b).Teachers integrate their foundational knowledge, effectiveinstructional strategies and methods, materials, andappropriate use of assessments in order to create aliterate environment in the classroom (Standards 2010Committee, 2010).
  • 2. Components of Creating aLiterate Classroom EnvironmentGetting to Know Students as Literacy LearnersSelecting TextsTeaching the Interactive PerspectiveTeaching the Response and CriticalPerspectives
  • 3. Getting to Know Studentsas Literacy Learners
  • 4. Getting to Know Students asLiteracy LearnersAssessment in the literacy classroom is animportant tool that teachers use in planningappropriate, effective instruction for theirstudents.It is crucial for teachers to assess both cognitiveaspects and noncognitive aspects of students’literacy learning so they have a deepunderstanding of their students as literateindividuals (Afflerbach, 2012).
  • 5. Getting to Know Students asLiteracy LearnersCognitive Aspects of LiteracyLearningPhonemic AwarenessPhonicsSight Word RecognitionVocabulary KnowledgeFluencyComprehensionNoncognitive Aspects of LiteracyLearningMotivationSelf-concept as ReaderAttitudes towards ReadingReader InterestsReader Attributions
  • 6. Getting to Know Students asLiteracy LearnersAssessing Cognitive AspectsReading InventoriesRunning RecordsQuestioningPortfolio AssessmentPerformance AssessmentAssessing Noncognitive AspectsStudent Surveys regarding:Motivation to readSelf-concept as readerAttitudes towardsreading and literacyQuestioning/Dialogue
  • 7. Getting to Know Students asLiteracy LearnersLearning about the cognitive and noncognitiveaspects of literacy learning, as well as how toassess both, has helped me to create a moreliterate environment in my classroom. The insightsI have gained through assessing all aspects of mystudents literacy learning have allowed me to planmore individualized, appropriate, and effectiveliteracy instruction for my students that willhopefully foster in them both literacy skills andpositive attitudes towards literacy.
  • 8. Selecting Texts
  • 9. Selecting TextsTeachers must consider the following when analyzing texts touse for instruction:Genre (to ensure a balance of narrative and informational texts inliteracy instruction)ReadabilityContent ComplexityVocabularyStudents’ Background KnowledgeMode of relaying story or information (Linguistic or Visual)(Laureate Education Inc., 2010)
  • 10. Selecting TextsThough I have always analyzed the texts that I use in myliteracy instruction, I now have more tools to use in myanalysis. I consider more than a text’s readability and contentwhen selecting appropriate and engaging texts to use withmy students. Dr. Hartman’s “literacy matrix” has helped meto ensure that I am using a balance of texts in regards togenre, text features, and modes by which authors relay theirstory or information, whether it be linguistically or visually(Laureate Education, Inc., 2010). Also, I take into account mystudents’ interests, as well as their background knowledgewhen selecting texts to use in my literacy instruction. Thishas helped me to create a literate classroom environment.
  • 11. Teaching the InteractivePerspective
  • 12. Teaching the InteractivePerspectiveThe goal of teaching the interactive perspective is toteach students to become strategic readers and writers(Laureate Education, Inc., 2010c).The interactive perspective is centered on the Five Pillarsof Literacy: phonics, phonemic awareness, vocabulary,fluency, and comprehension (Laureate Education Inc.,2010d).The interactive perspective teaches students how andwhen to use the reading strategies they learn tosuccessfully read a text (Laureate Education, Inc., 2010c).
  • 13. Teaching the InteractivePerspectiveI integrate the interactive perspective into my literacyinstruction daily. I do this by implementing differentinstructional strategies, such as guided reading,interactive read-alouds, and word ladders (Tompkins,2010). Teaching the interactive perspective contributesto creating a literate environment for my students inthat I provide my students with the skills and strategiesnecessary for them to successfully read andcomprehend texts, and also teach them when and howto use those skills to overcome obstacles they mayencounter in their reading.
  • 14. Teaching the Critical andResponse Perspectives
  • 15. Teaching the Critical andResponse PerspectivesThe critical perspective teaches students toread texts from multiple perspectives, analyzetexts, and make judgments about texts’ reliabilityand validity (Laureate Education, Inc., 2010b).The response perspective teaches students tomake emotional connections with texts andgives them the ability to respond to texts in avariety of ways (Laureate Education, Inc., 2010).
  • 16. Teaching the Critical andResponse PerspectivesI incorporate the critical perspective of literacy in myliteracy instruction in order to teach my students how toanalyze and evaluate texts. I do this by employing avariety of instructional strategies, such as journals,questioning the author, interactive read-alouds tomodel asking questions while reading, and K-W-Lcharts to encourage questioning while reading(Tompkins, 2010). Teaching the critical perspective isan essential component in creating a literateenvironment that encourages students to be active,critical readers, which is an important skill that they willneed beyond the classroom walls.
  • 17. Teaching the Critical andResponse PerspectivesI apply many instructional strategies in my literacyinstruction that support my teaching of the responseperspective. These strategies include reading logs,book reports, grand conversations and activities, suchas discussions and reflections, after interactive read-alouds (Tompkins, 2010). In teaching the responseperspective, I create a more literate environment inwhich students have the opportunity to reflect upontexts they read, make connections with texts, andrespond to texts in a variety of ways.
  • 18. ReferencesAfflerbach, P. (2012). Understanding and using reading assessment k-12. Newark,Delaware: International Reading Association.Laureate Education, Inc. (Producer). (2010). Analyzing and Selecting Texts[Videowebcast]. %2Fexecut%2Flaunche%3Ftype%3DCourse26i%3D_2099672_1%26url%3DLaureate Education, Inc. (Producer). (2010b). Critical Perspective [Videowebcast].
  • 19. References contd.Laureate Education, Inc. (Producer). (2010c). Interactive Perspective:StrategicProcessiong [Video webcast]. https://class.waldenu.eduwebapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url%2Fwebapp%2Fblackboard%2Fexecute%2Flauncher%3Ftyp%3DCourse%26i%3D_2652479_1%26url%3DLaureate Education, Inc. (Producer). (2010d). The Beginning Reader [Videowebcast].The Beginning Reader Retrieved from https:class.waldenu.eduwebapps/portal/frameset.jspStandards 2010 Committee. (2010). Standards for reading professionals---revised2010. Retrieved from http://www.reading.orgGeneral/CurrentResearchStandardsTompkins, G. (2010). Literacy for the 21st century: A balanced approach. (p. 6).Boston,MA: Pearson Education, Inc.