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Creating a literate environment

Creating a literate environment

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  • 1. Creating a Literate Environment
    By: Shahida Rathore
    Walden University
    EDUC 6706
  • 2. Importance of Creating a Literate Environment
    Creating a literate environment in a classroom helps students to become better and successful readers and writers.
  • 3. How did I Create a literate Environment?
    • Get to know the students
    • 4. Determine their reading levels
    • 5. Expose students to different prints
    • 6. Read stories or informational texts
    • 7. Select materials based on student needs and interest
    • 8. Read aloud
    • 9. Use technology to enhance literacy
  • Frame work for Literacy Instruction
  • 10. Getting to know your students
    Getting to know your students is the first step in creating a literacy environment. As I have students from different backgrounds, they have different cultures, and speak different languages, so it is important to find out their interests and needs.
    Activities that I use to know my students:
    • Observation
    • 11. Conversation
    • 12. Dolch Words/sight words
    • 13. DAR- Diagnostic Assessment for Reading
    • 14. Rigby-Oral Reading Fluency Assessment
  • DAR and Dolch words
  • 15. “The more that you read, the more things you will know. The more that you learn, the more places you'll go”.
    -Dr. Seuss
    As a teacher I want my students to read more, and to make them read It is important to select books that interest students and are easy for them to read. Research has shown that students become motivated to read if they choose books or other texts that they understand and enjoy reading (NCTE, 2009). If the books are too hard for them their love for reading will vanish. For my literacy classroom I try to pick books that interest students and engage them in reading. I have both information and narrative books in my class.
    Selecting an Engaging Text
  • 16. Things to consider when selecting a Text
    Text Difficulty
    • Readability
    Sentence length
    Number of syllables
    Concept density
    Text structure
  • 19. A Matrix is a tool that helps selecting a text
    Analyzing and selecting a Text
  • 23. I am Special!
    Pam and Sam
    Our Best Days
    By: Nancy Tufari
    These texts were selected for my Beginner student. As the student is ELL, the story has pictures that they can refer while reading and by recalling high frequency words. I chose these books as she liked to play. On the matrix continuum it falls under the narrative and semiotic quadrant (Laureate Education Inc.). Information texts give information about real people and things.
  • 24. Twin Texts chosen for my Emergent Reader
    The twin books that I chose for my emergent reader were Time to Eat! by Carly Cane, illustrated by Diane Paterson and Food for a Day by Millicient McGhee. My student really enjoyed the books as it had one sentence per page that went with the picture. I chose these books as my student loved to eat.
    Carly Cane
    Millicent McGhee
  • 25. Selection of Text for My Transitional student
    For my transitional student, the twin books that I chose were; First Day Jitters by Julie Danneberg , and Tina’s Try-Out Day written by Amy Helfer
  • 26. Online learning
    Technology is changing very fast, our students are ahead of us working with these advances in technology. Students love to work on computers, they pay more attention, interest, and learn playing games on it. I try to integrate technology with literacy, to keep up my students’ interest, to make them good readers and hence life long learners.
  • 27. Online Reading programs
    Ways I use technology in my classroom
  • 35. The online texts that I chose for my three students came from
    The stories were interactive and easy to read along with. My students took a lot of interest in them, as they can hear and see the words as they read.
    Online text
  • 36. As Dr. Almasi said that “using these perspectives we can create well-rounded readers that can not only read, but who are motivated to read and who can think critically”.
    Interactive perspectives deal with teaching students how to read and teaching them strategies to better understand the text. The Critical perspective deals with teaching students how to examine and judge the text. Response perspectives deal with giving students space to experience the text; this can be done by journal writing, dramatic response, and artistic response.
    Three Perspectives of learning
  • 39. Instructional strategies used to promote interactive perspectives
  • interactive Lesson plan
    Example of lesson plan from First Day Jitters
    Students will retell a story that they have heard before, discuss with the students why they are special, and what they do that makes them a special person. Write it down on a piece of chart paper. Ask the students the same questions and write their response on the chart paper. Divide students into 3 groups
    Applying Knowledge (Knowledge/Comprehension Activity)
    This student has trouble reading the words to the story. She will need help reading the story with the teacher. After reading the story with her so that she looks at the words and sentences on the index card, ask the questions concerning character relationships
    For my second groupI will show the picture and tell them, and have them repeat that this boy is going to school. And ask how does he feel?
    For the third group, I will let the students discuss the photo and their experiences of going to school. As students speak, Iwill restate what they say in more descriptive terms. Iwill discuss the different feelings that come up in the discussion.
  • 47. Beginning Readers (Application/Analysis Activity)
    Take turns reading the story together. Discuss the story, especially the idea presented that some people can do certain things that make them special.
    Now make two large circles; label the first one "You" and the second one "Me."
    Put all the activities that the character "You" does in the first circle and all the activities that the character "Me" does in the second circle.
    In the space between the circles, suggest the ways and put the similarities in between the two circles. Be ready to share your circles with the whole group.
    Transitional Learner (Synthesis/Evaluation Activity)
    The student read the story First Day Jittersto herself. In a group, talk about the setting, character, and plot. Write three more events of the story.
    Students discuss the parts of a story using a question cube.
    1. Teacher will Place text and question cube at the center. Provide each student with a student sheet.
    2. The students will read the text.
    3. Taking turns, roll the question cube, read the question, and answer it in relation to the text.
    4. Discuss and write or illustrate the answer on the student sheet.
    5. Continue until student sheet is complete.
    6. Teacher evaluation.
  • 48. Critical and Response Lesson
    1. The teacher will share the following information with the students:
    On July 20, 1969, Neil Armstrong did something new. He was the first man to walk on the moon.
    2. Building Background: the teacher will then ask;
    A. Do you like to learn or do new things? Why or Why not?
    B. How do you feel when you do something new?
    3. Introduce the story:
    The teacher will ask a volunteer to read aloud the question in the student book on page 11 and describe the picture:
    A. What is the boy in the photo doing?
    B. How do you think he feels?
  • 49. For the emergent student I will tell them and have them repeat that this boy is going to school, and ask how does he feel?
    For beginner students, the teacher will let the students discuss the photo and their experiences of going to school. As students speak, the teacher will restate what they say in more descriptive language. The teacher will discuss the different feelings that come up in the discussion.
    For transitional students, the teacher will encourage them to use more complex structures: Going to school is fun because you get to make friends.
    4. Continue activating student’s schema:
    A. How do you feel about new people?
    B. How do you feel about new places?
    How do you feel about new things?
    Students write their predictions and anything else they want to know about the story.
    Preview and Predict:
    The teacher will ask the students to read the title, preview the illustrations, and note questions and predictions about the story.
    The teacher will ask the following questions:
    A. What do you think the title of the story means?
    B. Do you think this story will be funny? Why?
  • 50. Analyze story structure:
    After the students finish reading the story ask the following questions:
    A. Sarah tumbles down to the end of her bed. Why is this Funny?
    B. What kind of a person is Mr. Hartwell? How can you tell?
    C. How does Sarah feel being new to the school? How do you know? Use examples from your own experience and from the story to answer.
    D. Mr. Hartwell asks Sarah what everyone will think if she does not show. Why is her answer funny?
    E. How does Mr. Hartwell feel about Sarah’s attitude?
    F. What kind of a person is Mr. Burton?
    Review the students’ predictions and purposes.
    Synthesis/ Closure/Assessment
    I will ask the students to write their own experiences on the first day of school. Have them compare their experience with that of Sarah’s in First Day Jitters. Ask the students how they feel when they go to school. How do think their feelings changed after being there awhile?
  • 51. References
    Danneberg, J., (2007). First Day Jitters. Treasures: a reading/language arts program. (pp. 1-48). New
    York: Macmillan McGraw-Hill
    Laureate Education, Inc. (Executive Producer). (2011a). Critical perspective [Webcast]. The Beginning
    Reader, PreK-3. Baltimore, MD: Author.
    Laureate Education, Inc. (Executive Producer). (2011b). Response perspective [Webcast]. The
    Beginning Reader, PreK-3.
    "Magic Keys." Magic Keys. N.p., n.d. Web. 17 July 2011.
    Prior knowledge: Framework for literacy instruction. (2011). [Study Notes]. Retrieved June 26, 2011, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5362594&Survey=1&47=7339149&ClientNodeID=984650&coursenav=1&bhcp=1
    Starfall'sLearn to Read with phonics. (n.d.). Starfall's Learn to Read with phonics.
    Retrieved July 16, 2011, from http://starfall.com
    Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon.