Literacy in the Elementary Classroom Power point 2.19.12
Literate Environment in the Elementary Classroom RONDA GARNER WAL DE N UNI V E RS I T Y DR. MARTHA MOORETHE BEGINNER READER, P – 3 (EDUC-6706) FEBRUARY 19,2012
GETTING TO KNOW LITERACY LEARNERS, P - 3A book can take you away and it can change your life (Laureate Education, Inc., 2010b)! Get to know the students by learning of their interests and their backgrounds.Interview the students to find out all thespecial things about them. I gave the students an interest inventory to see what their interests were with hobbies, sports, and reading books.
COMPREHENSION IS THE GOAL OF READING(TOMPKINS, 2010). COGNITIVE Making Connections Making Inferences Comprehension Predicting Asking Questions strategies Main Idea Setting Summarizing Visualizing
SELECTING TEXT A Literacy Matrix (Laureate Education, Inc., 2010) is a text tool used by teachers to teach literacy. Students learned a variety of genres of Text Linguistic text: Biography, Historical Fiction, Realistic Fiction, Non-Fiction, Poetry, and FolktalesNarrative to Informational Semiotic Students read a Non-Fiction book and a Realistic Fiction book about the Iditarod Dog Sled Race. Questions were answered, vocabulary developed, online research completed for our race course in the school hallway.
FRAMEWORK OF LITERACY INSTRUCTIONThe Framework of Literacy Instruction (Framework, 2009) consists of three literary perspectives.• Interactive Perspective• Critical Perspective• Response Perspective
LITERACY LESSON: INTERACTIVE PERSPECTIVEINTERACTIVE PERSPECTIVE IN LITERACY LEARNING IS TEACHINGCHILDREN TO BE STRATEGIC PROCESSORS AND THINKERS(LAUREATE EDUCATION, INC., 2010). Students are working towards becoming self- directed metacognitive readers (Laureate Education, Inc. 2010)
INTERACTIVE PERSPECTIVE Students read an Expository text on the Gold Rush in California. They read and responded to the story in a variety of ways. • First, teaching them to ask questions. • Second, was guided reading practice. • Third, apply questions asked and show where answers were found. • Fourth, the writing aspect of the lesson. • Fifth, was fluency practice. Students were able to build critical thinking skills by analyzing, evaluating, and synthesizing.
LITERACY LESSON: CRITICAL AND RESPONSE PERSPECTIVES Reading strengthens writing and writing strengthens reading (Laureate Education, Inc., 2010c). Compare two characters in the story. Then give the characters a rating of 1 – 5. After the students Response Journals – Used finish rating the characters, they in order to relate personalneed to use the text to support their experiences to those ofcomparisons and ratings (Laureate characters in books. Education, Inc., 2010a).
REFERENCESFramework for Literacy Instruction. [course handout]. (n.d.). Retreived fromhttp://sylvan.live.ecollege.com/ec/78618/CRS.WUPSYC6205- 6289881/framework-for-literacy-instruction.02-09docLaureate Education, Inc., (2010a). Analyzing and selecting text. [webcast].Baltimore, MD: Author.Laureate Education, Inc., (2010a). Critical perspective. [webcast]. Baltimore, MD: Author.Laureate Education, Inc., (2010b). Literacy autobiographies. [webcast]. Baltimore, MD: Author.Laureate Education, Inc., (2010c). Reading and writing perspectives. [webcast]. Baltimore, MD: Author.Tompkins, G. E., (2010). Literacy for the 21st century: A balanced approach. Boston, MA: Pearson Education, Inc.
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