LITERATE ENVIRONMENT
ANALYSIS
BY: MS. SARA JACOBS
WALDEN UNIVERSITY
INSTRUCTOR: DR. PHYLLIS MCCULLY
EDUC 6706: THE BEGINNI...
FRAMEWORK FOR LITERACY INSTRUCTION
• Getting to Know Literacy Learners
• Selecting Texts
• Literacy Instruction
• Interact...
GETTING TO KNOW LITERACY LEARNERS
• Getting to know your students is extremely important.

This can be
achieved through di...
GETTING TO KNOW LITERACY LEARNERS
~ COGNITIVE ASSESSMENTS ~
•

Cognitive assessments determine each student’s level of ski...
GETTING TO KNOW LITERACY LEARNERS
~ COGNITIVE ASSESSMENT EXAMPLES
~
• WRAP (Writing and Reading Assessment Profile)
• DRA ...
GETTING TO KNOW LITERACY LEARNERS
~ NON-COGNITIVE ASSESSMENTS ~
• Assessing a child as a whole is important.

Non-cognitiv...
GETTING TO KNOW LITERACY LEARNERS
~ NON-COGNITIVE ASSESSMENTS
EXAMPLES ~
• ERAS (Elementary Reading and Attitude Survey) (...
SELECTING TEXTS
• There is an overabundance of resources to use when it comes to
choosing a text for literacy instruction....
SELECTING TEXTS
~ LITERACY MATRIX 2-D ~
• Dr. Douglas Hartman’s Two-Dimensional Literacy Matrix allows
teachers to analyze...
SELECTING TEXTS
~ LITERACY MATRIX 3-D ~
• Dr. Janice Almasi suggests adding a third dimension to Dr. Hartman’s
2-D matrix:...
LITERACY INSTRUCTION
•

Although there are good literacy programs available, teachers are the most
important part of liter...
LITERACY INSTRUCTION
~ INTERACTIVE PERSPECTIVE ~
• The Interactive Perspective focuses on reading and writing accurately,
...
LITERACY INSTRUCTION
~ INTERACTIVE PERSPECTIVE
EXAMPLES ~
• Choral Reading (Tompkins, 2010, p. 430)
• Interactive Writing ...
LITERACY INSTRUCTION
~ CRITICAL & RESPONSE
PERSPECTIVE ~
• The Critical Perspective teaches students to critically evaluat...
LITERACY INSTRUCTION
~ CRITICAL & RESPONSE PERSPECTIVE
EXAMPLES ~
• Interactive Read-Alouds (Tompkins, 2010, p. 439)
• Thi...
REFERENCES
•

Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed.). Newark,
DE: International...
REFERENCES
•

Laureate Education, Inc. (Producer). (2010e). Response perspective [Video webcast].
Retrieved from
https://c...
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Literate Environment Analysis Presentation

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Literate Environment Analysis Presentation for Walden University EDUC 6706: The Beginning Reader, PreK-12

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Literate Environment Analysis Presentation

  1. 1. LITERATE ENVIRONMENT ANALYSIS BY: MS. SARA JACOBS WALDEN UNIVERSITY INSTRUCTOR: DR. PHYLLIS MCCULLY EDUC 6706: THE BEGINNING READER, PREK-3 DECEMBER 15, 2013
  2. 2. FRAMEWORK FOR LITERACY INSTRUCTION • Getting to Know Literacy Learners • Selecting Texts • Literacy Instruction • Interactive Perspective • Critical Perspective • Response Perspective
  3. 3. GETTING TO KNOW LITERACY LEARNERS • Getting to know your students is extremely important. This can be achieved through different types of assessments. Assessment results give the teacher pertinent information about their students which helps them guide and differentiate their instruction. • Assessments fall into two categories: • Cognitive • Non-cognitive
  4. 4. GETTING TO KNOW LITERACY LEARNERS ~ COGNITIVE ASSESSMENTS ~ • Cognitive assessments determine each student’s level of skill and development and can be conducted formally or informally. “Reading assessment informs timely reading instruction and plays a vital role in fostering growth” (Afflerbach, 2010, p.1). Reading inventories can provide information related to phonemic awareness, phonics, fluency, vocabulary, and comprehension (Afflerbach, 2010, p. 27-29). • • Formative Assessments – Administered throughout a unit of study Summative Assessments – A final project, performance task, or assessment concluding a unit of study.
  5. 5. GETTING TO KNOW LITERACY LEARNERS ~ COGNITIVE ASSESSMENT EXAMPLES ~ • WRAP (Writing and Reading Assessment Profile) • DRA (Developmental Reading Assessment) • Sight Word Assessments • CELDT (California English Language Development Test) • Exit Slips • Observations of Student Activity
  6. 6. GETTING TO KNOW LITERACY LEARNERS ~ NON-COGNITIVE ASSESSMENTS ~ • Assessing a child as a whole is important. Non-cognitive assessments assess the “other” which are factors that can contribute to defining students as literacy learners in addition to their skills and developmental levels. These factors include level of motivation and engagement, self-conceptions, agency, interests, and attitudes (Afflerbach, 2010, p. 171). Using these assessments can aid in increasing engagement and learning during literacy.
  7. 7. GETTING TO KNOW LITERACY LEARNERS ~ NON-COGNITIVE ASSESSMENTS EXAMPLES ~ • ERAS (Elementary Reading and Attitude Survey) (McKenna & Kear, 1990) • Literacy Autobiographies (Laureate Education, Inc., 2010d)
  8. 8. SELECTING TEXTS • There is an overabundance of resources to use when it comes to choosing a text for literacy instruction. • The Literacy Matrix Tool allows for teachers to be more conscious when it comes to selecting texts. Teachers should analyze texts by using the matrix to see if there is a well-rounded balance of text selection (Laureate Education, Inc., 2010a).
  9. 9. SELECTING TEXTS ~ LITERACY MATRIX 2-D ~ • Dr. Douglas Hartman’s Two-Dimensional Literacy Matrix allows teachers to analyze texts they are selecting to use during their literacy block. • Each text will fall into one of four quadrants on this matrix based on being Narrative or Informational AND Linguistic or Semiotic. (Laureate Education, Inc., 2010a)
  10. 10. SELECTING TEXTS ~ LITERACY MATRIX 3-D ~ • Dr. Janice Almasi suggests adding a third dimension to Dr. Hartman’s 2-D matrix: Text Difficulty. • Each text can be additionally placed on a scale of Hard to Easy. • This is determined by readability, text length, text structure, size of print, visual supports, and concept density. (Laureate Education, Inc., 2010a)
  11. 11. LITERACY INSTRUCTION • Although there are good literacy programs available, teachers are the most important part of literacy instruction and make the difference. It is important to continually grow professionally as an educator (Laureate Education, Inc., 2010f). • There are three perspectives that create a framework for quality instruction. • Interactive Perspective • Critical Perspective • Response Perspective
  12. 12. LITERACY INSTRUCTION ~ INTERACTIVE PERSPECTIVE ~ • The Interactive Perspective focuses on reading and writing accurately, fluently, and with comprehension. This includes components known as “the five pillars:” phonemic awareness, phonics, vocabulary, fluency, and comprehension (Laureate Education, Inc., 2010g). • This perspective also teaches students how to be strategic and metacognitive in their reading and writing. The strategic process must be threaded through all five pillars and allow students to choose the best and most efficient strategy (Laureate Education, Inc., 2010c).
  13. 13. LITERACY INSTRUCTION ~ INTERACTIVE PERSPECTIVE EXAMPLES ~ • Choral Reading (Tompkins, 2010, p. 430) • Interactive Writing (Tompkins, 2010, p. 440) • K-W-L Charts (Tompkins, 2010, p. 441) • Making Words (Tompkins, 2010, p. 447)
  14. 14. LITERACY INSTRUCTION ~ CRITICAL & RESPONSE PERSPECTIVE ~ • The Critical Perspective teaches students to critically evaluating text, judging the validity or veracity of text, evaluating websites for credibility, and critically viewing multiple perspectives (Laureate Education, Inc., 2010b). • The Response Perspective defines a reader’s transaction with a text and how they are forever transformed after reading a text (Laureate Education, Inc., 2010e).
  15. 15. LITERACY INSTRUCTION ~ CRITICAL & RESPONSE PERSPECTIVE EXAMPLES ~ • Interactive Read-Alouds (Tompkins, 2010, p. 439) • Think-Alouds (Tompkins, 2010, p. 473)
  16. 16. REFERENCES • Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed.). 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=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065554_1% 26url%3D • Laureate Education, Inc. (Prodcer). (2010b). Critical perspective [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065554_1% 26url%3D • Laureate Education, Inc. (Producer). (2010c). Interactive perspective: Strategic processing [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065554_1% 26url%3D
  17. 17. REFERENCES • Laureate Education, Inc. (Producer). (2010e). Response perspective [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_4065554_1% 26url%3D • Laureate Education, Inc. (Producer). (2010f). Teacher development in literacy education [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398951_1% 26url%3D • Laureate Education, Inc. (Producer). (2010g). The stages of reading development [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweb apps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3398951_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.

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