Course project


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Course project

  1. 1. Course Project EDUC-6706G-4,The Beginning Reader, PreK-3.2013 Summer Sem Derek Swan
  2. 2. I. Getting to Know Literacy Learners, P–3 • Teachers monitor students’ learning everyday and use the results to make instructional decisions (Tompkins, 2010.) As a result, it is essential that teachers conduct assessments to measure overall student knowledge towards literacy. • Establishing proper assessments is a practice that will help me create a successful literate environment in my classroom.
  3. 3. I. Getting to Know Literacy Learners, P–3 Continued • Gail Tomkins emphasizes the importance of using conferences to monitor overall student literacy progress. Establishing goals with students, working on vocabulary and comprehension checks provide students with extra individualized instruction. • Diagnosing students’ strengths and weaknesses allowed me to locate the needs of my students. Moreover, it allowed me to gain insights towards what cognitive and metacognitive strategies I needed to work on to better meet the needs of my students.
  4. 4. II. Selecting Texts • What readers know and do during reading has a tremendous impact on how well they comprehend, but comprehension involves more than just reader factors: It also involves text features, stories, informational books, and poems can be easier or more difficult to read depending on factors that are inherent in them (Tompkins, 2010.) • Selecting correct Basal Reading Programs will allow me to implement workbook assignments, independent reading opportunities and work on strategies and skills that will help them become better readers.
  5. 5. II. Selecting Texts Continued • Studies show that students’ motivation to learn increases when they perceive a topic or task to be interesting and relevant (Marzano, 2010.) Therefore, high interests texts will be provided to engage students and get them excited to read. • Selecting quality texts that meet the individual needs of the students’ will give my students the opportunity to improve in reading fluency, comprehension and accuracy. • Getting students motivated on their own is a key fundamental in regards to reading performance. Motivated students are more successful (Tompkins, 2010.)
  6. 6. II. Selecting Texts Cont. • Using the balanced literacy approach, my student’s will be using informational texts to gain new information and generate personal writing responses in regards to what they are reading. • Incorporating informational text in the curriculum in the early years of school has the potential to increase student motivation, build important comprehension skills, and lay the groundwork for students to grow into confident, purposeful readers (Duke, 2004.)
  7. 7. III. Literacy Lesson: Interactive Perspective • Focusing on teaching the interactive perspective on literacy learning will help teach my student’s how to read and write accurately, fluently, and with comprehension. • Using the interactive perspective will help my student’s distinguish essential text elements and non-essential text elements. • Utilizing the interactive perspective on literacy, students will provide students with the opportunity to direct their thinking. Students use both cognitive and metacognitive strategies to direct their thinking (Tompkins, 2010.)
  8. 8. III. Literacy Lesson: Interactive Perspective Continued • Teaching students to read for meaning and a purpose will improve their overall literacy development. The goal of reading is the construction of meaning and an assessment that allows us to better understand the process by which student readers construct meaning is valuable (Afflerbach, 2012.) • Students becoming independent readers has given students responsibility and a purpose for reading. Effective strategy instruction also uses a gradually release of responsibility to the students (Stahl, 2004.)
  9. 9. IV. Literacy Lesson: Critical Perspective • The Critical Perspective on literacy learning focuses on teaching students how to judge, evaluate and to think critically about the text. • Teaching my students how to evaluate the text, one their own, will allow them to think critically about the text that they are reading. • In class, students will have the opportunity to find topics that matter to them and develop a personal opinion regarding their beliefs.
  10. 10. IV. Literacy Lesson: Critical Perspective Continued • Students will have the opportunity to make connections to what they are reading. • Many researchers identify making connections is a strategy necessary for learning meaning construction (Clyde, 2003.) • Students will learn about ideas that matter to them and be engaged in learning more about those issues. • Engaged students have self-efficacy, the belief in their capability to succeed and reach their goals (Tompkins, 2008.)
  11. 11. IV. Literacy Lesson: Response Perspective • Teaching the Response Perspective on literacy learning will help my students learn how to react and to respond to the text in a variety of meaningful ways. • By encouraging and allowing students to discuss and develop their own interpretations of text, they learn to appreciate the power of literature and how the messages contained in books relate to their daily lives; students not only become active readers of the text, they are motivated to find value in the meaning of the text (Durand, Howell, Schumacher & Sutton, 2008.)
  12. 12. IV. Literacy Lesson: Response Perspective Continued • Within the Response Perspective, my students will have the opportunity to work in groups and have meaningful discussions. • Research on social context has established the importance of socializing students to function as a collegial learning community in which they feel that they belong; enjoy a sense of well-being because their basic needs for autonomy, competence, and relationships are being met; and focus on pursuing learning goals rather than seeking to impress or compete with their classmates (Marzano, 2010.) • My student’s will learn how to evoke an emotional response to the text, as well as, formulate verbal responses.
  13. 13. References • Afflerbach, P. (2012). Understanding and using reading assessment, K–12 (2nd ed). Newark, DE: International Reading Association. • Clyde, J. A. (2003). Stepping inside the story world: The subtext strategy—a tool for connecting and comprehending. The Reading Teacher, 57(2), 150–160. • Duke, N. (2004). The case for informational text. Educational Leadership, 61(6), 40–44. • Durand, C., Howell, R., Schumacher, L. A., & Sutton, J. (2008). Using interactive read-alouds and reader response to shape students’ concept of care. Illinois Reading Council Journal, 36(1), 22–29. • Marzano, R. (2010). On excellence in teaching. Bloomington, IN: Solution Tree Press. • Stahl, K. A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57(7), 598–608. • Tompkins, G. E. (2010). Literacy for the 21st century: A balanced approach (5th ed.). Boston: Allyn & Bacon
  14. 14. Thank You