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Literate Environment Analysis

Literate Environment Analysis



presentation literate environment

presentation literate environment



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    Literate Environment Analysis Literate Environment Analysis Presentation Transcript

    • Literate Environment Analysis By: Rachel Attaway
      • “ Reading is a basic tool in the living of a good life.” 
      • Mortimer J. Adler
    • Creating a literate classroom atmosphere is essential to constructing a classroom of thriving readers and writers.
      • Research:
      • Generating engaging lessons that support students’
      • motivation and achievement are essential (Laureate
      • Education, Inc., 2010)
      • Laureate Education, Inc. (Executive Producer). (2010).
      • Changes in literacy education. [Webcast]. The beginning
      • reader, PreK-3 . Baltimore: author.
    • Getting to Know Literacy Learners
      • The first step in creating a literate environment is getting
      • to know the learner. Through formal and informal
      • evaluations, I have been able to create an environment
      • conducive to meeting the diverse needs of the students
      • within my classroom.
      • Some suggested activities for getting to know your literacy learners:
      • Student literacy autobiography
      • Motivation to read profile
      • Elementary Reading Attitude Survey
      • Conversation with students
      • Conversation with parents
    • Getting to Know Literacy Learners (cont.)
      • Afflerbach, P. (2007). Understanding and using reading
      • assessment, K-12. Newark, DE: International Reading Association.
      • Tompkins, G.E. (2010). Literacy for the 21st century: A balanced
      • approach (5th ed.). Boston: Allyn & Bacon.
      Research: “ Understanding how students learn, and particularly how they learn to read and write, influences the instructional approaches teachers use” (Tompkins, 2010, p.5). Teachers who make use of reading inventories are given an assortment of information about their students’ literacy likes and dislikes, as well as reading performance and growth (Afflerback, 2007).
    • Selecting Texts
      • Choosing appropriate text for students is fundamental so as
      • to make certain that an effective literacy lesson is being
      • created. Selecting proper text is beneficial to the students’
      • capability to grasp the text he/she is reading. There are
      • multiple types of text to choose from. I utilize a variety of
      • texts within my classroom, therefore enhancing my students’
      • learning through the multiplicity of different texts. The use of
      • the literacy matrix is very beneficial when selecting
      • appropriate text.
      Linguistic Semiotic Narrative Informational Literacy Matrix
    • Selecting Texts (cont.)
      • Research:
      • I realize the importance of considering multiple
      • aspects when selecting appropriate texts for my students.
      • Some things to consider when choosing text is readability
      • level, length of the text, as well as the text structure
      • (Laureate Education, Inc., 2010). As educators, we are
      • continuously searching for engaging, as well as acceptable
      • texts for our students (Laureate Education, Inc., 2010).
      Laureate Education, Inc. (Executive Producer). (2010). Analyzing and selecting text. [Webcast]. The beginning reader, PreK-3 . Baltimore: author. Informational Text Narrative Text Online Text
    • Literacy Lesson: Interactive Perspective
      • Students are encouraged to interact with and think about information in
      • a text. I continuously encourage students to implement the reading
      • strategies we use daily in our reading lessons. As students become
      • proficient at using these strategies, they will better understand and
      • comprehend stories they are reading. Students are encouraged to be
      • independent learners. One way that I encouraged independent
      • learning during the implementation of this lesson was by using a Venn
      • diagram to compare/contrast two version of the same story. This
      • research based strategy has aided me in using more of a variety of
      • strategies to help when enhancing the my students’ reading abilities.
    • Literacy Lesson: Interactive Perspective (cont.)
      • Research:
      • Strategies are known as text factors and when implemented have the
      • capability of increasing student motivation (Tompkins, 2010). According
      • to Tompkins (2010), we need to be using many strategies within our
      • classrooms. During the lesson I taught students were interactive in a
      • variety of ways. First, they identified strategies that good readers use
      • when reading. Then students used a graphic organizer (Venn Diagram)
      • to compare/contrast two stories. As stated by Stahl (2004), instructional
      • practices used by teacher aid in the triumph of a comprehension strategy
      • put into place for students.
      Tompkins, G.E. (2010). Literacy for the 21st century : A balanced approach (5th ed.). Boston: Allyn & Bacon. Stahl, K. (2004. Proof, practice and promise: comprehension strategy Instruction in the primary grades. Reading Teacher , 57(7), 598-609.
    • Literacy Lesson: Critical and Response Perspectives
      • Critical and Response perspectives are research based
      • strategies that have aided me in fostering a literate
      • classroom environment. They are conceivably the most
      • significant when considering the literacy framework. I now
      • look at my lessons in a different manner when preparing
      • them for my students. I strive to present my students with
      • lessons that support these two perspectives, therefore
      • encouraging my students to apply their higher order
      • thinking skills.
    • Literacy Lesson: Critical and Response Perspectives (cont.)
      • Research:
      • The critical perspective involves our students assessing a text as they
      • are reading (Laureate Education, Inc., 2010a). The response
      • perspective permits our students to connect to the text, in addition to
      • experiencing the text (Laureate Education, Inc., 2010b). Throughout
      • this lesson my students remained engaged demonstrated outward
      • signs of using their critical thinking skills. The skills used in this lesson
      • encourage students to become metacognitive thinkers. One activity
      • implemented in this lesson required student to critically analyze the
      • main character in the story. Students participated in a character
      • portrayal activity. Tompkins (2010), tells us that this type activity will
      • help develop students’ comprehension. In the area of response
      • perspectives, I posed a question to my students and they had to write a
      • journal entry stating their viewpoint to the question ask of them. Again,
      • this prompted them to use their higher level thinking skills. (cont.)
    • Literacy Lesson: Critical and Response Perspectives (cont.)
      • Students were then given the opportunity to share their views during “Author’s
      • Chair”. Planning and implementing lessons which include the critical and
      • response perspective takes much time, but the benefits are tremendous.
      Laureate Education, Inc. (Executive Producer). (2010a). Critical Perspective. [Webcast]. The beginning reader, PreK-3 . Baltimore: author. Laureate Education, Inc. (Executive Producer). (2010b). Response Perspective. [Webcast]. The beginning reader, PreK-3 . Baltimore: author. Tompkins, G.E. (2010). Literacy for the 21st century : A balanced approach (5th ed.). Boston: Allyn & Bacon.
      • Our charge as educators is to increase
      • developing literacy by constructing literate
      • classroom environments. Regardless of
      • where children are in their perception of literacy, teachers have the capability of promoting additional development by putting into place a classroom beneficial to the learning of reading, writing, listening, and speaking (Gunning, 2005).
      Gunning, T.J. (2005). Creating literacy: Instruction for all students. Boston, MA: Pearson Education, Inc.