Walden University Literate Environment Analysis Presentation

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Walden University Literate Environment Analysis Presentation

  1. 1. LITERATE ENVIRONMENT ANALYSISPRESENTATIONASHLEY FANDEL KELLYWALDEN UNIVERSITYProfessor Dr. Melinda CarverEDUC-6706R-6 The Beginning Reader, PreK-3
  2. 2. CREATING A LITERATEENVIRONMENT “Literacy is a process that begins in infancy and continues into adulthood, if not throughout life” (Tompkins, 2010, p.111) •GETTING TO KNOW LITERACY LEARNERS •SELECTING TEXTS •LITERACY LESSON: INTERACTIVE PERSPECTIVE •LITERACY LESSON; CRITICAL AND RESPONSE PERSPECTIVE
  3. 3. PART 1. GETTING TO KNOWLITERACY LEARNERS The more you know about your students, the better you will be able to connect to them with test that can have a profound impact upon them (Laureate Education, 2010b). With this being know, I gave the three boys I had selected two reading motivation assessments. I gave them the Elementary Reading Attitude Survey (ERA), and the Motivation to Read Profile (MRP). The students were also given the Developmental Reading Assessment (DRA) to determine their reading level. This was done to develop a better understanding of them.
  4. 4. PART 1. GETTING TO KNOWLITERACY LEARNERS (CONTINUED) Through non-cognitive assessments, teachers can learn about a student‟s motivations, self concept, interest, and attitudes (Afflerbach, 2007). Non-Cognitive Assessments 1. Interest Surveys: Elementary Reading Attitudes (McKenna &Kear 1990). 2. Student interviews 3. Teacher observations
  5. 5. PART 1. GETTING TO KNOWLITERACY LEARNERS (CONTINUED) Cognitive assessments focus on the skills and strategies used by a student as they develop and grow as a reader (Afflerbach, 2007). Cognitive Assessments 1. Reading Inventories 2. Developmental Reading Assessments (DRA) 3. Running Record
  6. 6. PART 1. GETTING TO KNOW LITERACYLEARNERS (CONTINUED) The cognitive and non-cognitive assessments I gave were very beneficial. I was able to see a personal side of the students selected through the Elementary Reading Attitude Survey (ERA), and the Motivation to Read Profile (MRP). I was also able to determine the reading level of the boys through the Developmental Reading Assessment (DRA) and areas in need of growth through administering running records. In addition, the tests I gave also gave me insight to their comprehension, decoding skills, fluency, their ability to read with expression, and phonological awareness. With all of this new knowledge I am able to create a better learning environment for my students based on their needs and strengths. I also learned that being an educator means knowing your students on a personal level. Through this course I learned a new way to educate myself about my students. This is called “Me Stew” (Laureate Education, 2010b). I plan on using “Me Stew” next year. If I do this early on in the school year, I will be able to select books that are of high interest for them. As an educator, it is important that I create a literate environment for my students and I believe I did just that.
  7. 7. PART 2: SELECTING TEXTNarrative- Fictional and nonfictionalstories/read a louds LinguisticInformational- Non fiction texts withit‟s own features and formatSemiotic-Text communicates Narrativemessages without/less wordsLinguistic-word oriented Informational(Laureate Education, Inc,. 2010a) Semiotic The Literacy Matrix is used to make sure that teachers have a balance of text in their classroom. (Laureate Education, 2010c).
  8. 8. PART 2: SELECTING TEXT (CONTINUED)The Literacy Matrix is a wonderful tool to help keep track ofwhat kind of text is being used in class. It is also a wonderfultool to see what type of text children are selecting. I selectedthree different types of text for the boys. Narrative Text •Today is Monday (Carle 1993) •From Head to Toe (Carle 1997) • The Very Quiet Cricket (Carle 1990) •Brown Bear, Brown Bear What Do You See? (Martin & Carle 1992) Online •Elmer (David McKee) InformationalBook About Insects (Berger •Buzz! A Text 2000)
  9. 9. PART 2: SELECTING TEXT(CONTINUED) According to the continuum given by Dr. DouglasHartman (Laureate Education, Inc, 2010c.). The Eric Carlebooks: Today is Monday, From Head to Toe, and BrownBear, Brown Bear What do you See? fall low on the semiotic leveland in the narrative section according to the continuum. Thebooks I have selected do not have many words. I would say thatthese books are more appropriate for kindergarteners but all threeboys are reading on the kindergarten level. The book Buzz! A Book about Insects by Melvin Bergeris on the informational level and higher on the scale of thesemiotic level then the books listed above. Lastly,Elmer, falls right in the middle of the semiotic leveland the linguistic level. This book is also a narrative. This bookwas read to the boys and was used for critical response questions
  10. 10. PART 3: LITERACY LESSON:INTERACTIVE PERSPECTIVE Interactive perspective teaches students how to read and be strategic processors and thinkers (Laureate Education Inc., 2010e) The primary goal of the Interactive Perspective is to teach children how to be literate learners who can independently navigate through the textual world (Laureate Education Inc., 2010d). “The word metacognition is often defined as “thinkingabout your own thinking,” but more accurately, it refersto a sophisticated level of thinking that students use to actively control their thinking (Tompkins, 2010 p. 12)
  11. 11. PART 3: LITERACY LESSON:INTERACTIVE PERSPECTIVE(CONTINUED)I worked with a group of three boys in a guided reading group. To reinforce theinteractive perspective, I created a lesson that focused on reading with fluencyand expression. The text selected for this lesson was Brown Bear, Brown BearWhat Do You See? By Eric Carle. Before the boys read the book, I model reading the book and hadthem listen to how I read with expression and was fluent. In addition, Iintroduced reading strategies they should apply while reading, wordrecognition, comprehension and decoding words. In order to increase comprehension, I built up the boys backgroundknowledge. First, I asked the boys if they have ever been to a zoo before, andI asked them what might they see at a zoo. We did a picture walk and talkedabout each animal we saw on the pages and if those animals could be at anactually zoon. During the lesson I had to boys monitor their reading. “Readersalso monitor their reading, and monitoring is a metacognitive strategy”(Tompkins 2010 p. 12). During this lesson I gave the boys an assessment. I had each boyread the book while I administered a running record. From my data, I foundthat one child is able to move up to the next reading level.
  12. 12. PART 4: LITERACY LESSON: CRITICAL AND RESPONSE PERSPECTIVE “Being able to look at the text and examine it from multiple perspective enables one to think critically about it, to be able to evaluate that text and also be able to make judgments about the validity or veracity of that text (believability)” (Laureate Education, Inc., 2010b).Components of the Critical Perspective include the ability to: 1. Examine a text from multiple perspectives. 2. Critically evaluate text. 3. Judge validity and/or veracity of text. 4. Think deeply about a text. 5. Understand the purpose the author had to write the text. (Laureate Education, 2010e).
  13. 13. PART 4: LITERACY LESSON: CRITICAL ANDRESPONSE PERSPECTIVE (CONTINUED)•This lesson was whole group instruction.•The text was Elmer by David McKee.For the pre-assessment, the class and I made a web revolving around the wordfriend. We talked “What it means to be a good friend?” “What do good friends do foreach other?” “How are you a good friend?” The class turned and talk to their „turn andtalk‟ partner on the rug about being a good friend. I informally assessed the students when they were talking to their turn and talkpartner. I had the three boys orally tell me what a good friend is. To make sure theirunderstanding is clear.•Students had to answer three critical response questions. 1. How was Elmer different from the other elephants? Is it is good or bad to bedifferent? 2. What does is mean to be a good friend? Was Elmer‟s friends good friends. Why or why not. 3. Why do you think the author wrote this story? What is he trying to teach hisreaders?Student‟s written responses were graded according to a rubric.
  14. 14. REFERENCESAfflerbach,P. (2007).Understanding and Using Reading Assessment, K-12. Newark,DE: InternationalReading Association, Inc.Laureate Education, Inc. (Executive Producer). (2010a). Analyzing and selecting text [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2010b). Critical perspective [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2010c). Getting to know your students [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2010d). Informational text in the early years [Webcast]. The Beginning Reader, PreK-3. Baltimore, MD: Author.Laureate Education, Inc. (Executive Producer). (2010e). Perspective on literacy learning [Webcast]. The beginning Reader, PreK-3. Baltimore, MD: Author.Tompkins, G.E, (2010). Literacy for the 21st Century: A balanaced approach (5thed). Boston: Allyn& Bacon

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